CHAPTER III RESEARCH METHOD
A. Research Design
To conduct a useful research, a systematic way or a well-done plan must be made in order to obtain the valid answers of the research questions. It means that the appropriate research design has to be selected. In conducting this study, Classroom Action Research (CAR) was used. It was designed to describe a condition objectively and information concerning the status of phenomena of the sample. This study also attempted to describe the analysis of improving the eleventh grade student’s vocabulary mastery through Grammar Translation Method. The research design was used to find out the result of “Improving Students’ vocabulary Mastery using Grammar Translation Method at SMAN 1 Kalukku” using Classroom Action Research.
Ogdan & Biklen (1992: 223) explain that action research is the systematic collection of information that is designed to bring about social change. In addition, (Cameron-Jones: 1983) defines action research as a research carried out by practitioners with a view to improve their professional practice and understand it better. In accordance with that Allwright and Bailey (1991: 2) mention that it is a research centers on the classroom, and simply tries to investigate what actually happens inside the classroom. It treats classroom interaction as virtually the only object worthy of investigation.
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The first definition refers to the general meaning of action research and the second reflects the meaning of classroom action research since it can be understood that the term practitioners used refers to teachers who practice and act in classroom.
The last, perfectly indicates the action and the practice will be done by teachers in their own classrooms or issues on how teachers respond to learners’ errors, how interaction occurs in classrooms, the feeling of teachers and learners during or after the lessons, and so on.
Carr and Kemmis (2005:7) state that action research is a form of self- reflective enquiry undertaken by participants in social (including educational) situation in order to improves (a) the rationality and justice of these practices; (b) their understanding of the practices, and the situations in which the practices are carried out. It can be said that an action research is a “learning by doing” action a group of people or person (researcher), identifies a problem, does something to resolve it, sees how successful the efforts which has been made, and if the result is not satisfying, that group or that person will try again the efforts in the next action.
Action Research is a process in which educators examine their own practice systematically and carefully using the techniques of research. Participants design a research question, collect data throughout the year, analyze what they have learned, and write about their findings. Observations, interviews, surveys and journals are typical data methods that participants use to investigate their questions.
Applying the principle of an action research design, the researcher takes the model of an action research proposed by Kemmis and Mc.Taggart model Aqib (2006:
23). Kemmis and Taggart state that the research is started by planning for an action.
Then the plan is implemented as an action in classroom and the action is then observed. The reflection is done to analyze the data obtained during the action. The action research consists of four main steps, namely planning, acting, observing, and reflecting.
This research was a classroom action research that involved repeated reflection, namely: planning, action, observation, reflection and re-planning. This research was carried out in 2 (two) cycles, each cycles has four meetings.
Picture 3.1 Classroom Action Research chart Cycle 1
Observation
Cycle 2
Observation
Result????
Action Reflection
Action Reflection
Planning
Replanning
B. Setting and Subjects of the Research 1. Setting of the Study
This research was conducted in class XI of SMAN 1 Kalukku, which is located at Jln. Trans Sulawesi, Kalukku sub-district, Mamuju District, West Sulawei. The selection reason for SMAN 1 Kalukku is besides the location that is easy to reach by researchers, also because researcher is alumni of the school so that he understand little bit about the condition of the school and also would make it easier for researcher to observe especially in terms of communication with teachers and students.
2. Subject of the Study
Each person or participant in the study is considered as a subject (Brown, 1993: 48). The subjects of the study of this research were the students of XI (Eleventh) MIA SMAN 1 Kalukku in academic year of 2018 – 2019.
This school has 32 classes from the X classes up to XII classes. The X (ten) Class has 12 classes; 6 IPA classes and 6 IPS class, the XI (eleven) Class has 11 classes; 5 IPA classes and 6 IPS classes, and the XII class has 9 classes; 4 IPA classes and 5 IPS classes. As the sample, the researcher took the 35 students of Eleventh IPA 4 (XI IPA 4) of SMAN 1 Kalukku. In the Eleventh grade classes , English was taught two times a week.
