CHAPTER THREE

RESEARCH METHODOLOGY

A.

Research Design
In this research, the researcher used qualitative data approach by using an

action research. The design applied in this research is classroom action research
(CAR).
Action research is a process in which teachers systematically investigate
instructional practices and techniques in order to improve their teaching. The
impact of a specific instructional practice on student learning is measured, and the
results become the basis for educational planning and decision-making.1
Elliott defines Action research is the process through which teachers
collaborate in evaluating their practice jointly; raise awareness of their personal
theory; articulate a shared conception of values; try out new strategies to render
the values expressed in their practice more consistent with educational values they
espouse; record their work in a form which is readily available to and
understandable by other teachers; and thus develop a shared theory of teaching by
research practice.2
Based on the Elliot definition about action research, so action research is
one of the process for teacher to evaluate their students way in learning and also
to get the best result in the end of learning process. In this research, the researcher
in collaborated with one of the English teacher at the school who help the
researcher in the process of collecting data and analyzing data.
1 Ralph Hewitt, and Mary Little,Leading Action Research in School, (Florida: State of Florida,
2005), p. 8

2 Mark R. Young, Eve Rapp, James W. Murphy. Action Research: Enhancing Classroom
Practice and Fulfilling Educational Responsibilities, (New York: Winona State
University, 2007), p. 2

22

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This research was done by using quantitative and 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 at MAN
Krueng Geukueh by observing the teaching learning process of speaking by using
Community circle strategy.
Within the action research process, teachers may choose to focus their
study on one student, a small group of students, a class or several classes, or a
whole school. The focus and level of participation among school and district
colleagues depends on the level of support, needs, and interests of the teacher(s)
and school.
Ralph and Mary described three approaches to action research and they
are :
1. Individual teacher research focuses on studying a problem or issue within
a single classroom. The teacher who engages in individual teacher
research may or may not have support from colleagues and administration
to share, brainstorm, and discuss the topic of action research.
2. Collaborative action research focuses on studying a problem or issue
within one or more classrooms. Teachers may collaborate and work
together to study a particular problem in many different ways.
3. School-wide action research is a school reform initiative. Every faculty
member of the school is involved in studying a specific issue identified
from school data. Successful school-wide action research is directly
related to initiatives contained within the school improvement plan.3
From three models above, the researcher choose the second model, namely
collaborative model. The researcher did the action with the English teacher. This
design was chosen because the researcher has the same characteristic as the
problem with the teacher in the school in students speaking ability.
3 Ralph Hewitt, and Mary Little,... p. 3-4

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This method of research incorporates that ideas and expectation of all

persons involve in the situation. Cooperative action research has the concomitant
of beneficial effects for workers, an improvement of the services, condition, and
function of this situation.
Based on that suggestion, the researcher collaborated with one of the
English teacher at school who helped him in this action research by doing
planning, implementing, observing, analyzing and reflecting the result of the
action.

B. Setting and Subject of the Research

The research was conducted at MAN Krueng Geukueh, which is located in
Krueng Geukueh, and it is one of senior high school in Krueng Geukeuh. It is
located on street Medan-Banda Aceh Kecamatan Dewantara Subdistrict in North
Aceh. The school was established in 2007. There are 12 rooms at the school. It
also has headmaster room, teachers room, Students Administrasi room,
Administrational office and other. The schools was leaded by Sulaiman, The
school has 27 teachers, consist of 5 employers and 12 not offcial confirm. The
total number of students in the school was 140, which consist of 80 male
students and 60 female students.
The subject of the researcher is the elevents grade students of MAN
Krueng Geukueh the researcher did not take all of subject, but only a part of
subject which were used as the subject of this research. The researcher took one
class that was class XI IPA1 as the subject of the study, it consists of 15 students.

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C. Research Procedure
The procedure of this collaborative classroom action is covered the
following stage (1) Preliminary study, (2) Planning the action, (3) Implementing
the action, (4) observing, and (5) Reflecting.
Model visual ilustration of steps is shown in figure adapted from Kemmis
and Taggarts action research. Figure 3.1
Preliminary Study

Findings

Asking permission to the headmaster,

Interviewing the English teacher,
Observing the class, administration,
Identifying the problems
Implementing

The teacher had not found effective

technique to teach speaking. The
students should not be able to
understand the topic
Planning Action

Implementing the community circle

strategy in teaching speaking is two
cycle, in cycle 1 there are three
meetings and in cycle 2 there are two
meetings
Observing

Developing teaching material and

teaching technique, designing lessons
plan, developing research instrument,
& Reflective
settingAnalysis
up the criteria
of success

Observing the implementing

using observation checklist
Fail

The researcher & the collaborator

analyze the data & reflected the action
done in first cycle then checked the
result based on the criteria of success
Success

Conclusions & Report

Revised the plan &
Drawing the conclusion
to theAction
next Research Model (Adapted from Kemmis and
Figurecontinued
3.1 Classroom
whether the criteria had
cycle
already been achieved
Taggart), 1998.
1. Preliminary
This is was conducted at elevents grade of senior high school of
MAN Krueng Geukueh, before doing the study the research was a meeting
the head master to explain the purpose of this research and ask his
permission to conduct the reseach. Next, the research also have a meeting

