CONTOH SKRIPSI ATAU TESIS BAHASA INGGRIS DALAM BENTUK PTK (PENELITIAN TINDAKAN KELAS) BAGIAN BAB 3 (TIGA)

CHAPTER III

RESEARCH METHOD

A.      Type of the Research

Type of the research the writer uses in this research is Classroom Action Reasearch (CAR). Rochiati Wiraatmaja stated, “Classroom action research is how a group of teachers can organize the condition of teaching and learning process from their own experiences, and try the improvement of idea in their learning and teaching, and see the real effect of the effort” (Asep Yoni, S.S, et. al.: 2010: 165-165)

B.       Subject of the Research

The subject of this reasearh is the students of Class 8E of SMP Negeri 1 Wanareja in academic year 2011/2012. There are forty students of calss 8E. It consists of twenty boys and twenty girls. All the students of this class would be the subjects of this research. The students of class 8F are the most passive among the students of the eighth grade, especially in reading lesson and in comprehending the text.

C.      Place and Time of Research

This study would be held in Januari 2012 at the second semester at class 8E of SMP Negeri 1 Wanareja in the academic year 2011/2012. The writer chooses this school because the writer has been teaching there since 1984, so the writer has been familiar with this school. The table below discusses about the writer’s activities in doing this research.

Table 3.1

 The Activities and Time Allocation of Research

No	Activities	Months (2011-2012)
		Sept				Oct.				Nov.				Dec.				Jan.				Feb.				MAR
		1	2	3	4	1	2	3	4	1	2	3	4	1	2	3	4	1	2	3	4	1	2	3	4	1	2	3
1	Observation
2	Making Proposal
3	Making Instrument
4	Seminar of Thesis Proposal
5	Cycle 1
6	Cycle 2
7	Making Report
8	Thesis Examination

In this research the writer took two cycles, and in each cycle consists of two action (meeting).

Table 3.2

The Schedule of the Research

CYCLE 1
Action	The month’s Name	The days’  Names	Date	Period	Time
1	January	Tuesday	10	6-7	2 x 40’
2	January	Thursday	12	5-6	2 x 40’

Table 3.3

The Schedule of the Research

CYCLE 2
Action	The month’s Name	The days’  Names	Date	Period	Time
1	January	Tuesday	17	6-7	2 x 40
2	January	Thursday	19	5-6	2 x 40

D.      Design of the Research

This research is conducted on the basic of classroom action research procedure. It is concerned with the improvement of students through action which would be given.

. Here the writer uses the research design the Spiral model by Kemmis and McTaggart (1988: 48). The main concept of the action research of spiral model by Kemmis and McTaggart consists of four components, they are planning, acting, observing, and reflecting. This four phases are considered one cycle. After finishing one cycle, it was continued by the second one.

This aim of this research is improving students’ activeness in reading class especially in comprehending the English text using discussion technique. There are two cycles, and each cycle consists of two meetings. The action research cycles can be drawn as follows:

Figur 3.1

The Cycles of the Action Research

1.        Planning

In order to get the optimal result to solve the problems, the writer tries to make a plan in the cycles based on the problems that are faced by the students in reading class especially in comprehending the text in the classroom. Here, the writer exposed the plans for the research as follows:

a.       preparing and selecting the materials

b.      making the lesson plans which woud be taught to the students using discussion technique,  and designing the steps in doing the action

c.       preparing teaching aids/media

d.      preparing observation instruments that would be brought into classroom and used to know the situation of teaching and learning process when the method is applied, and to know whether the students’ activeness in reading class especially in comprehending the English text using the discussion technique is improving well or not

2.        Acting

The activity is done based on the planned material, lesson plan and planned steps. The steps in action: when the problems are found in Cycle 1, the problem must be solved in Cycle 2. While in teaching and learning process, the researcher presents to monitor and evaluate the process and observe whether the teaching learning process is done as it is planned. Observation is very important to do, because it is done to know the student’s improvement in learning. Observation is done during the implementation of the action while the students are doing the activities.

3.      Observing

Meanwhile the writer as a teacher does the actions, the  collaborators observe the process during the lesson. The writer whenever as a teacher or observer keeps on making records or notes of process by making field notes. Moreover, the observers/collaborators are surely having observation checklists on their hands to be filled up during the process.

