CHAPTER III RESEARCH METHODOLOGY
D. Action Plan
This research is classroom action research. Mcnif states that action research is a name given to particular way of researching your own learning.20 It means that action research is a practical way of research on your practice in order to solve problem or to repair something.
Action research deals with social practice and it involves the direct interaction of teacher and group of students. It is portrayed as a cyclical spiral process involving step of planning, acting, observing and reflecting.
20 McNiff. Jean Whitehead, Action Research: Principles and Practice, Second Edition, (London and New York: 2002), p.15
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Here is step of classroom action research design:
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Picture 1. Spiral Classroom Action Research.
Classroom action research (CAR) cycle are:
1. Cycle 1 a. Planning
Planning is the first step in every activity, researcher explains about what, why, when, where, who, and how the action is done. Without planning, the researcher activity and not focus. The planning will be reference in doing action.
Here is the step that the researcher can make in planning:
1) The researcher identifies the problem causes and finds the problem solving.
2) The researcher makes a lesson plan.
Reflecting Cycle II Acting
Observing Planning
Acting
Observing Cycle 1 Reflecting
Planning
3) The researcher prepares the material, Method and technique of teaching.
4) The researcher prepares the source of learning.
5) The researcher prepares the observation sheet.
6) The researcher prepares the evaluation format to evaluate the students’
activities after teaching learning process.
b. Acting
Doing action is the second step in activity. It is the realization from the planning the researcher has made. Without the action, the planning just imagination that never can be real. After finishing the planning, the learning process will be done in the eight gradres of the MTS Guppi 3 Punggur. It describes about teaching prosedures of the research. There are many steps that the researcher does in the action:
1) The researcher applies the lesson plan.
2) The researcher explains the advantages of the implementation cooperative learning strategy in teaching speaking.
3) The researcher explains the method of learning speaking.
4) The researcher guides the students in the teaching learning process based on the lesson plan.
c. Observing
Observing is the activity of recording the event and action. The observation is doing in teaching learning process. In this step, the
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researcher observes the process of teaching learning by using form of observation.
d. Reflecting
Reflecting is the fourth steps that the researcher is done. The researcher will try to see and amuse again something that the researcher has done. It is also know whether there is effect to the students’ learning process. By reflection, the researcher knew the strength and weakness from action that the researcher has done. The researcher decides that the next cycle focused on the weakness in preview cycle.
2. Cycle II a. Planning
1) The researcher identifies the problem and finds the problem from the first cycle.
2) The researcher makes a lesson plan.
3) The researcher prepares the material, Method and tecnique of teaching.
4) The researcher prepares the source of learning.
5) The researcher prepares the observation sheet.
6) The researcher prepares the evaluation format to evaluate the students’
activities after teaching learning process.
b. Acting
The researcher applies the action plan II.
c. Observing
In this step, the researcher observes the process of teaching learning by using format of observation to collect the data in action plan II.
d. Reflecting
In this step, the researcher will compare the score of pre-test and post test. The researcher reviews and reflects on students’ activity whether there is positive or negative, the second cycle enough or need for the next step.
E. Data Collection Technique
To collect the data, the researcher uses the data collection method as follows:
1. Test
Test is a set of stimuli presented to an individual in order to elicit responses on the basis, which a numeral score can be assigned. In this research, the researcher uses action test. The test is devided by two part as follows:
a. Pre-test
The pre-test is given in the first meeting before doing treatments in order to know ability of students before doing the action research.
b. Post-test
The post-test is given in the last meeting after doing the treatments to find out whether the treatment gave any contribution to the students’ achievment in the class or not. The improvement can be seen if the average score of post-test is higher than pre-test. This step will be done
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after the treatment to know the influence of the implementation cooperative learning strategy whether is able to increase students’
speaking performance.
2. Observation
Observation is data collection technique by observing directly to the object that examined. In this observation, the researcher make some notes and check-list to recheck the data. It means to know the activity and the process of the students in the classroom.
3. Documentation
During the process of creating the research, the researcher will collect documents. The researcher uses this method to get data about the history of the school, teacher, official employed and students at MTS Guppi 3 Punggur in the eihgt gradres.
F. Research Instrument
This research instrument is tool or facility that is used in data collection.
Furthermore, the research instrument involves:
1. Instrument blueprint
Research instrument used in this research:
a. The instrument uses for the test is giving a topic. The topic will discuss by students in a group.
b. The instrument which will be used for test, the technique is speaking test. The speaking test was given to the students to know their ability in speaking. The test is divided in two types, namely pre-test and post-test.
