CHAPTER III RESEARCH METHOD RESEARCH METHOD
D. Research Procedure
The design of this research is classroom action research (CAR). It is called CAR because the research aims at developing certain instructional technique to solve problems in a class.
Watts states that action research is a process in which participants examine their own educational practice systematically and carefully, using the technique of research.30Action research is a method for improving and modifying the working system of a classroom in the school.31
30 Eileen Ferrance, Action Research, (New York: LAB at Brown University, 2000), page.
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3Yogesh Kumar Singh, Doing Fundamental of Research Methodology and Statistics, (New Delhi: New Age International (p) Ltd., Publishers, 2016), Page 261.
Based on the statement above, the researcher can say that Classroom action research is a research that is used to investigate and to evaluate the students and teachers work in teaching and learning with the aim of collecting information about what they want. Its help the teacher to solve a problem by applying a method, strategy or technique and help students got an easy way to learning process. The researcher describes the cycles though the scheme of action research design by Kurt Lewin as follow:
Here is step of classroom action research design :
Picture 1 spiral Classroom Action Research. 32
CAR was applied in this research since it is regarded important to develop writing ability of the ninth grade students at MTs Darun Nasyi‟in Bumi Jawa, East Lampung by Roundtable Technique applying. By applying this technique, it is expected to solve students‟ problem in the teaching- learning process of writing ability.
32Jean McNiff and Jack Whitehead, Action Research: principles and practice, (London and New York: Rutledge Flamer, 2002), page. 41
The Classroom Action Research (CAR) design applied in this research is a collaborative classroom action research. In conducting the research, the researcher collaborated with the real English teacher at MTs Darun Nasyi‟in Bumi jawa as an observer and collaborator. The researcher played a role as an English teacher who taught writing narrative text trough Roundtable technique to the students. Meanwhile the real research while teaching learning activities happens in the classroom. The real English teacher is as an an observer who observes the action of the researcher while teaching-learning activities happen in the classroom. Also, the real teacher acts as a collaborator when helps the researcher in designed, carried out the reflection, and determined the follow up of the study. The real English teacher is Dwi Astuti, S.Pd. Ing. Here, the researcher was not only as an observer but the researcher also taken actions by making lesson plan and giving assessment. Then, the researcher also collected and analyzed data by collaborating with the teacher to know the result of students writing result.
According to the Kurt Lewin‟s action research design, the researcher described a plan Action Research (CAR) as follows:
1. Cycle I 1. Planning
Planning is the first step before us going to teach in the learning program. The material mustbe suitable with the syllabus,
and the instrument of evaluation.33In the first phase, after analyzing the finding of the preliminary study such as identified and diagnosed student‟s problem in writing skill, the researcher and the collaborator (English teacher) prepared some plans to conduct the classroom.
They were the following:
1) The researcher prepared the lesson plan based on 2013 curriculum and English syllabus.
2) The researcherprepared the observational note and guidelines.
3) The researcher prepared the instrument of written test before and after CAR.
2. Acting
In this phase, the researcher acted as the teacher and the real teacher became observer. The researcher conducted some activities in the class as follow:
1) Pre – Teaching
a) The researcher greeted the students and checked the attendance list.
b) The researcher gave a warm-up activities.
c) The researcher explained the general overview related to the topics of narrative text.
33Ernest T. Stringer, “Integrating Teaching, Learning, and Action Research”, (United States: SAGE Publications.Inch, 2010), Page 4.
2) While Teaching
a) The researcher explained how to make a good sentence in English and then combine into a good paragraph.
b) The researcher asked the students in group to sit in a circle facing up to the table.
c) The researcher instructed the students to do writing worksheet by using one pen and one piece of paper.
d) The researcher asked the students in the group to write words or phrases related to the theme.
e) The researcher asked group writes a simple text using the word or phrases that had been written.
f) The each group presented their writing to the whole class.
g) The researcher asked each group to make correction.
h) The each group revised their work/writing.
3) Post – Teaching
a) The researcher asked student‟s difficulties in learning narrative text.
b) The researcher summarized the material and gives reflection to what have been done (self reflection).
c) The researcher closed the class.
3. Observation
In this phase, the researcher conducted some activities as follows:
1) The real teacher observed teaching learning activities in the classroom, such as class situation, teacher‟s performance, and students‟ respond.
2) The researcher identified the students‟ achievement in learning writing by giving the test after CAR in cycle 1.
3) The researchercalculated students‟ improvement score from test before CAR to test after CAR in cycle 1 whether improving or not.
4. Reflecting
In this phase, the researcher and the teacher have some activities as follows:
1) The teacher and the researcher discussed not only about the result of implementation of CAR but also students‟
achievement and the media.
2) The teacher and researcher prepared the lesson plan for the next cycle and test after CAR in cycle 1 to know the improvement of students‟ grade and to solve the problem unfinished yet.
2. Cycle 2
a. Re-planning
After interviewing, observing and conducting a test before CAR. The teacher and researcher make instruments, as follows:
1) The researcher prepared the lesson plan based on 2013 curriculum and English syllabus.
2) The researcherprepared the observational note and guidelines.
3) The researcher prepared the instrument of written test before and after CAR.
b. Acting
In this phase, the researcher acted as the teacher and the real teacher become observer. The researcher conducted some activities in the class as follow:
1) Pre – Teaching
a) The researcher greeted the students and checked the attendance list.
b) The researcher gave a warm-up activities.
c) The researcher explained the general overview related to the topics of narrative text.
2) While Teaching
a) The researcher explained how to make a good sentence in English and then combine into a good paragraph.
b) The researcher asked the students in group to sit in a circle facing up to the table.
c) The researcher instructed the students to do writing worksheet by using one pen and one piece of paper.
d) The researcher asked the students in the group to write words or phrases related to the theme.
e) The researcher asked group writes a simple text using the word or phrases that had been written.
f) The each group presented their writing to the whole class.
g) The researcher asked each group to make correction.
h) The each group revises their work/writing.
3) Post – Teaching
a) The researcherasked student‟s difficulties in learning narrative text.
b) The researchersummarized the material and gives reflection to what have been done (self reflection).
c) The researcher closed the class.
c. Observation
1) The real teacher observed the teaching learning activities in the classroom, such as class situation, teacher‟s performance, and students‟ respond.
2) Students were given the test after CAR in cycle 2.
3) The researcher calculated students‟ improvement grades from test before CAR to test after CAR in cycle 1 to test after CAR in cycle 2.
d. Reflection
1) The researcher and the teacher discussed about the result of the implementation CAR by modified a new technique in action, about student‟s respond with the media, about improvement students‟ grade in writing and about analyzing the result from test after CAR in cycle 1 to test after CAR in cycle 2.
2) And then, the researcher and teacher made an agreement, if target as not achieve, the action continued to cycle III, but if the target is achieved, the action stopped.