4.    Reflecting

It is the last step. All the actions are evaluated and reflected in the end of each cycle. The writer as a teacher and the collaborators try to analyze the result of the observation and questionnaire to know the effect of using discussion technique in reading class especially in comprehending the English text. In this step, the researcher evaluates the teaching based on the data in interview, the observation during the class, the questionnaire and field notes. The reflecting can be in the format of progress or improvement, weakness, etc during the teaching process. The result of reflection is considered to do in the next cycle. This research has two cycles, and each cycle consists of two actions. Having done the reflection, next, the researcher revised the plan that has been implemented before. The revised planing is used to conduct the action in the Cycle 2, and the reflection at the Cycle 2 is used to compare the result of Cycle 1 with the Cycle 2, whether there is students’ activeness improvement during learning and teaching process or not. If there is no students’ activeness improvement, so the Cycle 2 can be repeated once more.

E.       Instrument of Collecting Data

Instrument is used to collect data in the  research. According to Arikunto, S. (1998: 37), there are many kinds of instruments such as test, questioner, interview, observation, rating, scale and documentation.

Instrument for collecting data aims to support the success of the research. It helps the reseacher to get the data and the information about the process of students’ activeness improvement in reading class especially in comprehending reading through discussion technique more early.

In conducting the research, the writer used some instruments for collecting data. The data of the research would be collected from observation sheet, interview, questionnaire, and field note or informal note. The description is as follows:

1.    Observation

The observation used in this reasearch is to see the process by eyes observation. The writer used observation because he wants to know the students’ activeness during teaching and learning process, in the reading lesson especially in comprehending the English text through discussion technique.

On the observation, the writer provided the observation lists as the instrument for collecting data. There are two kinds of observation checklists. Those were provided for observing the students’ activities and also the teacher’s activities during the teaching reading process using discussion technique. In this case, the result percentage of the students’ activeness the writer used is the individual activeness, although the learning process was done in groups.

2.    Interview

John (1970: 181) states that through interview technique, the reseacher may stimulate the subject to get  a greater insight into his own experiences and there by exploring significant areas, not anticipated in the original plan of investigation.

In this study the interview was done to collect data by asking questions to the collaborators who helped in observation during learning and teaching process in reading class especially in comprehending the text through discussion technique. The interview with collaborators was done after doing learning and teaching process in the Cycle 1 and Cycle 2.

The interview with collaborators was to ask about the merit and lack of the teacher in teaching reading comprehendsion using discussion technique. By knowing the lack, the writer as a teacher was able to make improvement in the next meeting in teaching.

3.    Questionnaire

Suharsimi Arikunto states in Acep Yoni, S.S, et.al: 2006: 174). A questionnaire is a number of written questions which is used to gain information from respondents about their knowledge, belief, etc.

In this research, the writer as a teacher used the questionnaire to know the students’ responses by giving questions to the students related with the English teaching and learning process, especially in reading class using the discussion technique. It was given at the last of actions in Cycle 2, and in this case the writer used the closed questionnaire.

The percentage result of the students’ responses the writer used is the individual responses, although the learning process was done in groups. 

4.    Field Notes

 Informal notes were written by the writer. He made field note  described as follows:

a.    The Students

This part was made to know what the students did before the lesson and during the teaching learning process.

b.    The Teacher

It was aimed to make notes what the teacher as the reseacher did during the teching learning process.

c.    The Discussion Technique

At this part, the notes were made to know whether the technique worked or not in the teaching process. It was also made to know the students’ activeness in reading comprehension through the discussion technique, by means to know the failure and successes of the technique, the effect of the technique in the students’ behaviour and development.

d.   The Class

The general situation in the classroom when the discussion technique was applied to improve the students’ activeness in reading comprehension.

F.       Technique of Analyzing Data

The data of observation and questionnaire result in this research can be seen from the score result on the sheet of observation and questionnaire used. The percentage of score achievement on the sheet of observation and questionnaire is used to determine the improvement of students’ activeness in learning and teaching process, particularly in reading class through discussion technique in each cycle.

To calculate the result of the list or sheet of the students’ activities observation, the questionnaire, and the observation list of teacher’s activities, the writer used the formula as follows:

 

Information:

P = the percentage of observation or questionnaire score

n = the total score in each indicator

N = the maximal score

G.      Criteria of Action Success

According to Sumarno in Sukidin et.al (2002: 141) in the evaluation, the criteria have a function as the standard of comparison to determine the level of the action success based on the consideration that has been agreed by the teacher as a reseacher and collaborators who helps the teacher to observe the action.

In this research, the teacher and the collaborators determined criteria of successful action. The action’s success is based on observation , questionnaire and interview. If the observation result shows more than 50 % of the students’ activeness in teaching and learning proccess, the questionnaire shows more than 50 % of students state “Yes” toward the learning style and interview result shows the students give positive response or argument of their feeling in joining the lesson using discussion technique, this research was regarded success by the writer and collaborators, and the action would be stopped.