The pre-test was the speaking test given before treatment, in this test;
the students will ask to deliver free speech. Whereas, the post-test from by using spoken test will used to know the knowledge of students after the treatment conducted.
2. Instrument Calibration
Instrument calibration is the scale of measurement which used to decide the Instrument standard which used. Furthermore, Instrument calibration is screening or examination of items of instrument that made by the research.
In this research, the collect research data by using the test which consists of pre-test and post-test.
a. Pre-test and post-test are Instrument research to know the influence of using cooperative learning strategy toward the students’ speaking performance.
b. Speaking test is research Instrument to know the level students’
speaking performance.
G. Data Analysis Method
The data will be analyzed step by step to take the average score of the pre-test and post-test in cycle I and cycle II.
The formula to get the average of pre-test and post-test as follow:
Where:
X = Mean or average score
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X = Total students score
N = Total number of students.
Furthermore, to know the result the researcher will compare between pre-test and post-test. The result is matched by minimum standard criteria (KKM) at the school at least 68. If from the cycle I, there are some students are not successful so we conduct cycle II. The minimum cycle in classroom action research is two cyce. So if in cycle II all of the students are succesfull, it is not continue to other cycle.
H. Indicator of Success
The indicator of success of this study will be emphasized on the speaking performance process and result. The study are called success if 80 % students get refferring to KKM 70.
Indicator of success can be grouped into two aspects as follow:
1. The indicator of success of the process. It can be described as follow:
a. The learning process becomes interesting and fun.
b. The students follow the learning process actively.
2. The indicator of success of the result. It is determined as follow:
a. The students can improve their speaking performance.
b. 80 % students can achieve the grade of KKM 70.
39 A. Description of Research Setting
1. Brief History about the Establishment of State MTS Roudlotu Tholibin Guppi 3 Punggur
MTs Roudlotu Tholibin GUPPI 3 Astomulyo Punggur Subdistrict, Central Lampung Regency Lampung Province was established on July 1, 1984 by the Village Community Resilience Institute (LKMD) of Astomulyo Village, standing on land with an area of 1565 m2. The land is a waqf land which was represented by the late KH. M. YASIR in 1986 Certificate Number: AC .004720. 08.03.14.11.1.00009 with the following limits:
a. West side is bordered by the yard of Hi. Suprapto b. The east side is bordered by a village road
c. North side is bordered by the yard of Ustadz Salim Daroini Ashab d. The south is bordered by the yard of Mr. Kosim and Mr. Sarjiman
Since the establishment of MTs Roudlotu Tholibin GUPPI 3 Astomulyo up to now which has been 33 years old has received a positive response from the community.
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2. The Condition of Teachers in MTS Roudlotu Tholibin Guppi 3 Punggur
The data of teachers in academic year of 2019/2020 based on the employment of the status, it can be identified as follow;
Table 4.1
The Data of Teachers in MTs Roudlotu Tholibin GUPPI 3 Punggur
No Lesson Permanent NON
Permanent
Total
1 Civic Education 1 1
2 Religion
a. IslamicStudy 3 4
b. Protestant c. Catolik d. Hindu e. Budha f. Konghuchu
3 Indonesian Language 1 1
4 English 1 1
5 Health 1 1
6 Mathematic 1 1
7 Computer 1 1
8 Art 1 1
9 Science 1 1
10 Social 1 1
11 Lampung Language 1 1
12 Counseling 0 0 0
Total 12 1 13
source: The documentation result of teacher in academic year of 2019/2020 MTs Roudlotu Tholibin GUPPI 3 PUNGGUR
Table 4.2
The Data of Staff in MTs Roudlotu Tholibin GUPPI 3 Punggur
No Staff Permanent NON
Permanent
Total
1. Administration Staff 1 1
2. Laboratory assistant 1 1
3. Librarian 1 1
4. Security 0 0
5. Cleaning Service 1 1
6. Electric Technician 1 1
Total 3 2 5
source: The documentation result of teacher in academic years of 2019/2020 MTs Roudlotu Tholibin GUPPI 3 PUNGGUR
3. The Quantity of MTs Roudlotu Tholibin GUPPI 3 Punggur
The quantity of MTs Roudlotu Tholibin GUPPI 3 Punggur Students in academic year of 2019/2020 can be identified as follows;
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Table 4.3
The Quantity of the Students at MTs Roudlotu Tholibin GUPPI 3 Punggur
No Class Sex Total
Male Female
1 VII 4 6 10
2 VIII 3 12 15
3 IX 5 7 12
Total 12 25 37
source: The documentation result of teacher in academic year of 2019/2020 MTs Roudlotu Tholibin GUPPI 3 PUNGGUR
4. Facilities and Infrastructure
The facilities and infrastructure of MTs Roudlotu Tholibin GUPPI 3 PUNGGUR in academic year of 2019/2020 can be identified as follows;
Table 4.4
The Facilities and Infrastructure in MTs Roudlotu Tholibin GUPPI 3 Punggur No Facilities
Conditions
Total Good Slightly
damaged
Seriously damaged 1. Headmaster
Room
1 1
2. Teacher room 1 1
3. Office house 1 1
4. Library 1 1
5. Computar lab 1 1
6. Science lab 1 1
7 Language lab 1 1
8. Hall 1 1
9. Mosque 1 1
Total 9 9
source: The documentation result of teacher in academic year of 2019/2020 MTs Roudlotu Tholibin GUPPI 3 PUNGGUR
B. Description of Research Data
This research used classroom action research. It was conducted in two cycles. The action in cycle I and cycle II were conducted about three meetings in first cycle and two meetings in second cycle, each meeting in these cycles took 2x45 minutes. As it was mentioned before each cycle comprised of planning, action, observation and reflection. In relation to the problem in the class and the analysis, the researcher made lesson plan. The material of classroom action research was cooperative learning strategy as technique to improve the student’s speaking perfromance.
