25 CHAPTER III RESEARCH METHODOLOGY In this chapter, the writer described about the research methodology. The description of the research includes Research Design, Setting and Subject, Research Procedure, Data Analysis and Reflection. 3.1 The Research Design The design of this study is a Classroom Action Research (CAR). The writer made an action research as a research design because the language knowledge always changes and develops in the practicing and implementing. Nunan (1992:17) stated that a form of research which is becoming increasingly significant in language education is action research. In action research, a researcher identified the problem, planed and designed a way to overcome it, and implemented the plan. The researcher in action research applied the cycle process in conducting the study based on the model of the classroom action research. Kemmis and McTaggart in Asrori (2008:100) stated that there are four steps in action research: 1. Planning an action 2. Implementing the plan 3. Observing the action, and 4. Analyzing the data obtained during the actions and making a reflection on the results of the observation.

3.2 The Setting and the Subject of the Research The research study was conducted at SMP Negeri 2 Peusangan which is located in Gampong Raya Dagang, Peusangan Sub-District, Bireuen District. The sum totals of the class in the school are five classes of the first grade, five classes of the second grade, and fife classes for the third grade. The subjects of the research were the first year students of SMP Negeri 2 Peusangan. The researcher chose class VII.1 as the subject of the research. This class consisted of thirty (30) students. The reason why the researcher chose one class only because Classroom Action Research is conducted in one class. Classroom is the place where a group of students in the same time receive the same lesson from the teacher (Suharsimi in Asrori, 2008: 5). The researcher conducted the research in this school based on several considerations. Firstly, most of the students ability in mastering English vocabulary was insufficient, they found difficulties in answering questions and they were not motivated in learning English vocabulary. It is proved through the test given by the researcher when conducting the preliminary study at the school. Secondly, most of the students were passive and unresponsive. Thirdly, the teachers in this school mostly used conventional strategies in teaching and learning process, especially in teaching and learning English vocabulary, that were not various and attractive. Moreover, in the teaching of English, the teachers mostly focused on the passages from text book. In addition, they rarely gave interesting and various texts to the students. Lastly, as the English teacher, the researcher intended to contribute herself to the improvement of English teaching, more specifically, in the teaching English Vocabulary in the school.

27 The first year students of this school have been learning English since in the elementary school. So, English is not strange anymore for them. They had been learned grammar, sentence structure, tenses, and another important part of English. The students did not have a subject named vocabulary, but all of the material told before basically support the students English vocabulary mastering. 3.3 The Research Procedure The research procedure was started form conducting a preliminary study first which was intended to know the real condition of the students and the problems in English vocabulary mastering. After that, the researcher did planning the action, implementing, observing and the last was analysis and reflection. The researcher planned to implement this study. In processing the research, the writer did the steps proposed by Kemmis and McTaggart as illustrated in the next page in figure 3.1.

ANALYSIS AND FINDING Successful The students have low ability inPLANNING vocabulary mastering THE ACTION The strategic used in the teaching and learning process are not various and attractive Designing a lesson plan for English Vocabulary through queue technique. Preparing instrument, lesson plan, field notes and criteria of success.

IMPLEMENTING THE PLAN

aching and learning process on the lesson plan.

OBSERVING

data about the effect of implementations of the action.

THE ACTION

lected data ther the action is successful or unsuccessful

Unsuccessful

Conclusion

Revised Plan

Report

3.1 Classroom Action Research Model (adapted from Kemmis & Taggart, 1998)

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3.3.1 Planning an Action In planning section, the researcher used the appropriate way in solving the students and the teacher problems in English vocabulary. The appropriate way dealt with things such as designing appropriate lesson plans, preparing instructional materials, and also preparing the instruments for observation. In lesson plan, there are some aspects that have to be considered by the teacher, namely standard competency, basic competence, indicator, the goal of teaching and learning, learning material, learning method, activities in teaching and learning process, source of teaching material and the scoring system used to evaluate the students achievement. The researcher also should prepare the instructional material, which is queue technique. Beside, students observation sheets and teachers observation sheets were made to get the data about the process of teaching and learning English. Each observation sheet consisted of some items or aspects to be observed while the implementation of action was taking place. 3.3.2 Implementing the Action In the implementing of the plan, the collaborative teacher act as practitioner carried out the teaching and learning process and the researcher observe the interaction between the teacher and the students during the class. Asrory (2008:40) suggested begin the introduction session by explaining the process approach, describing and demonstrating each stage to make it clearer for students follow and guiding students to explore the implementation of queue technique in English vocabulary teaching process.

3.3.3 Observing the Action Observation is the process of recording and gathering data about any aspects or events that was happening in the teaching and learning process during the implementation of the action (Asrori, 2008:40). Since the activity was the process of recording and collecting the data, the researcher observed the activities going on in the class while the action was being implemented. The researcher did the observation during the implementation of queue technique as a media in teaching English vocabulary in the class. Some main points that the researcher observed in this step were the students activities and improvements as well as the teachers performance in applying the queue technique in teaching and learning process. In order to collect accurate data and get reliable result, the researcher prepared the instruments for the data collection. In collecting data, the researcher used observation checklist forms on the implementation, observation checklist on the students participation during the implementation, interview guide forms, and field notes. Observation checklist forms on the implementation is used to obtain information how the practitioner implemented the plans and procedures, especially to find information whether or not the assessment instruments prepared could be used as well as possible. Meanwhile, observation checklist on the students participation during the implementation was design in such way as to obtain sufficient information concerning the students participation or engagement on each activity. The researcher also used interview guide forms to evaluate the application of queue technique as an additional activity in teaching English vocabulary.

31 3.3.4 Data Analysis and Reflection In the data analysis the researcher compared the results of the note during the teaching and learning process. The data obtained through observation then collected and analyzed them. In reflection, the researcher evaluated the result of the action in the first cycle in order to know whether it has met the criteria of success or not. There are three major indicator of success formulated, namely the improvement of the students vocabulary mastery in each stage of the process, the students final products, and the students responses toward the implementation of the action. In this case the students are expected to be happy in mastering English vocabulary through queue technique. This action was considered successful if it has met the major indicator of the success mentioned above. If one of the criteria is not met yet, the research was continued to the next cycle by revising and improving the plan. The revision and improvement was focused on the relevant criteria which are not yet met in the first cycle.