CHAPTER III
RESEARCH METHODOLOGY
A. Place
and Time of the Research
This research conducted at SMA N 7
Padangsidimpuan. The school is located on Jln. H.T Rizal Nurdin km 5.5
Padangsidimpuan. This research conduct in academic year 2016 /2017. The process
of research done from October 2016 up to November 20th 2017. The
reason of taking the research for this educational level, because this level
should master narrative text.
B. Research
Design
In this research, classroom action research
(CAR) is applied, which focused on the efforts to improve the real condition of
the English teaching and learning process. According to Burns, action research
is a research in which in doing the research the researcher involves taking a
self-reflective, critical, and systematic approach to explore teaching context.[1] In
this research, the researcher looked for the problems in the teaching and
learning process to be solved or weaknesses on the teaching and learning
process that could be improved. Therefore, in action research, the focus is on
process not the product. Action research is not only solving problem but also
improving matters.
Based on Gay and Airasian classroom action
research is a type of practicioner research that is used to improve the
practicioner’s practice, action implies doing or changing something.[2]
Kemmis and Mc Taggart in Burns state
that one of the key principles of action research is collaborative, it means
action research involves those who responsible for action in improving that
action.[3] In
doing this research, the researcher did not work alone; he collaborated with
the English teacher to improve the way in teaching English, especially in
teaching writing in order to improve the writing ability of the students grade
XI in SMA N 7 Padangsidimpuan through
the story mapping technique.
C. Participants
The
participants of this research is classroom XI IPA 2 of SMA N 7 Padangsidimpuan
in academic year 2016/2017. The total numbers of subjects were 23 students
consisting of 11 females and 12 males. There are some reasons why the subject
was chosen. Such as; the students of this class had lower ability in English
lesson, especially in writing English text, the class had a enough quantity of
the students to do research.
D. Instrument
of Collecting the Data
There
are two kinds of instruments used to get the data in this research. They are
test and observation with the students and the English teacher. Observation
sheet are used to get qualitative data, and to obtain quantitative data, test
form are used.
1. Test
A test as method in measuring a person’s
ability about knowledge or performance in given domain.[4]
Researcher takes the writing evaluation criteria rubric as reference in the
process of learning to get student’s score. The students will be testing based
on the topic. The criteria of the qualification score is present in the
following table.[5]
Table 2
The criteria of qualification score
|
No. |
Criteria |
High score |
|
1 |
Grammar |
20 |
|
2 |
Vocabulary |
20 |
|
3 |
Mechanic |
20 |
|
4 |
Fluency |
20 |
|
5 |
Form |
20 |
|
|
Total score |
100 |
2. Observation
The observation sheets are used by the
collaborator to write field notes. The observation was conducted during the
teaching and learning process. Gay and Airasian pointed out field notes are the
observer’s record or documenting of what the researcher has see, hear,
experience tought about juring and observing session.[6]
By having field notes, the researcher are able
to record everything happened in the class during the action. The collaborator
also noted the field situation that could not be seen by the researcher in the
teaching and learning process. From the field note, the researcher and the
collaborator could find the weaknesses and the obstacles in the research.
E. Data
Collection Technique
In
gathering the data of this research, there are two techniques used, namely;
test and observation. At the first step the researcher observe the teaching and
learning process. In observing the teaching learning process, the researcher
collect the data in the form of field notes. Furthermore, the researcher did
the test to the students to collect the data regarding the problems in English
writing. All those steps are done in order to reach the process validity on
research study. Planning the action the process validity are expected to be
reach. Hence, the researcher have to get discussion with English teacher in
order to improve the students’ ability in writing narrative texts.
F. Research
Procedure
The
personal aim of this research is the
improvement of one’s learning, while the social aim is an improvement of the
situation. In conducting the collaborative action research, the researcher
invited English teacher and the students to work collaboratively. The team
worked together in planning, implementing and reflecting the action. Therefore,
the model used in action research should be adaptable, according to how
teachers’ personal ideas and theories about what is happening in their
classroom are developing. The cycles in action research also should be
successive and open, and allow for as much as feedback and interaction between
the cycles as possible. The action research will be conduct in two cycles,
depend on the aim of the research study.
Kemmis
and Mc Taggart in Burns have developed a simple model of the cyclical nature of
the typical action research process. Each cycle has four steps: plan, act,
observe, and reflect.[7]
There are four phases that are used to conduct the action research:
1. Planning
In this step, the researcher analyzed and
interpret the themes of the research or study. The researcher identified and
analyzed the problems by doing observation in the class. The researcher also
conducted the test to the students to get further information about the
students’ writing skill.