C. Factors of the Research
To be able to answer the problems mentioned above, several factors that want to be investigated are as follows:
1. Process factors, namely seeing attendance, as well as how active students are in the learning process through the Grammar Translation Method.
2. Outcome factor, which is an increase in students' vocabulary mastery after carrying out Grammar Translation Method learning.
D. Research Procedure
Following the basic principles of research proposed by Madya (Muliasari:
2001), the action research phase includes 5 stages:
1. Exploratory Stage
The assessment phase or preliminary research is conducted to find out the research stage and the subject of the research, so that the research is in line with expectations.
2. Planning Stage
In the planning stages, activities to reflect the beginning, define and formulate the action plan, as well as provide direction and guidance to analysts and peers about learning system
3. Action Stage
This action research activity is carried out in accordance with the type of action research with a qualitative approach in which this research activity will go
through 3 activities. Each cycle consists of four stages: (1) the investment phase, (2) the exploration phase, (3) the solution stage, and (4) the application stage.
4. Observation Stage
Everything related to the giving of actions, namely students (research subjects) and teachers (researchers) during the learning activities will be observed and documented. This observation is carried out comprehensively by using observation guidelines.
5. Reflection Stage
Reflection is a series of activities in research that includes the activities of analyzing, understanding, explaining, and concluding the results of observations.
Researcher and observers will analyze and reflect on the results of the action.
The results of this reflection become information about something that happened and what needs to be done next. This information can be used as a basis for subsequent planning.
This study was conducted in two cycles, procedures conducted research consisted of four steps done in a repeating cycle. The four main activities in the cycles were: (a) Planning, (b) Action, (c) Observation, and (d) Reflection. This class action research procedure could be described as follows:
1. Cycle 1 a. Planning
The steps in the planning stage were as follows;
1) Examined the senior high school curriculum XI classes the first semester on the subjects of English
2) Had a subject matter
3) Compiled leasson plans (RPP)
4) Created learning scenarios to carry out actions by applying Grammar Translation Method
5) Made research instruments in the form of learning test results to evaluate each end of the cycle
6) Made observation sheet to see how the condition or activity of students in the classroom when teaching process underway
7) Provided or prepared media / tools that would be used in learning
8) Made evaluation tools in the form of questions arranged based on the material that had been taught and paper sheets to evaluate students' vocabulary mastery based on the material had been taught.
b. Action
1) The researcher for the first identified students' readiness to follow the learning process.
2) The researcher together with the students discussed about subject matter were thaught through Grammar Translation Method by:
a. The researcher explained more detail about the subject matter.
b. The researcher with the student discussed how to use the grammar rule that had been thaught.
c. Students formulated it in a context.
3) Gave students the opportunity to resolve the issue in accordance with the strategy that they knew either individually or with a group work.
4) Gave positive feedback on student responses and emphasized the concept of the material provided.
5) Assigned students according to developed both individually and in groups.
6) By provided motivation and created harmonious interaction between the teacher (researcher) and students. Students were directed to solve problems.
7) Recorded all events that were considered important during the teaching and learning process took place in the observation sheet.
8) At the end of the cycle students were given a test of the material taught.
c. Observation
At this observation stage an observation was carried out on the implementation of the action used an observation sheet that had been made which includes:
1) Students present
2) The number of students who pay attention to the explanation of the subject matter
3) Students who ask questions and responses 4) Students who can answer questions correctly
5) Students who appear complete the problem on the board 6) Students who are active in the group
7) The number of groups that have good discussions 8) The student who helped guide his friend
9) Students who ask other groups
10) Groups that can complete tasks or problems correctly
11) Students who carry out other activities during the learning process.
d. Reflection
The results that already achieved at the observation stage were collected and analyzed. The intended reflection was an assessment of students' successes or failures, and then became consideration for formulating improvement plans in the next stage.
