CHAPTER III RESEARCH METHODOLOGY
A. Research Design
The design of this research is Classroom Action Research, because it is focused on students’ problem and a group of students in Classroom. Burns states that action research is a reflective process that aims to solve particular teaching/learning that has been identified.30 According to Kemmis and McTaggart stated that ”action research is an action which is conducted to inquire self-reflective and improve his or her instruction by evaluating his or her own practice.31
Classroom Action Research design is usually done in collaborative between the researcher and the teacher. The teacher is the English teacher of MA Al – Firdaus Panti Jember. The teacher as collaborator, whom involved the process of the research. The collaborator should complete an observation sheet which is given by the researcher.
In the Classroom Action Research (CAR), the researcher will apply guessing game technique. The researcher acts as English teacher that will
30 Anne Burns, Collaboative Action Research For English Language Teachers (Cabridge University Press, 2000), 30.
31 Kemmis dan Mctaggart, The Action Research Planner, (Victoria Deakin University Press, 1998), 15.
26
implement guessing game technique in the class while observes the students’
performance in the teaching and learning process. In observing the students’
activities, the researcher will be helped by the English teacher of the school.
This research intends to improve students’ speaking skill through guessing game technique.
The researcher uses Kemmis and McTaggrart statement that Classroom Action Research (CAR) has four steps that are planning, action, observation, and reflection. The design of CAR shows in figure 3.1.
Figure 3.1. Classroom Action and Research Procedure adopted from Kemmis and Taggart, cited in Koshy 2005.32
32 Valsa Koshy, Action Research for Improving Practice, (London : Paul Chapman Publishing, 2005), 4.
Preliminary study
Observing the class, interviewing the teacher, giving questionnaires, obtaining students’ achievement
Planning the action
Establishing research schedule, preparing a lesson plan, preparing technique, materials, establishing a criteria of success,
Implementing the action Applying the planned procedure of a particular technique used in the study
Reflecting
Analyzing the collected data and dtermining whether criteria of success are fulfilled or not
Observing
Gathering data about the implementation of the technique
Not success success
Revising the plan and continuing to the next cycle
Conclution and Report
1. Planning
Planning refers to the proposed strategies to be developed and be used in the research. According to Kemmis and McTaggart stated
“planning means make a plan for the action that will be conducted in order to improve learning practice, in detail and clear manner”.33 The researcher arranges the schedule of the research. In the planning, the researcher explains what, why, where, who, and how to concern the action. Also the action that is planned should be suitable with the condition of the students.
The schedule of research activities that have been planned by the researchers are:
a. Establishing research schedule
b. The researcher determines the materials role play c. The researcher determines the media
d. The researcher determines the number of the students e. Observation sheet
f. The researcher makes a lesson plan and the criteria of success
Planning is arranged based on preliminary study, such the teacher requires the early observation of class and students’ situation. From this activity, the reseacher will get the general description about the problem in the class. Then, the researcher do the implementation of teaching learning process in the classroom.
33 Kemmis and McTaggart, The Action Research Planner, (Victoria: Deakin University. 1998), 15.
2. Acting/implementing
Acting is which the teachers put the plan into actions in order to collect information or data during teaching and learning process. The researcher acts the scenario of the research while the other teacher becomes the observer. Role play technique is used in the scenario:
a. Introducing and demonstrating the advantages of role playing on the first day of class.
b. Developing ideas, warm up through drama, practice vocabulary and mime (it improves language in the minds of students).
Assigning roles. Role-cards with written cues are very helpful (mainly for beginners and intermediate students). Role play cards can be a very useful tool. Role-play cards invite students to assume the role of a specific person or character and to react to a stimulus or prompt as that person.24 It is up to the teacher to Role Play use them or not. But make sure that there is a role to every student in the classroom, that they are grouped multi culturally (to avoid their falling back into the native language), and that they don't reveal the role-card to anyone. As suggested by Golebiowska, there are three rules to be emphasized when assigning roles: (a) Don't show your role-card to anyone; (b) don't reveal all the informational once; (c) speak the target language.
c. Rehearsing in pairs or small groups (assign 10 minutes).The classroom will be noisy and busy.
d. Performing in the classroom (every group should have a turn).
Actual performances before audiences are not the objective.
Role players should only be concerned with themselves, the other role players, and the spontaneous generation of language.
It is acting for the sake of language learning, exclusively.
e. Debriefing. Give students 10 minutes, immediately after the enactment itself, to criticize the interactions, based on the difficulty and authenticity to create spontaneous language: Is it successful? Why/ why not? How is it constructed? Could it be improved? How?
f. Evaluating performances. Making that sure they know they will be graded for the easiness in generating language.
3. Observing
In this step, the reseacher collaborate with the teacher as the collaborator to observed the classroom while implementing the action in each cycle (it will be done 3 times in each) and they observed the class situation, the student’s speaking activities (Including fluency, pronunciation and vocabulary), the student’s responses to the materials in the teaching learning process, the student’s interaction, enthusiasthic participation in disscusion, doing exercise nd other activities. They made some notes during observation by using checklist given.
The technique of collecting data which will be used by researcher to get the data are:
a. Primary Data Speaking test
To get the result of the research and the students’ activity in teaching and learning process, the researcher is going to give speaking test. The test that is used is oral test. The test that used is group test, the material is playing a drama with asking and giving opinion. The students would understand the material. Then they would understand the characteristics of the personality in the dialogue. From this test, the researcher and the collaborator could take the students’ scores and this can check the improvement of student’ speaking skill.