2. Action
After planning the actions, the researcher and
the collaborator implemented the actions in the teaching and learning process.
In this step, the researcher began to face with the subject of study. The
purpose of this step is to solve the problems, which is the students' low
writing skill.
3. Observation
After
acting, the researcher elaborate the type of data, the data collecting
procedure, and the instruments that used to collect the data. It is done to
know the impact of the technique that had been used and to find out the problem
that occurred during the implementation of the technique.
4. Reflection
By doing reflecting, the researcher evaluated
the process during the research process. The researcher observed whether the
action had negative or positive effect to the teaching-learning process. The
items that evaluate include change of the students, class, and also teacher.
The wholeness of the research process would be
drawn in the Chart below:
Planning Acting Observing Reflecting Cycle 1 Planning Acting Cycle 2 Reflecting Observing
(Adapted from SuharsimiArikunto)[8]
Chart 1
The Kurt Lewins’s Design of CAR
In General, there are many Classroom Action
Research designed by some experts. Otherwise, in this research use The Kurt Lewins’sdesign. It is easy to be applied,
applicable, suitable for this study. The Kurt
Lewins’sdesign consists of four phases within one cycle. They are
planning, acting, observing, and reflecting.[9]
Teacher is possible to find a new problem or
the previous unfinished problems yet after applying first cycle. If it happens, it is necessary to do same way to
submit the second cycle. Here some explanations about each phase and how it works.
1. Cycle 1
a. First
meeting
1)
Planning
a) Arranging
the lesson plan that consists of the steps of action.
b) Determining
the lesson material is about the descriptive text.
c) Designing
the procedure teaching reading by using establishing purpose strategy.
d) Preparing
the test in first cycle.
e) Preparing
list of interview to the students.
f) Preparing
worksheet if interview for students in doing interview activity.
g) Preparing
observation note sheet of students’ activity in teaching process for observers.
2)
Action
a) Arranging
set formation.
b) Telling
the purposes of learning.
c) Giving
the topic for the students.
d) Introducing
the activity performance.
e) Giving
students function to be acted.
f) Introducing
the procedures of establishing purpose strategy.
g) Presentation.
h) Tasking
students to execute the activity to test the students’ reading comprehension.
i) Encouraging
and concluding learning.
3)
Observation
a) Observing
the execution of Establishing purpose strategy.
b) Observing
students’ reading comprehension from the establishing purpose strategy from the
presentation
4)
Reflection
a) Discuss
with the teacher about the action.
b) Making
any decision for the next meeting.
c) Developing
another environment to be stimulated.
d) Clarifying
the problems found in the activity whether in the case of students or teacher.
b. Second
Meeting
1)
Planning
a) Analyzing
the problem that had been found from first meeting.
b) Making
more a lesson plan.
c) Preparing
the observation work sheet.
d) Preparing
the text and that will be used in teaching learning activity.
e) Designing
the teaching reading procedure by using establishing purpose strategy
2)
Action
a)
Eliminating the problems which are found in the
first meeting by motivating, encouraging, controlling and managing the class.
b)
Reminding
previous materials in the last meeting.
c)
Helping students to keep practicing in
activity.
d)
Teacher gave the example of descriptive text
then discussed it together.
3) Observation
The
teacher’s observation done during the action like:
a) Teacher
monitoring the students' activity when performance begins.
b) Teacher
observed the students as long as the testing.
4) Reflection
Reflection
is gathered from the result of reading test through the activities in the
classroom.
2. Cycle 2
The
second cycle conducted in two meetings too. Every meeting have done for ninety minutes.
a. Third
meeting
1) Planning
a) Made the
lesson plan that consists of action step.
b) Made the
learning planning approaching by using establishing purpose strategy.
c) Prepared
the test as the instrument for collecting data in reading comprehension.
d) Discussed how is the procedure to apply
establishing purpose strategy in reading comprehension.
e) Prepared
all the material that needed in the teaching learning process, as; lesson plan,
media, value criteria and others.
2) Action
a)
Told the purpose of learning.
b)
Explained the aim of the research and
establishing purpose strategy to
students.
c)
Conducted the establishing strategy to the
students.
d)
Give the times limitation about 45 minutes for
establishing. Monitored every step that have planed.
e)
Monitored the times that needed in every
activity.
f)
Prepared the solution if you get the problem
when the action is doing.
g)
Collected the worksheet of students
3) Observation
a) Discussed
the observations planning with the English teacher
b) Observed
the researcher conducting in every cycle in learning process directly.
c) Collect
the information about students attitude in discussing activity or following the
learning process.
d) Get the
data or information about the situation or condition in learning process.
