CHAPTER
THREE
RESEARCH
METHODOLOGY
A.
Research Design
This research was done by
using qualitative data approach by using an action research. This research
describes the data by using words verbally and non verbally. The data was
collected from the field; it was done at SD Negeri 6 Syamtalira Aron by
observing the teaching learning process of writing spelling words by using
dictation method.
The research design was
collaborative classroom action research. The researcher does the action with
English teacher. This design was chosen because the researcher has the same
characteristic as the problems and the aim of this study, that is to improve
students’ ability in mastering writing spelling words. Ur
In implementing this
research, the researcher was assisted by one of the English teacher at the
school. Cohen suggested that the action research functions best when it is
collaborative action research. This method of research incorporates that ideas
and expectation of all persons involved in the situations. Collaborative action
research has the concomitant of beneficial effects for workers and the
improvement of the services, conditions and the functions of the situations.[2]
Based on that suggestion, the researcher collaborated
with one of the English teacher at the school who help the researcher in this
action by doing planning, implementing, observing, analyzing and reflecting the
result of the action.
The implementing process in this research refers to mode
of Kemmis in O’Brien, It was consisted of four steps they are: 1) Planning an
action, 2) Implementing the plan, 3) Observing the action, 4) Making the
reflection during implementing the action.[3]
The activities are started
from conducting preliminary study. It was done to know the real conditions of
the students and teachers problems in mastering writing class. Then, the
researcher planned to implement this study based on the real condition in the
class.
B. Setting and the Subject of the Research
The research was done to the
fifth year’s students of SD Negeri 6 Syamtalira Aron. The school has located on
Jl.Exxon Mobil, cluster 1, Syamtalira Aron. The teaching learning process was taken
place at the school in the morning starting from 08.00 up to 13.00 p.m.
There were 12 rooms at the School;
eight of them are for the first, second, third, fourth, fifth and the six classes.
The other rooms are: the headmaster and teacher’s room, library and store house.
The total numbers of the teachers of the school are 18 persons. Consist of 13
women and 5 men. There is only one English teacher. Because the English subject
only be taught for the fourth, fifth and the sixth grade.
Most of the students were
from farmer families, the trader and the other from the entrepreneur. The total
numbers of students are 310 persons, that consist of 220 males and 90 females. The
students are divided into sixth grades. Each grade has two classes, each class
consist of 30 students. The researcher took the research in fifth grade.
Based on the explanation above,
the classes are not crowd. The average class consists of 20 up to 40 students.
The number of class are normal, so the students have a chance to make consultation and discussion with their teacher about
improving their ability in studying English and they also get attentions from
their teachers.
The subject of this research was the people who became subject of study.[4] It means that, not only
the researcher as the subject but the students also became the subjects. The
subject in this research was taken from all of the fifth year students, because
the sample or subject in the classroom action research is only one class.
C.
Research
Procedure
In
conducting this study the researcher followed the steps proposed by Kemmis and
Mc Taggart in as illustrated in this following figure:
III
Diagram Flow
Kemmis Taggart, adapted from Juliani.[5]
1.
Preliminary Study
A preliminary study was
conducted at SD Negeri 6 Syamtalira Aron. Before doing the study, the
researcher met the headmaster of the school to ask her permission for
conducting the research at that school by giving the letter recommendation for
doing research from Sekolah Tinggi Agama
Islam Negeri (STAIN) Malikussaleh Lhokseumawe. After got the permission
from the headmaster to conduct the research, the researcher met the English
teacher to ask her permission for conducting the research and shared with her
about the research. Furthermore, the researcher made with the teacher to obtain
information about teaching learning process, such as the problem faced in
presenting materials, curriculum used and the method used. The researcher also
asked the administration staff in order to collect the data about the school and
about the number of teachers and students.
2.
Findings
This study was done by
observing the process of teaching English in the classroom, field notes and
test. Based on the observation, the researcher found that there were some
problems faced by the teacher and students in mastering writing spelling words.
