CHAPTER III
RESEARCH
METHODOLOGY
A.
Place and Time of
the Research
The location of this research was at
SMP Negeri 1 Barumun Tengah Kabupaten Padang Lawas. It located on
Sisingamangaraja Street, Number 15,
Barumun Tengah.
The subject of research is at grade
VIII students of SMP Negeri 1 Barumun Tengah 2018/2019 academic years. This
research was started from 16th November 2017 up to 2nd
October 2018.
B.
Research Design
This
research has been conducted by using classroom action research (CRA). Classroom
action research is a type of practitioner research that is used to improve the
practitioner’s practice; action implies doing or changing something.
Practitioner research means that the research is done by practitioners about their
own practice. Action research is a process in which individual or several
teachers collect evidence and make decisions about their own knowledge,
performance, beliefs, and effect in order to understand and improve them.[1]
According
to Suharsimi Arikunto that classroom action research is a certain accurate
about/toward learning activity as an action, in appearing and that happening in
a class as together. That action will give by teacher or with purpose/direction
from the teacher and apply by students.[2]
Classroom
action research is a research that doing reflective systematic toward a variety
action that doing by the teacher all at once as research, once arrangement a
plan until evaluation about real action in classroom such as activities in
teaching and learning, for improve a condition learning that doing. Classroom
action research also can improve quality of education or teaching that doing by
the teacher, that it’s impact is not problem in classroom.[3]
Ways
of doing according to cyclic become a cycle. Main steps that should be done in
first cycle and next cycle. After that to establish main problem that good,
next step is action planning, and then auctioning, data collecting and
observation, and the last is reflecting.
This
action research follows the model that is developed by Kurt Lewin model. The
model is described in the following figure:
Planning SIKLUS I Observation Action Reflecting SIKLUS I Observation Action Reflecting Planning
Figure 2: Action Research Spiral[4]
1.
Planning
Planning
is process to prepare an idea for a conduct in the class to develop
intelligence or knowledge. In this process the researcher explains about what,
why, when, where, who and how do the action. The ideal action research is done
is double between side do action and side process observe do action.[5]
In
arrange step this plans researcher determine point or focus the even to need
found out special attention or interest to observe, then make one instrument
for help the researcher to record fact that happen during going on action.
2.
Action
Action
is the activities to conduct in the classroom. Action is applying what will be
planned. In this step, strategy planned and planned application learn will be
done. The researcher will teach speaking specially about task in communication
in classroom according to lesson plan. Action must be according to situation
and condition of the class and students. This action will continue until the
teacher get satisfying result.
3.
Observation
Observation
is a purpose to find out information of action. Observation is the result of
action that will be done. In this step, researcher is doing observation and not
all matter the need and that happen during implementation take place action.
Data collection do with using observation form, included too observation as
accurate implementation planned action from time to time with impact to process
and result of students learned.[6]
4.
Reflecting
Reflecting
is an activity for suggest again that have been done. Activity of reflecting is
evaluation activity, analyzes, meaning, explaining, concluding, and
identification of next action in next cycle planning.[7]
C.
The
Participants
The
participants of this research is grade VIII-2 SMP N. 1 Barumun Tengah Kabupaten
Padang Lawas academic year 2017/2018. The class consist of 31 students. The
researcher would teach about task using communication in classroom at grade VIII 2 SMP N1 Barumun Tengah Sisingamangaraja
street number 15 in academic year 2017/2018. In this class chosen because the
researcher finds the problem of students’ speaking mastery. And then most of
students’ also less in vocabulary, and also less motivation and not interesting
to speak because they think it’s so difficult. They are not able to give
opinion because they are afraid to make some mistake in express their idea.
Another
participant is a teacher English of grade VIII 2 SMP N1 Barumun Tengah
Kabupaten Padang Lawas. The researcher would observe activities in class when
teacher conduct an action, then the teacher also help the researcher analyzes
the data form the observation and make plan for each cycle.
D.
The Instrument of
Data collection
In
this research, the researcher use instrument test that getting data about
resolution of the problem, included Students’ speaking mastery in task use
communication in classroom. Test is method of measuring a person ability,
knowledge, or performance in a giving domain.