4) Reflection
a) Analyzed
the data that had get.
b) Analyzed
the weakness and researcher action in conducting the establishing purpose strategy.
c) Reflected
the establishing purpose strategy that is used.
d) Reflected
on the teacher teaching activity.
e) Reflected
the students learning activity
Evaluated
or interprets the data have gotten from the class and make the next planning
for the next meeting.
b. Fourth
Meeting
1) Planning
a)
Analyzed the reflection result in the first
cycle.
b)
Prepared all the materials, such as lesson
plan, instrument and observation of teacher and students activity that would be
needed in the teaching-learning process for the third and fourth meetings.
c)
Encoded the problem and progress in the
learning process.
2) Action
a) Eliminated
the problem findings in cycle 1 by motivating encouraging, controlling and managing the class.
b) Give the
text and learning material to the students.
c) Applied
the establishing purpose strategy to the students.
d) Give the
times limitation about 45 minutes for establishing.
e) Asked
the students some preview questions before they start reading the text.
f) Interrupted
the story in the middle to ask for establishing about what will happen.
g) Give the
ending and ask for establishing about the beginning.
h) Give the
students a sentence in the new language and ask them to complete it.
i) Give the
establishing strategy worksheet.
j) Explained
to the students to establish better than in the cycle 1.
k) Collected
the students’ worksheet result.
3) Observation
a) Monitored
the teaching learning by using establishing strategy.
b) Recorded
the different is being.
c) Discussed
the problem in the process of teaching and learning finds the solutions.
4) Reflection
a) Analyzed
the weakness and the teacher progress when establishing strategy has conducted.
b) Reflected
the teaching and learning result of the researcher and students by using
establishing purpose strategy.
c) Evaluate
or interprets the data that get from the
class.
G. Data
Analysis
In this
stage, the researcher present and account the research for others. In present
account of the research, the researcher show the report that set out the
process of the research by discussing the question, describing the context of
the research, outlining, and interpreting the finding, and suggestion the
feedback project.
To know
the mean of students’ score for each cycle, the writer applies the following
formula:
x = ∑x
X 100%
N
Where
: x: The mean of the students.
∑
x: the total score
N:
the number of the students.
P = R X 100%
T
Where:
P: The percentage of students who get the point 65.
R : The number of students who get the
point up 65.
T: The
total number of students do the test.
After calculating and
scoring students’ answer sheets then, their score are classified on the table
below.
Table 3
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 |
After the researcher found the
mean scores of all students, it is consulted to the criteria as follows:
a.
If
the value of mean score 81 – 100%, it can be categorized into very high.
b.
If
the value of mean score 61 – 80%, it can be categorized into high.
c.
If
the value of mean score 41 - 60%, it can be categorized into enough.
d.
If
the value of mean score 21 - 40%, it can be categorized into low.
e.
If
the value of mean score 0 - 20%, it can be categorized into very low.[10]
To test the
significances the hypothesis, the researcher used t-test for samples. The
formulation of t-test as follow:[11]
t =
Where:
D
= X – Y
N
= Number of Students
SDD=
standard deviation from the difference score between first test and second
test.
[1]
Burns, A., Doing Action Research in Language Teaching: A Guide to
Practitioners, (London & New
York: Routhledge, 2010), p. 47.
[2]
L.R. Gay Airasian, Educational Research (New Jersy: Prentice Hall Inc,
2009), p.593.
[3]
Burns, A., Doing Action Research…
[4]H.
Douglas Brown, Language Assessment: Principles and Classroom Practice,(New
York: Pear son Education. Inc 2004), p.03
[5]Ibid,
p.15
[6]Ibid.
[7]
Burns, A., Doing Action Research…, p.7.
[8]Sugiyono,
Statistikauntuk Penelitian, (Bandung: Alfabeta, 2005), p. 137.
[9]Arikunto,
Suharsimi. ProsedurPenelitian, (Jakarta: RinekaCipta, 2010), p.83.
[10]Riduan, Belajar
Mudah Penelitian untuk Guru-Karyawan dan Penelitian
Pemula, (Bandung:
Alfabeta, 2005), p. 89.
[11]
Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: PT Rajagrafindo
Persada, 2008), p.305-306.