First, lack of students’ English words and low motivation in learning writing
English. Second, lack the variety of technique used by the teacher in teaching
writing English words. The teachers usually teach the students English words by
directly write the words on the whiteboard and then write the meaning, and
usually the teacher directly order their students to look up a dictionary
without teach them how to write the words in English spelling well.
3.
Planning
In this research a planning
was made in doing the proper action in the next step. It was done to get more
authentic data concerning the teaching of English in general and teaching of writing
spelling words in particular. Related to the problems, the researcher designed
the planning for action with collaborator. The action was done in improving the
teaching learning process quality, the planning of was formatted as follows:
1.
Preparing teaching strategy and the materials
2.
Designing the lesson plan
3.
Designing the research instrument
4.
Preparing the criteria of success
a.
Preparing Teaching Strategy and Materials
In conducting the study, the researcher used Grow with
English book and the smart step in learning English for source of teaching
writing. The researcher used the book because the book was used by the teacher
in teaching English. The researcher taught the material related to their
English teacher that given. So, the materials that be used by teacher and the
researcher can be connected. Then, the teacher can know the development of the
teaching learning process and the students’ ability in mastering writing
spelling words. So, the focus of writing skill in this study was emphasized on
the students’ ability in mastering writing spelling words by using dictation
method.
Generally, the first step is the teacher explained about
the material that was studied, such as the theme and how the importance of writing
in English spelling words and giving the dictation as a method to motivate the
students. After that the researcher also prepared a test to the students in
obtaining the result of their knowledge first. The result would be compared with
the result of the next test after the teacher do action. It means the students
would be taught in mastering writing spelling words by using dictation method.
b.
Designing Lesson Plan
Designing the lesson plan was very important in order
to make the teaching and learning process runs well. The lesson plan directed
the teacher to apply the plan in implementing writing spelling words by using dictation
method in order to achieve the objectives of the lesson. In designing the
lesson plan, the writer considered the components: (1). Achievement indicators
and expected learning outcomes, (2). The learning stages, activities, time
allocation and determining assessment instruments used in each stage.
c.
Designing the research instrument
The instruments which were
used to collect the data in this study consist of a test that given to the
students at the last action. It means, after the actions was done the
researcher will see the development of the action that the students can improve
their written by using dictation method. The test was formed as follow:
1.
Buffalo 6.
House
2.
Short 7.
White horse
3.
Beautiful 8.
Long hair
4.
Pig 9.
Big ball
5.
nice 10.High
mountain
(Complete see appendixes)
The instrument
above was given to the students at the first meeting and the last action. The
researcher analyzed the result. In the action, the students were taught the writing
spelling words by using dictation method.
d. Preparing the Criteria of Success
The criteria of
success were designed to assess the students’ ability in mastering writing
spelling words by using dictation method. The study was considered successful if
it has already met the criteria of successful of mastering writing that proved
with writing the correct spelling words. If the students can be able to write the
word correctly without spelling errors, they will get excellent. Because to met
the criteria of success, the students not only can listen what the teacher
dictated, but also they are able to write down the words in right spelling
words.
The researcher determined
the criteria of success by determining the average score of all students and
also based on their activity in the teaching learning process. The researcher
provided a pre-test to know the students’ ability first, the score of pre-test
that they got influence in determining the criteria of success. For example,
the students got standard score in pre-test (the correct answer about 15
words), from each questions the students will get 5 to the correct answer, so
they got 75 if they can write down it about 15 words. The researcher gave the
average score of the students by divide the total of students’ score with the
total number of students. If the most of students got the standard score in
pre-test namely about 75 point, it means the researcher can determine the
average score as the criteria of success about 75 point. If the students got
the average score in post-test, it means the action was success, because the
average score of students based on the criteria of success.