2. Cycle 2
In principle, activities within the second cycle is a repetition of the previous cycle work steps that had improved and development tailored to the results of the reflection of I cycle activities carrid out in this cycle spiral that allowed the cycles were smaller cycles where in each small was an improvement from the previous cycle. The second cycle took place during 4 meetings, with details: first, second, and third meetings were material presentation, and the fourth meeting were conducted at the end of cycle II and filled out questionnaires to students.
E. Research Instruments
To obtain the data of this study, the research instrument was Test technique.
Tests of students' English learning outcomes were made at the end of the cycle to measure the extent to which students' understanding of the material had been taught, one minute paper was used to find out the vocabulary mastery of students they obtained in the teaching and learning process.
F. Data Collecting Method 1. Test Technique
Tests were given at the end of each cycles, this test was conducted to determine the success of learning after the implementation of Grammar Translation Method. Judged from each cycle, from cycle I, cycle II had an increase so it could be assumed that Grammar Translation Method in learning improved students' vocabulary mastery.
These are some steps to conduct test technique:
1. The reseracher gave D-test to see how was the initial condition of the students’ vocabulary mastery.
2. The researcher conducted the cycle 1.
3. Every ends of the meetings the reseracher gave student an assignment to stimulate students’ vocabulary mastery.
4. At the end of cycle 1, the researcher gave a validity test to see wheter the students’ vocabulary mastery improved
5. The cycle 2 was the repetition of cycle 1
G. Data Analysis
The data obtained were analyzed by using quantitative analysis.
1. Quantitative Data Analysis Techniques
This data analysis technique was used to describes student learning outcomes in relation to the material presented by the teacher.
a. The value of individual cognitive learning outcomes individually was obtained by the formula:
Imformation:
N = Searched value R = Score obtained SM = Maximum score
(Source: modification Purwanto, 2008: 102)
b. The class average value was obtained by the formula:
Information:
x ̅ = Average value X = Total student value N = Number of students (source: Aqip, et al. 2010: 40)
c. The percentage of students' classical learning completeness was obtained by the formula:
(Source: Aqip et al. 2010: 41)
Table 3.7 Category of student learning completeness No Score Category
1 85 Very Good
2 84 Good
3 56 Fair
4 <55 Low
(Source: modification of Aqib, 2010: 21) H. Indicator of Success
The indicators of the success of this class action research were:
1. If the number of students who achieve mastery learning has increased. Based on the provisions of the Ministry of National Education (Syakir, 2007: 24), students are said to have completed learning if they obtain a minimum score of 75 from maximum score of 100.
2. If the student's activity in learning is at least 75% measured by looking at the student observation sheet.
3. If students experience an increase in vocabulary mastery as measured by a One Minute Paper evaluation tool.
CHAPTER IV
FINDING AND DISCUSSION A. Finding
1. The Improvement of Vocabulary Mastery of Students of Class XI IPA IV SMAN 1 Kalukku Through Grammar Translation Method
Observation of learning is used to find out the learning process of students of class XI IPA 4 of SMA 1 Kalukku. In this observation process, the researcher gave a D-Test to students to find out the extent of students 'understanding of English learning, especially how good the students' vocabulary mastery was. From the results of these observations obtained an overview of the learning process before the action was carried out. When learning took place, most students were absorbed in their own play and some even joked with other students, thus affecting the concentration of students' learning. The media and teaching methods applied by the teacher were still monotonous, making students felt bored and less interested in attending lessons, so only a small percentage of students paid attention when the teacher explains.
From the results of the observations and the T-test given by the researchers it was found that students' vocabulary mastery was still very low. only a few students have vocabulary above the average student in that class, because they take an English course.
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a. The Scores of Validity Test I And II Table 4.1 the scores of validity test I and II
Variable Cycle I Cycle II Improvement Daily life Vocabulary 55.31 66.97 11.66
Based on the table above, it indicates that after conducted Two Scycles learning activity through Grammar Translation Method, by giving Validity test in the end of every cycles to evaluate the improvement of Students Vocabulary Achievement, there is a different average score between Cycle I and cycle II which is the Average Score of Cycle II is higher than Cycle I, means that there is an improvement in Students’
vocabulary mastery . It can be seen in the table 4.1 that the average score of validity test cycle I was 55.31. considering this result, the researcher conducted the cycle II which better then cycle II, it can be seen from the result of validity test cycle II was 66.97. There was 11.66 improvement in the average score obtained by the students of XI IPA 4. The Improvement was not really significant but it proved that Grammar Translation Method could improve students vocabulary achievement.
