CHAPTER III

RESEARCH METHODOLOGY

A. Design and Research Approarch

The design and research approach is very important in a research,

because it is hoped can be basic to face the specific problem or practical

actions of the incidents Etikan (2017). Design and research approach is a plan

of collecting and analyzing data in order to match the research objective.

The researcher use Qualitative and Quantitative method research design

to conduct this research. According to Mohajan, H. K. (2018) explain that

“Qualitative research is one of the research procedures, that procedures

qualitative descriptive data in the form of written or oral words from people

and the observed behavior”. And according to Creswell (2014) the

Quantitative research is approach “Construes analysis of an idea by

establishing narrow assumptions and use data gathering to support or

controvert the assumptions”. The research design used classroom action

research (CAR) it had stages those were planning, action, observation, and

reflection.

The central idea of action research is to solve the problematic situation

and to bring about changes and better improvements in practice. In this

research study, the researcher directly participated in the research in order to

solve the problems existed in the teaching and learning process and to

improve the first grade students’ vocabulary mastery of SMP Kristen Batu

Putih.
 Zuber-Skerritt, O. (2021) states Classroom Action Research consist of

three words, there are:

1 Research

Examine activities of an object, use the rules of particular methodology

to obtain data or information to improve the quality of a thing that

interest and important for the researcher.

2 Action.

Some activities that are deliberately made with a specific purpose, which

in this research formed a series of cycle activities

3 Class.

Class is group of students who are in the same time receive the lesson

from a teacher. Constrain which written for understanding about the class

is old interpretation, to immobilize a misconception and widely

understood by the public with “room for teacher to teach”. Class not just

a room but a group of students who are studying.

The procedures of research are performs by administrating two cycles.

Each cycle contain four steps which are planning, action, observation, and

reflection. Before the first cycle begin, orientation test is administrated to

identify the basic knowledge of the students about vocabulary mastery.

a) Cycle I

1) Planning

The following points are the specification of the planning are first

cycle:
 a. Conducting the cycle in two meetings.

b. Administrating the vocabulary learning process according to

lesson plan.

c. Conducting pre-test in order to know the students’ basic ability

in mastery vocabulary.

d. Preparing material for vocabulary mastery.

e. Conducting a test of vocabulary mastery in last meeting.

f. Preparing the instrument for collecting data, such as

questionnaire, test, and observation checklist.

2) Acting.

In this step, the students will be taught how to comprehend

vocabulary mastery by using word grouping activity.

3) Observing.

The observation was conducting to all the process and atmosphere of

vocabulary mastery and learning process. The researcher want to

find out the overall condition occur during the instruction.

4) Reflecting.

Reflection has evaluative aspect to effect of spacious issues and

suggest handling it. The researcher takes the feedback of this

vocabulary mastery and learning process from the result of the

observation, the problem that exist, and the cause of problem. If the

result does not reach the goal that determines, the researcher makes
 decision that the researcher need to continue to the research into

cycle two.

b) Cycle II

Action research is cycle two. After cycle of planning, acting,

observing, and reflecting in first cycle, the process in the cycle two is the

same with the first cycle. But of course, with additional material to

improve the students’ vocabulary. Cycle two is done if there is

insignificant improvement of students’ achievement in mastery

vocabulary. During the treatments, mastery vocabulary test will give to

the students at the end of every meeting.

Figure 3.1 Kemmis and McTaggart’s (1988) Concept of Action Research

The researcher was conducted the research at SMP Kristen Batu Putih,

which consisted of 19 students. And it was take one month to do the research.

This research consisted of two cycles.

C. Data Collection Techniques

To get the data, is very important to choose the best technique. To

collect the data research need instrument. There were some instrument used

to collect data, they are:

1. Test

Donald Ary (2017) stated: “Test are valuable measuring

instruments for educational research. A test is a set of stimuli presented

to an individual in order to elicit responses on the basic of which a

numerical score can be assigned”. The purpose of the test is measure the

student improvement of the implementation word grouping activity of the

first grade students of SMP Kristen Batu Putih. The students are testing

by asking them to answer 20 questions multiple choices.

2. Questionnaire

The questionnaire consist 10 question (yes and no). The purpose of

questionnaire is to find out about students opinion of word grouping

activity, it will given to 19 students at SMP Kristen Batu Putih.

3. Observation Checklist

In this case, the researcher uses the unstructured or opened

observation to know the occurrences within learning process. It may be

(CAR), class situation in the classroom activity, and students’ response

concerning the use of vocabulary.

D. Data Analysis Tecniques

1) Analyzing the Class Percentage

To analyzing the class percentage the researcher use formula proposed by

Sudjono (2008) to show the improvement of the students. Detailed of the

formula would showed in the below.

% P= the class percentage

F= Total Percentage Score

N= Number of Students

2) The Average of Student’s Vocabulary Score

To get the mean score of the students, the researcher use formula would

showed in the below.

: Mean Score

∑x : Individual Score

n : Number of Students

3) Criteria of Success

The researcher use criteria of success to measure the student improvement

of the implementation word grouping activity. If many students are still

half or more than 60% students improve their vocabulary, it means this

research has been done successfully. So, the researcher would not do the

next cycle.

Table 3.1 Rubric Score

LEVEL SCORE DESCRIPTION

Excellent 89-100 Students are able to obtain maximum score A

Good 77-88 Students are able to obtain score of at least B

Enough 65-76 Students are able to obtain minimum score C

Poor <65 Students do not complete

E. Research Stages and Schedules

There are two cycles of the research with evaluation on the end of each

cycle. On the first cycle, the plan will be discussed with all the members of

the research on a certain period of time will be implemented in the class. In

the end of the period that will be determined, reflection and evaluation of the

program are done. From the evaluation, the weaknesses and problems

occurred of the first plan are noted.

The first step of the research is planning. In this step the researcher

identifies and analyzed the theme of the research. The researcher interprets

the research data. The researcher uses the classroom data, the individual data,

or the subgroup data that are gathered.

what had been planned before. The purpose of this step is to solve the

problem which is the students’ lake of vocabulary. Observation is the third

step that the researcher did in this research. The researcher records all

activities that have been done before. The researcher tried to elaborate the

type of data, the data collection procedure, and the instrument that are used to

collect the data.

The next step is reflection. The researcher and the collaborators did

reflections. The reflections step is very important because it can be used as

measurement for the research success. The researcher observed whether the

actions had negative or positive effect to the teaching-learning process. The

items that were evaluated includes the change of the students, class, and also

teacher.

Table 3.2 Research Schedules

Month
No Activities January February
1 2 3 4 1 2 3 4
Pre- Observation, and
1
pre- test √
2 Planning for cycle 1 √
Action
(Implementation,
3
Evaluation, Reflection), √ √
and post- test 1
4 Planning for cycle 2 √
Action
(Implementation,
5
Evaluation, Reflection), √ √
and post- test 2
 Analyzing data and
6
writing the report √