The
are three instrument in this research, they are:
1)
Test
The
researcher is going to use speaking test, which is giving the question with
using task based language teaching method. Brown defined test “a method of
measuring a person ability. Knowledge performance in a giving domain”.[8]
Table
1. Indicators of Speaking Test
|
NO. |
The
Indicators of Speaking Mastery |
score |
|
1. |
Accent: 1.
Pronunciation frequently
unintelligible. 2.
Frequent gross errors and a very
heavy accent make understanding difficult. 3.
“foreign accent” requires
concentrated listening and mispronunciations, which do not interfere with
understanding. 4.
“marked foreign” accent and
occasional mispronunciations which do not interfere with understanding. 5.
No conspicuous mispronunciations,
but would not be taken for a native speaker |
1-5 1 2 3 4 5 |
|
2. |
Grammar: 1.
Grammar almost entirely inaccurate
phrases. 2.
Constant errors showing control of
very few major patterns and frequently preventing communication 3.
Frequent errors showing some major
patterns uncontrolled and causing occasional irritation and misunderstanding. 4.
Occasional errors showing
imperfect control of some patterns but or weakness that causes
misunderstanding. 5.
Few errors, with no patterns or
failure |
1-5 1 2 3 4 5 |
|
3. |
Vocabulary: 1.
Vocabulary inadequate for even the
simplest conversation. 2.
Vocabulary limited to basic
personal and survival areas. 3.
Choice of words sometimes
inaccurate, limitations of vocabulary prevent discussion of some common
professional and social topics. 4.
Professional vocabulary adequate
to discuss special interest, general vocabulary permits discussion of any non
technical subject with some circumlocutions. 5.
Professional vocabulary broad and
precise, general vocabulary adequate to cope with complex practical problems
and varied social situations. |
1-5 1 2 3 4 5 |
|
4. |
Fluency: 1.
Speech is so halting and
fragmentary that conversation is virtually impossible. 2.
Speech is very low and uneven
except for short or routine sentence. 3.
Speech is frequently hesitant and jerky, sentence may be left
uncompleted. 4.
Speech is occasionally hesitant,
with some unevenness caused by rephrasing and grouping for words. 5.
Speech is effortless and smooth,
but perceptibly non native in speech and evenness. |
1-5 1 2 3 4 5 |
|
5. |
Comprehension: 1.
Understanding too little for the
simplest type of conversation. 2.
Understanding only slow, very
simple speech on common social and touristic topics, requires constant
repetition and rephrasing. 3.
Understands careful, some what
simplified speech when engaged in a dialogue, but may require considerable
repetition and rephrasing. 4.
Understand quite well normal
educated speech when engaged in a
dialogue, but requires occasional repetition conversation or rephrasing. 5.
Understanding everything in normal
educated conversation expect for very colloquial or low frequency items, or
exceptionally rapid or slurred speech.[9] |
1-5 1 2 3 4 5 |
|
|
MAXIMAL SCORE: 25 x 4 |
100 |
Achievement
test are designed to provide information about how well test takers have
learned what they have been taught in school. An individual’s level of achievement
on a standardized achievement test is usually determined by comparing it to be
the norm, the performance of a national group of students in the individual’s
grade or age level who took the same test. thus these test can provide
comparisons of a given student to similar students nationally.[10]
2)
Observation
The
second instrument of this research is Observation. Observation is a technique
collecting data that should be the research enter a field to observe that
relationship with space, place, actor, activity, time, event, objective, and
feeling.[11]
observation can take many forms in qualitative
research, depending on the involvement of the observer. The observer can be a
participant observer who engages fully in the activities being studied but is
known to the participants as a researcher.[12]
In
which the researcher takes field notes on the behavior and activities of
individuals at the research site. in
these field notes, the researcher records. In an unstructured or semi structured
(using some prior questions that the inquirer wants to know) way, activities at
the research site. The qualitative observer may also engage in roles varying
from a participant to a complete participant.[13]
In
participant observation, the researcher observes what people do, listen to what
they say, and participates in their activities.[14]
Object observation in qualitative research that observes based Spradley is
social condition, that consist three component. They are: place, actor and
activity.[15]
When
making a field notes, a simple protocol for observation might include these
topics:
a.