2. Student Learning Outcomes in Cycle I
Data from research results on students after applying the Grammar Translation method in English language lesson to improve vocabulary of students
of the XI IPA class 1 Kalukku High School students, then analyzed using Quantitative analysis whose results can be seen as follows:
1) The value of individual cognitive learning outcomes
Based on the Validity test gave to the students in every end of each cycles to evaluate the vocabulary that students have memorized or they got during the four meetings learning activity. Scores that students got in the first validity test were varied, the lowest score was 0 and the highest score was 76. In the fist four meetings cycle I, students got more difficult to answer the test because their lacking of vocabulary, eventhough there were some students who have adequate vocabulary but they still did not really understand about its Grammar.
2) The Class average Score
Based on the acquisition of the score of each students then calculated to find the average value of vocabulary improvement students of class XI IPA 4 SMA negeri 1 Kalukku, the results obtained was 55.31.
3) The percentage of students' classical learning completeness
Determined the percentage of students completeness in improving vocabulary in learning English using Grammar Translation Method, analyzed based on KKM 70.00. From the calculation results, it can be seen that the students who passed are 10 students (28.57%) and students who did not pass are 25 students (71.42%), it can be concluded that the learning outcomes of
the students of XI IPA 4 SMA Negeri 1 Kalukku after applying Grammar Translation Method is categorised as very low .
3. Student Learning Outcomes in Cycle II
1) The value of individual cognitive learning outcomes
Based on the result of Validity test I, the reseracher conducted Cycle II better then Cycle I, the researcher explain more detail about the material and its Grammar rules. As usual, at the end of Cycle II, students were given the validity test to evaluate the vocabulary that students have memorized or they got during the four meetings learning activity. The result showed that there were improvement of score obtained by students, in the Validity test cycle II the lowest score was 0 got by one students and the highest score was 92 got by Two students. In this validity test, the vocabulary mastery of students were improve and they can understand when and where to use that vocabulary in a sentences, eventhough there were some students that were still lack of vocabulary and got confuse about the Grammar.
2) The Class Average Score
Based on the acquisition of the score of each students then calculated to find the average value of vocabulary improvement students of class XI IPA 4 SMA negeri 1 Kalukku, the result was 66.97.
3) The Percentage of Students' Classical Learning Completeness
Determined the percentage of students completeness in improving vocabulary in learning English using Grammar Translation Method, analyzed
based on KKM 70.00. it can be seen that the students who passed are 20 students (57,14%) and students who did not pass are 15 students (43%), it can be concluded that the learning outcomes of the students of XI IPA 4 SMA Negeri 1 Kalukku after applying Grammar Translation Method is categorised as Fair category.
B. Discussion
Vocabulary becomes the most important thing to learn any languages. In this case, English as a foreign language in Indonesia but it is become one the cumpolsary subject in national curriculum that students must learn. In order to make students easier understand what they actually learn in English subject, they have to master an adequate Englsih vocabulary.
The research was conducted to find out the improving of the students’
vocabulary mastery through Grammar Translation Method. Grammar translation Method is focuse on teaching Grammar and translating wich related to reading and writing, but Grammar Translation Method is also can improve students’ vocabulary by isolated vocabulary written on the board and Translating.
In this research, it focused on daily vocabulary, vocabulary that students always use or find in their area either in school or house. Beside the vocabulary given by the teacher, students also got some new vocabulary from the material thay had translated and learn, it was proven by the one minute paper test, given at the end of every meetings to see how many new vocabularies that students understand during the meeting. The daily vocabulary that students learned during the learning process