1. Action and Learning at Pre-Test 1. Pre-testactivity
The learning was conducted on Monday, Oktober 15th, 2019. All the students had already prepared when the teaching time came. The researcher greeted the students. The researcher told the students that the researcher would conduct the research in their class in order to know their ability of pronunciation before doing the action of the classroom
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action research. The pre-test was administrated to the students to be finished individually. The kind of the test was oral test.
2. The student‟s pre-test result
Table 4.5
The Students Pre-Test Result
No Name Score Note
1 AR 60 Incomplete
2 ALA 65 Incomplete
3 ADN 60 Incomplete
4 AP 70 Complete
5 ASFG 60 Incomplete
6 AP 55 Incomplete
7 A 75 Complete
8 AH 60 Incomplete
9 DIB 55 Incomplete
10 EVA 70 Complete
11 FA 60 Incomplete
12 HG 75 Complete
13 HF 70 Complete
14 JV 60 Incomplete
15 LU 65 Incomplete
Total 960
Avarege 64,00
High score 75
Low score 55
Based on the table above, can be seen that 5 from 15 students were success beside that 9 students were not success. The average from the data was 64,00. To know about percentages from the score of pre- test can be seen on the table as follows:
Table 4.6
Frequency of Students’ Score at Pre-test
No Score Frequency Percentage Category
>70 5 33,33% Complete
<70 9 66,76% Incomplete
Total 15 100%
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Graph 4.1 Frequency of Students’
Complete at Pre-test
Referring the data above, the Minimum Mastery Criteria (MMC) for English lesson at MTS Roudlothu Thollibin Guppi 3 at least 70. It can be seen that only 5 students (33,33%) got score up to the standard, then 9 students (66,76%) got score less than the standard. That is the reason, the researcher used cooperative learning strategy to improve the speaking performance at MTS Roudlothu Thollibin Guppi.
2. Cycle 1 1) Planning
In the planning stage, the researcher and the collaborator prepared several things related to the teaching and learning process such as:
prepared the lesson plan, made the instrument that would be examined as post test in the cycle I, prepared the material, made the observation
sheet of the students‟ activity, identified the problem and found the causes of problem at the beginning and the end of learning activities.
The researcher also planned to gave evaluation to measure the students‟
mastery on the given materials.
2) Acting
a) The first meeting
In the first meeting was conducted on Oktober 15th 2019.
In this meeting, the researcher was being the observer and the collaborator was being the teacher, the action as follow:
(1) The teacher greeted the students and checks the attendance list.
(2) The teacher gave the information about the material.
(3) The teacher gave instruction based on the procedure of cooperative learning strategy.
(4) The teacher gave the picture to the students.
(5) Teacher asked the students to look at the picture (6) The teacher asked the student about what they looked.
(7) The teacher asked students to speak up what they look in the picture.
(8) The teacher and the students to review and made the conclusion about the subject material that was studied.