Who is being
observed? How many people are involved, who are they, and what individual roles
and mannerism are evident?
b.
What is going
on? What is the nature of conversation? What are people saying or doing? What
is the physical setting like? How are people seated, and where? How do the
participants interact with each other? What are the status or rules of people,
who leads, who follows, who is decisive, who is not? What is the tone of the
session? What beliefs, attitudes, values, etc. seem to emerge?
c.
How did the
meeting end? Was the group divided, united, upset, bored, or relieved?
d.
What activities
or interactions seemed unusual or significant?
e.
What was the
researcher doing during the session?[16]
3)
Interviews
The
third instrument of this researcher is interviews, interview is a tool of
verification about information that get before now.[17]
a second important qualitative data collection approach is the interviews. An
interview is a purposeful interaction, usually between two people, focused on
one person trying to get information from the other person. It is important to
consider two conditional aspects of interviews. First, not all qualitative researcher
who gather data through interviews would accept the definition of interview
stated above.[18]
A
meeting of two person to exchange information and idea through question and
responses, resulting in communication and joint construction of meaning about a
particular topic.[19]
Interviews
have three basic choices for collecting their data. They are taking notes
during the interview, writing notes after the interview, and tape recording the
interview. Thus, the data collection method of choice is tape recording the
interview, which provides a verbatim account of the session.
There
are a number of actions that can improve the collection of interviews data.
a.
Listen more,
talk less. Listening is the most important part of interviewing.
b.
Follow up on
what participants say and ask questions when you don’t understand.
c.
Avoid leading
questions, ask open-ended questions.
d.
Don’t
interrupt. Learn how to wait.
e.
Keep
participants focused and ask for concrete details
f.
Tolerate
silence. It means the participant is thingking.
g.
Don’t be
judgmental about participants’ views or beliefs. You’re there to learn about
their perspectives, whether you agree with them or not.
h.
Don’t debate
with participants over their responses. You are a recorder, not a debater.[20]
The researcher
conducts face to face interviews with participants. Interviews participants by
telephone. Or engages in focus group interviews with six to eight interviewees
in each group. These interviews involve unstructured ang generally open-ended
questions that are few in number and intended to elicit views and opinions from
the participants.[21]
E.
Procedure of
the Research
In
this research the researcher applied two cycle. Each cycle consist of two
meetings, each meeting consist of
The
procedure of data collection of the study is within two cycle. First cycle is
two meetings. Second cycle is two meetings. So there are four meetings in the
action research.
1.
The research
procedure in cycle 1
a.
First Meeting
In the first cycle, the researcher implied four steps, they were:
1)
Planning
a)
Arranging the
lesson plan
b)
Determining the
lesson plan about speaking mastery that using task based language teaching
method “the topic is task”.
c)
Designing a
procedure of teaching speaking by using task based language teaching method.
d)
Preparing
instrument to be used by students.
e)
Preparing
instrument for teacher and observers’ observation.
2)
Acting
In this act, the steps that are
going to be practiced by teacher in teaching speaking through Task Based
Language Teaching method as follow:
a)
Giving greeting
to students
b)
Arranging sit
formation
c)
Divide students
into two groups
d)
Giving the
topic and telling the purpose of learning for students.
e)
Introducing the
procedures of task based communication in activities.
f)
Implementing
the lesson plan
g)
Explaining the
material
h)
Concluding
learning
3)
Observing
In this research, observations focus
on:
a)
Observing the
execution of the task based language teaching method
b)
Observing the
students’ speaking mastery
c)
Observing the
teaching learning process.
4)
Reflecting
The reflecting relate to the process
and the effects of action. It is also the evaluation of the action. The
evaluation covered evaluating students’ speaking mastery scores and the result
of observation which purpose to analyzes the situation and make conclusion.
b.
Second Meeting
1)
Planning
a)
Preparing the
teaching about speaking ability through Task based Language Teaching
b)
Preparing the
Instrument for collecting data: observation and test
2)
Acting
a)
Giving the
material to the students
b)
Placing
students to be groups
c)
Giving the task
d)
Asking the
students to discuss the task
e)
Calling a
random number to answer the task
3)
Observing
In this research, observations focus
on:
a)
Situation of
teaching and learning process
b)
Students’
activity
c)
Students’
mastery in speaking through Task Based Language Teaching
4)
Reflecting
The
students’ speaking ability must increase. So, the second cycle must be done to
get improvement of students’ speaking ability.