In this speaking test, there is a different criteria of success that is given by the researcher and the teacher. During the activity of speaking test, the tolerance score between the researcher and the teacher is 3. It has been the agreement between the researcher with the collaborator. It means that, if the teacher gives 75, the researcher should increase the score for 3 points, means the researcher should give 78.
The researcher evaluated the students’ speaking performances by preparing the scoring rubric that was adapted from Brown. The table scoring rubric for speaking skill as follow:
Table 3.1
Scoring rubric for speaking skill (J.B Heaton 1990:159).34 Aspects
Indicators
Score 4 Score 3 Score 2 Score 1 Content The content
of
conversation is easy to understand
Most content of
conversation is difficult to understand
Difficult to follow the conversation
Content of conversation too difficult to understand Pronunciation Pronunciation
is almost always very clear/accurate
Pronunciation is usually clear/accurate with a few problems.
Pronunciation errors and make it difficult to understand.
Pronunciation is so bad and it cannot be understood.
Grammar There is no or little mistake in grammar.
Sometimes makes mistake in grammar but it does not influence the meaning.
Often makes mistake in grammar and it influence the meaning.
The grammar mistake is so bad and it is difficult to understand.
Vocabulary Uses a variety vocabulary and
expression
Uses a variety vocabulary but sometimes makes some errors in words choice.
Using wrong vocabulary and it is difficult to understand.
Uses limited vocabulary
Fluency Speak
fluently and little
hesitation
Speak frequent confused, and unwell
Speak frequent confused and unwell
Speak is so halting and really make confused Based on Heaton’s Book, every test whether it be shorts, informal classroom test or a public examination, should be as valid as the constructor can make it.35 If you are trying to asses a person’s ability to speak a second language in a conversational setting, asking
34 J.B Heaton, Writing English Language Test, (London and New York, 1990), 159.
35 J.B Heaton, Writing English Language Test,...159.
the learner to answer paper and pencil multiple choice question requiring grammatical judgments does not achieve content validity.36 A test that requires the learner actually to speak within some sort of authentic context does, and if a course has perhaps ten objectives but only two are covered in a test, then content validity suffers.37
b. Secondary Data 1) Observation
In this case, the researcher will observe teaching and learning process to know the condition in class of eleventh grade, also the students’ response about speaking skill.
2) Interview
Interview is used to get the data of the problem that happens in the class, by asking the teacher about students’ problem in the class, especially speaking skill. Then the researcher finds the cause of why students’ English score is low. So, from the interview to teacher and the students, the researcher get the data about students’
speaking skill.
3) Document review
The researcher uses document review to collect the data, such the students’ presence list, the data of school profile which is included the background of the school, the vision and the mission of the school, and the data these are needed in the research
36 H. Doglas Brown, Language Assesment: Principle and Classroom Practice, 23.
37 Ibid, 23.
4. Reflecting
Reflection means analyzing and interpreting the results of Classroom Action Research have performed, might also perform subsequent action planning to improve its lack.38 In this stage, the researcher analyses the result of students’ speaking test score based on the formula about the average score and the percentage of the class which passed the minimum level criterion (KKM) in part of the data analysis and based on the criteria of success and also the result of the observation. If the result is successful, the researcher can finish it. If the result is fail, the researcher should revise the plan and continue to the next cycle.
The data analysis used in this research is the observation students’
activities during teaching and learning process and interview before and after implementing Classroom action Research (CAR). To identify whether the students’ speaking improve or not, the researcher uses the steps to analyze the result of students’ speaking. To identify the mean of the students’ score, the researcher uses the following formula: 39
Mx = Notes :
Mx = The students mean score
X = The sum of the score of all students N = The number of students
38 Kemmis and McTaggart, The Action Research Planner, (Victoria: Deakin University. 2000), 10
39 Sugiyono, Statistik Untuk Penelitian (Bandung: CV Alphabeta, 2017), 49.
The result of students speaking will be analysis by using the following formula to find out the percentage score: 40
E = x 100%
Notes:
E: The percentage of students who achieve the minimum standard score
n: The number of students who achieved the minimum score N: The total number of students.
a. Validity of Data
The validity of a test is the extent to which it measures what it is supposed to measure and nothing else. Based on Heaton’s book, every test whether it is a short, informal classroom test or a public examination, should be as valid as the constructor can make it.41 Validity should be determine by the purpose will be reached by using test. Therefore, validity refers to the result of an evaluation procedure that uses for they are attended. Simply, in Indonesia “valid” means
“shahih”. There are some types of validity. They are content validity, dace validity, construct validity, empirical validity, and consequential validity.
In this research, the researcher applies content validity. Content validity is a kind of validity depends on a careful analysis of the
40 Ali, Muhammad, Strategi Penelitian Pendidikan, (Bandung : Angkasa, 2003), 186.
41 J.B. Heaton, Writing English Language Tests, (London and New York, 2000), 159
language being tested and of the particular course objectives.42 Simply, content validity is talking about the content of the test. The test that will be given should be made by the expert or understand about the test. Then, the test should be suitable with the curriculum. The content of the test should be suitable with the material and also see the test according to the purpose. Beside it we will know the test is suitable withal aspects or not.
b. Criteria Of Success
This research will be success if the research objectives indicator is reached. In this research, the achievement of indicator is students reach the minimum score is 75 are equal to higher 70% of total students in the class.