The level of
students score based on the criteria of score designed by Suharsimi Arikunto,
that less from 40 is very poor, 41 to 55 are poor, 56 to 65 are fair, 66 to 79
are good and 80 to 100 are very good.[6] If the 75 % students
belong to level good, it means that the criteria of success is met.
4.
Implementing
The researcher acted as the
practitioner who carried out the teaching learning process while the
collaborator helped to observe the interaction between the students during the
class. To start with pre-test, this session was done in one meeting. In the
first meeting, the teacher gave pre-test without spelling the words. It was
done to know about the students’ ability in mastering writing spelling words. In
the second meeting, explained about the material that discussed. Then, the
meeting will carry out by using the researcher’s strategy, namely doing action
by using dictation method in improving students’ writing spelling words.
5. Observing
To get more data, the researcher also conducted
observation. This technique was used to know everything related to teach writing
spelling words and to record data about any aspect or event that was happening
in the teaching learning process during the implementation of the action.
During the teaching learning process, the collaborator teacher observed and
collected the data about the result of the implementing of teaching writing
spelling words by using dictation method.
6. Analysis and Reflection
Data analysis is about the
way the data were analyzed and reflection stage discussed the result of data
analysis. The procedure of doing both activities as the following:
1.
Data analysis
To make data more accurate,
the researcher and collaborator compared the result of the notes during
teaching learning process and had discussion on the students’ response toward
the implementation of the study in each meeting. The data was obtained through
observation were collected and analyzed according qualitative data procedure.
2.
Reflection
In each stage, the
researcher and observer evaluate the result of the action in the first cycle in
order to know whether it has met the criteria of success. The action is
considered successful if it has met the major indicator of success mentioned
previous. If the criteria already achieved, the research can stop. But if the
criteria is not achieved, the research continue to next cycle.
D. Technique of Data Collecting
1. Data Source
The
data for this research were taken from the result of the observation in
the classroom, field notes, and the students final result the ability in mastering writing spelling
words
in two cycles.
2. Research Instrument
The instruments which were used
to collect the data in this study were observation cheklist, field notes,
interview and test. The observation cheklist was used to record students’
activities in learning writing spelling words in each cycle. Field notes was used to record detailed information that emerged during the research the data in the field. The Field in this research was meant school
included classroom. The test was used to
know students’ ability, it means students’ ability in mastering writing spelling
words
by using dictation method.
Interview
was used in conducting any data from the students related to their feeling,
their habits in listening and writing spelling words.
E. Technique of Data Analysis
For the technique
of data analysis, the researcher use descriptive qualitative which describes
the information or data during process of teaching writing spelling words by
using dictation method. While the data from the result of students’
ability in writing spelling words was analyzed using the teacher’s model
scoring, it was the total score of the students divided the total number of
students. Each test on both cycles the researcher give 20 words, when the
students can answer 15 words correctly, she/he will get 75 point. If the 75 %
students belong to level good (66 to 79) based on the criteria of score
designed by Suharsimi Arikunto in preparing the criteria of success, it means
the action was success, because the average score of students based on the
criteria of success.
[1]Ur Penny, A cause in Language Teaching Practice and Theory. (New York:
Cambridge University Press, 1996), p. 60
.
[2]Cohen,
Louis, Research Method in Education.
(London: Routledge, 1989) p.221.
[3]O’Brien,
An Overview of the Methodological of
Action Research, University
of Toronto
[4]STAIN-M, Panduan Penulisan Karya Ilmiah, (Lhokseumawe; STAIN-M, 2008), p. 71
[5]Juliani, Improving Speaking by Using English Conversation VCD to the Second Year
Students (thesis). (Lhokseumawe: 2009),p. 31
[6]Suharsimi
Arikunto, Evaluasi Program Pendidikan
Pedoman Teoritis Praktis Bagi Praktisi Pendidikan, (Jakarta : PT Bumi Aksara, 1 Ed 2004), P.19
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