2.
The Research
Procedure in Cycle 2
In the second cycle, the researcher
will evaluate all the activities in the first cycle and repairing the problem.
a.
Third Meeting
1)
Planning
a)
Making the
second lesson plan
b)
Preparing the
teaching materials of Task Based Language teaching
2)
Acting
a)
Giving greeting
to student
b)
Giving
motivation, and controlling and managing to the students in the class
c)
Giving the
explanation and hint about the matter and the key word or difficult word that
will be applied
d)
Giving the
information about the matter. Therefore, the students can be better than
before.
e)
Giving the
material to the students
f)
Explaining the
material
3)
Observing
a)
Monitoring the procedures
b)
Observing the
students’ speaking mastery is improved or not
4)
Reflecting
The students’ speaking mastery more
accurately than they speaking in the first cycle but it must be increased for
the last meeting
b.
Fourth Meeting
1)
Planning
a)
Preparing
teaching material of speaking
b)
Preparing the
instruments of collecting data
2)
Acting
a)
Giving the
material to the students
b)
Placing
students to be groups
c)
Asking about
the material
d)
Giving the task
e)
Asking the
students to discuss the task
f)
Calling a
random number to answer the task
3)
Observing
In this research, observation focus
on:
a)
Situation of
teaching and learning process
b)
Students’
activities
c)
Students
ability in speaking through task based language teaching
d)
The interaction
between teacher and students
4)
Reflecting
The researcher notes the result of
observation and evaluates it to know wheatear the implementing of the action
process is held appropriately with the preparation or not. The researcher
reflected the all cycle and analyses to have conclusion of using Task Based Language
Teaching method in improving students’ speaking mastery.
F.
Technique Analysis
Data
Technique
of data analysis in this research is the researcher used quantitative and
qualitative data. Qualitative data was used to describe situation during the
teaching process. Quantitative data was used to collect and analyze by
computing the score of speaking test.
To know the
means of students’ score for each cycle, the researcher applied the following
formula:[22]
Where:
⅀
N: the number of the students
The percentage of students improvement in speaking mastery was
analyzed by the formula as follow:[23]
Where:
P: the
percentage of students who get the score 75
R: the
number of students who get the score up 75
T: the total
of number students do the test.
After calculating and scoring students’ performance then, their
score were consulted the clarification quality on the table below:
Table 2. The classification Quality of Students Score
|
No. |
Percentage |
Criteria |
|
1. |
0%-20% |
Very Low |
|
2. |
21%-40% |
Low |
|
3. |
41%- 60% |
Enough |
|
4. |
61%-80% |
Good |
|
5. |
81%-100% |
Very Good[24] |
After the researcher found the mean scores of all students, it was
consulted to the criteria as follows:
1.
If the value of
mean score 81-100%. It can be categorized into very high.
2.
If the value of
mean score 61-80%. It can be categorized into high.
3.
If the value of
mean score 41-60%. It can be categorized into enough.
4.
If the value of
mean score 21-40%. It can be categorized into low.
5.
If the value of
mean score 0-20%. It can be categorized into very low.
To
test the significances, the researcher used t-test for small samples less than
18 students. The formulation of t-test as follo
To
=
MD
= Mean of difference
MD
=
⅀D = Number of difference score between second cycle and first
cycle.
D =
X – Y
N =
Number of Students
SDD
= Standard Deviation from the differences score between first test and second
test
SDD
=
SEMD
= Standard Error from mean of difference
SEMD
=
Qualitative
has six steps as suggested by Creswell as in the follow:
Step
1: organize the prepare the data for analysis. This involves transcribing
observation, scanning material, typing up field notes, or shorting and
arranging the data into different type depending on the source of information.
Step
2: read through all the data. This will done by obtaining a general sense of
the information and reflecting on its overall meaning.