(9) Closing the learning process b) The second meeting
In the second meeting was conducted on Monday, Oktober
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22th 2019. In this meeting, the researcher was being the observer and the collaborator was being the teacher. The meeting was started by praying and greeting, checking the attendance list, and asking the students condition. The students did the test by individually, after the students were given the action in the first meeting. The result of the students‟ score in post- test 1 will be showed in the following table:
Table 4.7
The Students’ Post- Test 1 Result of Cycle 1
No Name Score Note
1 AR 65 Incomplete
2 ALA 60 Incomplete
3 ADN 75 Complete
4 AP 75 Complete
5 ASFG 70 Complete
6 AP 60 Incomplete
7 A 80 Complete
8 AH 60 Incomplete
9 DIB 60 Incomplete
10 EVA 70 Complete
11 FA 70 Complete
12 HG 70 Complete
13 HF 75 Complete
14 JV 65 Incomplete
15 LU 70 Complete
Total 1025
Aver age
68,33
High Score
80
Low Score
60
Table 4.8
Frequency of Students’ Score at Post-test 1 of Cycle 1
No Score Frequency Percentage Category
1 <70 9 60% Complete
2 >70 6 40% Incomplete
Total 15 100%
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Graph 4.2
Frequency of Students’ Complete at Post Test 1 Cycle 1
Based on the data above can be seen that 6 students (40%) got score less than standard and 9 students (60%) got score up to the standard. It was higher than the result of pre- test. The criterion of students who was successful in mastering the material was the students who got minimum score of 70. Learning process is said success when 80% students got score 70. From the data above, it can be seen that there are an increase of 20% from the pre-test.
c) Observing
The result of learning process to improve the student’s speaking performance by using cooperative learning strategy in cycle 1 was rising than before. It can be seen from the score at pre- test and post-test. The using of cooperative learning strategy in the learning process is something new at this class, because the students are supposed to be active, not only in a pair at every students, each
6 9
0,00%
70,00%
60,00%
50,00%
40,00%
30,00%
one of them, also be expected to be active in this case.
In the test 1 there were 9 (60%) out students got good score.
Although, only 9 the students who got good score. But, the result of the student’s test was better than student’s yet before giving treatment.
Table 4.9
The Result of Students’ Activities In Cycle 1
No Name
Indicator Payattention
of the teacher explanantion
Understanding the material
Active in the class
The students able to the
task
1 AR √
2 ALA √
3 ADN √
4 AP √
5 ASFG √
6 AP √
7 A √
8 AH √
9 DIB √
10 EVA √
11 FA √
12 HG √
13 HF √
14 JV √
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Table 4.10
Frequency of students’ activities result in cycle 1
No Indicator Frequency Precentage
1 Pay attention of the teacher explanantion 7 46,67%
2 Understanding the material 1 6,67%
3 Active in the class 5 33,33%
4 The students able to the task 2 13,33%
Total 15 100%
Source : the result of students activties cycle 1
According to the result above, it can be conclude that the learning process is sufficient. Although there are some of students making noisy, it can be inferred that the learning process has done well.
3) Reflecting
From the result of cycle 1, it showed that there was an increasing of the result at pre-test and post-test 1. The students were interested enough in learning process although the condition of learning process still uncontrolled. Some students still did not interested on the material and made the condition be noise.Based on the analyzing above, the researcher concluded that this research should be continuing in cycle 2.
The researcher tried to get solution as follows:
a) The researcher should manage class well
15 LU √
TOTAL 7 1 5 2
b) The researcher asks students to focus on study and not make a noise.
c) Teacher should motivate students to be more active in class.
3. Cycle 2
The action in the cycle 1 was not success enough, the cycle must be continued to cycle II. Cycle II was used to repair the weakness in the cycle I. The steps of the cycle II as follows:
1) Planning
Based on the reflection that had been conducted in the cycle 1, the researcher and the collaborator made the planning of the action, as follow:
a) Preparing the media of the material b) Preparing the lesson plan.
c) Preparing the items that will be examined as the post-test in the end cycle.
d) Giving instruction to the students as following the procedure.
e) Preparing the observation sheet of the student’s activity.
2) Acting
a) The first meeting
The first meeting was conducted on Tuesday, 22 Oktober 2019 The action that was conducted as follow:
(1) The teacher greeted the students and checked the attendance list.
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(2) The teacher gave the information about the subject that would study.
(3) The teacher reviewed the picture that had studied in the cycle 1.
(4) The teacher gives instruction based on the procedure of cooperative learning strategy .
(5) The teacher gave the example.
(6) The teacher asked the student about how to pronounce words that they spell when make sentence.
(7) The teacher asked the students to practice it and learned how to pronounce the word correctly.
(8) The teacher and the students to review and made the conclusion about the subject material that was studied.
(9) Closing the learning process.
b) The second meeting
The second meeting was conducted on Oktober 23th 2019.
This meeting used as the post-test II in the end of cycle II, the students was given the action. It has been finished well by the students where they had to describe invitation card used cooperative learning strategy. The result of the students‟ score in post-test II can be seen in the following table: