CHAPTER III

RESEARCH METHODOLOGY

The chapter focuses on the research method employed in the present study.

The discussion includes the research design, the setting and the subject of the study,

and also the research procedure.

3.1 Research Design

The design of this study is Collaborative Classroom Action Research (CAR).

“Classroom Action Research is one of the strategies in solving the problem that uses

the real action and the ability of developing process in detecting and solving

problems. In the process, the sides that are involved mutually support one into

another, completed with the facts, and develop the ability of analyzing” (Depdiknas,

1992:1). The problems which were faced by either students or teachers appeared and

emerged in every learning process in the classroom.

This design was chosen because the researcher worked in collaboration with

other English teachers to conduct this study. The relationship between of the

researcher and the teacher are considered as coworkers. With the cooperative

working in doing the research, they can obtain the satisfied goal of the research.

Therefore, in this research the researcher together with the assistance of another

related teacher and the principal was involved in this research. The researcher added

that they was very pleasant and supportive helping the researcher in doing this

research.

This study was intended to find out the solution of the students’ problems in
English listening class. Classroom Action Research (CAR) was planned in many

models; they are Kurt Levin model, Kemmis & Mc Taggart model, John Elliot

model, and Hopkins model. In conducting this study, the researcher did the action in

the form of cycles referring to model proposed by Kemmis and Mc Taggart (1993)

which is the simple and efficient model because it consists of four components; those

are planning, acting, observing and reflecting. The activities that were done in each

step are the following:

1. Planning

In this step the team prepared an action plan, designed a lesson plan and

prepared the material needed that was used in action in classroom.

2. Action

In this step, the team chose the proper teacher to do the action which has been

prepared by the team at the previous step.

3. Observation

In this step, the researcher and collaborator teacher observed the students, the

atmosphere of the class, and the students’ motivation and behavior to collect

data during action class.

4. Reflection

In this step, the researcher together with the collaborator teacher analyzed the

data collected from action stage.

The procedures employed are adapted from Kemmis and McTaggert’s Action

Research model. The visual illustration of the steps was shown in figure 3.1.
 Report
Conclusion
Successful Unsuccessful
1 Classroom Action Research Procedures (adapted from Kemmis & Taggart, 1998)
ANALYSIS
PLANNINGAND
THE FINDING
ACTION

The students
Preparing
have lowlistening
ability inmaterials.
listening. It was proved through the test.
The strategic
Designing
used in the
a lesson
teaching
planand
for teaching
learning process
listeningare
through
not varied
Multimedia.
and uninteresting.
34
Preparing research instruments.
Designing criteria of success.

IMPLEMENTING THE PLAN

ching and learning process on the lesson plan.

OBSERVING

ta about the effect of implementations of the action.

REFLECTING ON THE ACTION

lected data
ther the action is successful or unsuccessful

Revised Plan
3.2 The Setting and the Subject of the Research

The setting of this research is at SMP N 5 Bireuen. There are three classes of

second year students at the school. The researcher did not take all the classes to be

the subject of the research. The researcher decided to choose one class as the subject

of the research to make it easier for the researcher to collect the data. The sample

class consisted of 35 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 student in the same time receives 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 listening

was insufficient, they found difficulties in answering questions and they were not

motivated in learning English listening. 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 listening, that were not various and attractive.

Moreover, in the teaching of English, the teachers mostly focused on the

material from text book. In addition, they rarely gave interesting and various material

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

listening in the school.

 36

3.3 Instrument

In order to collect the data, there were some instruments used by the

researcher. The researcher had observation sheets (both for teacher and students),

teaching scenario, questionnaire, and pre-test and post-test. All instruments were

made by researcher and collaborative teachers for each meeting for both cycles.

3.3.1. Observation Sheets

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. Each item consisted

of four columns categories. The categories were; 1) for bad or not good (with the

percentage level of 25%), 2) for good enough (with the percentage level of 50%), 3)

for good (with the percentage level of 75 %), and 4) for very good (with the

percentage level of 100%). To prevent misunderstanding of the aspects being

observed, all items were written in Indonesian language.

3.3.2. Teaching Scenario

It is an obligation for a teacher to make planning or preparation before the

learning teaching process was carried out. Good preparation activities will lead the

teacher in successful teaching and learning process. Teaching scenario is guideline

for teacher to manage, design, apply, and evaluate the teaching learning process.