Step
3: begin the detail analysis with a coding process it organize material into
chunks before bring meaning to those chunks. It involves take the data into
categorize and labeling those with a term (a term based in the actual language
of the participant)
Step
4: use the coding process to generate a description of the setting or people as
well as categories or analysis. Description is involving a detail rendering of
information about notes. Then, researcher uses this to generate themes or
categories.
Step
5: advanced how the description and themes are represent in the qualitative narrative. This may be discussion
that mention a chronology of events, the detail discussion of several themes or
interconnecting themes. Researcher uses visual or figure to convey descriptive
information about participants in table.
Step
6: make interpretation or meaning of the data. It is researcher personal
interpretation; meaning will be derived from a comparison of the finding with
information gleaned from the literature.[25]
G.
Outlines of the Thesis
The systematic of this research
consist of five chapters. Each chapter will be divided into many sub chapters in
detail as follow:
The first chapter, contains of
background of the problem, identification of the problem, limitation of the
problem, formulation of the research, the aim and significances of the
research, and the last is about definition of operational variables. In this
chapter, the researcher make one question in order to focus to the problem.
The second chapter, contains of
theoretical description which bring explanation about task based language
teaching and also review related finding is an addition information for this
research.
The third chapter, contains of
research methodology to find out improving students’ speaking mastery through
task based language teaching at grade VIII SMPN 1 Barumun tengah. Research
methodology consist of time and place of the research, the technique of the
data collection, and the technique of data analysis and the thesis outline.
The fourth chapter, contains of
research result. This research consist of data description that contain of
analysis data. This capater arranged by descritption of the data, hypothesis
testing, discussion and the threats of research.
The fifth chapter, contains of
suggestion and conclusion of research.
[1] L.R. Gay, Educational
Research: Competence for Analysis an Application (American: Pentice Hall,
2000), p. 593
[2] Suharsimi
Arikunto, Penelitian Tindakan Kelas (Jakarta: Bumi Akasara, 2014), p. 3.
[3] Ahmad Nizar
Rangkuti, Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif,
PTK, dan Penelitian Pengembangan (Bandung: Citapustaka Media, 2016), p. 188-189.
[4]Ibid, p. 221.
[5] Suhardjono, Penelitian
Tindakan Kelas (Jakarta: Bumi Aksara, 2014), p.77
[6] Ibid, p.
80.
[7] Ahmad Nizar
Rangkuti, Op.Cit, p. 213.
[8] H. Douglas
brown, Language Assesment, Op.Cit, p. 3.
[9] Arthur Hughes,
Testing for Language Teachers, (USA: Cambridge University Press, 1990),
p. 110-113
[10] L. R. Gay and
Peter Arsian, Educational Research, Op.Cit. p. 154
[11] Ahmad Nizar
Rangkuti, Metode Penelitian Pendidikan pendekatan kuantitative….., p.
143
[12]Ibid, p. 211-212
[13] John W.
Creswell, Research Design Qualitative, Quantitative, and mixed methods approaches
(Sage Publications: University of Nebraska, 2002), p. 185-188
[14] Sugiono, Metode
Penelitian Pendidikan Pendekatan Kuantitative, Qualitative, and R&D
(Bandung: ALFABETA, 2208), p. 311
[15] Ibid, p.
314.
[16] L.G.Ray and
Peter Airasian, Op.Cit, p. 213-214
[17] Ahmad Nizar
Rangkuti, Op.Cit, p. 149S
[18]L. R. Gay ana
Peter Airasian, Op. Cit, p. 219
[19] Sugiono, Metode Penelitian Pendidikan
pendekatan kuantitative….., p. 317
[20] Ibid,
p. 222-223.
[21] John W.
Creswell, Op.Cit, p. 188
[22] Anas Sujono, Pengantar
Statistik Pendidikan (Jakarta: Rajawali Pers, 2010), p. 80
[23] Hartono, Statistik
untuk Pendidikan (Yogyakarta: Pusat Pelajar , 2012), p. 22
[24] Zainal Aqip, PTK untuk Guru SMP, SMA, SMK (Bandung: CV.
Yrama Widya, 2008), p. 205.
[25] Norman K.
Denzin and Yvonna S. Lincoln, a Handbook of Qulitative Research, Translated
by Dariyanto DKK, (Yogyakarta: Pustaka Pelajar, 2009), p. 499