There are two teaching scenario made by researcher and collaborative teachers for

two cycles. Teaching scenario for second cycle is the revision of first teaching

scenario in first cycle.

3.3.3. Questionnaire

In order to get the data about the students’ impression towards the

implementation of the multimedia used in teaching and learning process, the

questionnaire was used. It was prepared and distributed to the students at the end of

the learning process. The aspects observed were divided into three forms of answer.

The students only tick one of some categories; there were like or dislike, yes or no,

and no comment. To make students easy in answering the questions, questionnaire

was written in Indonesian language.

3.3.4. Pre-test and Post-test

Pre-test is a test given to the students before conducting the research. Pre-test

was used to know the students’ ability in listening, and the problems faced by them.

In the other hand, post-test was a test given to the students after doing the research.

This test is given to the students in order to know the progress of students and the

success of the multimedia applying in learning process. The average score of

students that researcher and collaborative teachers wanted for post-test was 7.

3.4 Procedure of Collecting Data

Before implementing the research, the researcher has taught the students for

several months in teaching practice period to find out the students’ problem in

learning listening. Then the researcher and collaborative teachers made all things that

were needed such as syllabus, teaching scenario, multimedia tools, observation

sheets, questionnaire and pre-test and post-test. In collecting the data, the researcher

did some activities. First, the researcher and collaborative teachers gave the students
 38

pre-test to know their ability in listening. Next, the researcher conducted the

implementation of teaching in the classrooms.

For the first cycle, the teacher used the multimedia tool as media of teaching

listening. The students listened to the conversation of native speaker. And then, the

teacher asked the students to repeat the conversation they listened to. While the

process of learning was implemented, the collaborative English teachers were

observing the activities in order to record what was happening in the classroom,

starting from the beginning of the class until the class was dismissed. Collaborative

teacher observed the activities of teacher such as how to start the learning, how to

use media, how to explain the lesson, etc. Collaborative teacher also observed the

students, such as, whether they were active or passive, enthusiastic or not in

following the learning process, etc. The teacher gave questionnaire to the students to

know their impression toward the learning process at the end of the learning.

Before continuing to the second cycle, the researcher and collaborative

teacher have discussed about what had happened in the classroom during the learning

in the first cycle, and also discussed about the result of observation sheets. Besides,

the teacher and collaborative teacher also discussed about the lack of teaching

implementation, and they could revise and improve the procedure of teaching and

learning process.

Next, second cycle was implemented. The teacher had to review about the

conversation of native speaker used in the teaching and learning process. Then the

teacher revised the lack of teaching learning of the first cycle. During the second

cycle, the collaborative teacher also observed what had happened in the classroom
during learning process, what the teacher did, the activities of students, etc, and also

gave the questionnaire for a second time to the students.

After conducting the second cycle, the researcher and collaborative teacher

have discussed about observation sheets once more. And then, it was concluded that

the process of learning in second cycle was success. It means that this study only

took two cycles in implementing the multimedia in teaching and learning process of

listening.

Afterward, all data from observation sheets were collected; there was a post-

test to know students’ improvement in listening. Finally, after all data were collected,

and the data had been analyzed, the conclusion then could be drawn, and agreed it

with the criteria of success of the study.

The criteria of success of learning community strategy composed by

researcher and collaborative teacher are:

 There were significant differences between students’ score for pre-test

and post-test.

 The average score of post-test was 7.

 Students could understand the conversation of native speaker.

 Students felt happy and enjoy during the teaching and learning process.

3.5 Data Analysis

When analyzing the data, the researcher used qualitative method. Qualitative

research is concerned with no statistical methods of inquiry and analysis of social

phenomena. It was drawn on an inductive process in which themes and categories

emerge through analysis of data collected by such techniques as interviews,

 40

observations, videotapes, and case studies. In case of qualitative, the researcher

described the teaching and learning process of teacher and students’ activities that

was going on in the classroom, and explained all of the data collected from pre-test

and post-test, questionnaire, and observation sheets.

Since this study is qualitative descriptive, the data was not analyzed through a

statistical formula but it was analyzed by using the following procedure. First,

analyzed the score of students for pre-test, and then compared it with post- test score.

If the average score of students was more than 7 for post-test, it could be concluded

that using multimedia could improve students’ listening ability successfully. And

finally, the data from the questionnaire and observation sheets were also tabulated,

and then analyzed it to be more detail description.