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with the english teacher to obtain information about teaching and learning
process in the class.
2. Planning the action
In relation to the problem feed when doing observation the researcher
arrange the planning for action as follow:
a. Preparing teaching material
In conducting this research, the researcher used Community circle method
in improving students speaking ability. This method was used to be interesting
strategy for students during studying process of Engllish speaking.
The teacher selected the interesting speaking materials suitable for MAN
Krueng Geukueh level. The material was taken from various sources, from the
speaking book and from the other relevant book.
b. Designing the Lesson Plan
In conducting the study, the researcher applied community circle method in
teaching speaking. In designing lesson plan, the items that have to be considered
including (1) Standard competency, (2) Based competency, (3) Indicator, (4) The
objective of learning, (5) Learning materials, (6) Learning activities, (7) Sources
and medias, (8) Procedure and assessment.
c. Designing the research instrument
The instrument use to collect the data in this study consist of a test given
to the student and observation at the last action. It means after the actions done the
researcher saw development of the action that the student can improve their
speaking by using community circle strategy.

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d. Preparing the cateria success

The criteria of success were designed to access the students ability in
speaking by using community circle strategy. The study was considered
successful if it has already met the criteria of success in improving speaking
ability that provide with comprehensible input and meaningful activities.
The reseacher determined the criteria of success by determining the
everage score of all students and also based on their activity in teaching learning
process. The standard of the success of this research was seen from two sides,
they are process and product. From process point of view, the student were said
success if they are: (1) 75% the students minimally show their interest to follow
the classroom activity while the teacher implemented the model, (2) The students
are active and motivated during learning activity, (3) and if teacher can get
minimally 70% score from observation checklist.
The criteria of establish the success of planning of each phase was
determined by qualification percentage and level of observation checklist from the
standard of analyzing, categories of percentage are as follows:
80%- 100% : Good to Excellent
60%- 79%
: Average to Good
50%- 59%
: Poor to Average
0%- 49%
: Poor
0% - 20
: Very Poor.4
Talking about product, it was taken from the average score of students of MAN
Krueng Geukueh from the result of pre-test is about 75. The students are said
success if they can reach the score higher than before, it was 75 minimally.
4 Suharmi Arikunto, Evaluasi Program Pendidikan Pedoman Teoritis Praktis Bagi
Praktisi Pendidikan, ( Jakarta: PT. Bumi Aksara, 1st ed, 2004), p. 19

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3. Implementing the action

The researcher act as the fractioned who carry out the teaching learning
process while the collabolator help to observer the interaction between the student
during the class. To start with pre-test without using community circle strategy, it
is done to know about the students speaking ability. In second meeting, explain
about the materials that discussed, than the meeting carry out by the researchers
media, namely doing action by using community circle strategy to students
speaking ability.
4. Observing
To get more data the researcher also conduct observation. This method use
to know every thing to related to teaching speaking and record data about any
aspect or even that is happening in teaching learning process, the collabolator
teacher observation and collection the data about the researcher of the
implementing of teaching speaking by using community circle strategy.

5. Analisys and reflection

Data analysis in about the way in the data were analized and reflection stage
discussed the result of data analysis. The procedur of doing activities as the
following:
1. Data analysis

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Data analysis is about the data were analized and reflection stage
discussed the result of data analysis. To make data more accurate, the
researcher made scala of score analyze the data gotten from each cycle.
2. Reflection
In each stage, the researcher and her collaborative evaluate the result
of the action in the first cycle in order to kow ehether it shown had mat the
criteria of success. The action is considered succesful if it had mat the
major indicator of success mention previously
D. Technique of Data Collection
In collecting the data, the researcher used several techniques to know how
to get data during the learning process by using community circle strategy, they
were:
1. Test
Test is series of question or exercise as well as other tolls used to
measure the skill knowledge, intelligence, ability or talent possed by
indviduals or group5. The test was given twice, pre-test and post-test. The
pre-test was given before applying of community circle strategy to know
the basic students ability in speaking. And post-test was given after
applying of community circle to know the improvement of the students
speaking ability.
2. Observation
5 Suharsimi Arikunto, Procedur Penelitian Suatu pendekatan Praktik (Jakarta: Rineka
Cipta, 2006). P. 150

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Observation is a persons ability to use his observation through the

eyes ot the senses work and assisted with other senses and always
associated with what he saw what is produced by the other senses. 6
Marshall said through observation, the researcher learn about behavior and
the learning attached to those behavior.7
There were two kinds of observation, they were checklist and
observation guide, but in this research the researcher used to collect the
data were observation checklist. Observation checklist that used to record
the students in learning speaking by using community circle model each
cycle, there are two kind of observation checklist namely: systematic
observation checklist and non-systematic observation checklist. The
researcher choose systematic observation checklist where all item in
category in the observation checklist has arranged and limited.
E. Research Instrument
1. Test
Test is an examination that given for the students to measure the students
speaking ability. The kinds of test are oral presentation about the topic discussion.
The students were asked to give their opinion about the topic in approximately 30
minutes based on the topics discussion.
In this scoring system, adopted the scoring system from J.B. Heaton as
follow :

6 Burhan Bungin, Methodelogy Penelitian Kuantitatif (Jakarta: Kecana

1989) P. 123

7 Sugiono, Metode Penelitian Pendidikan : Pendekatan Kuantitatif, Kualitatatif dan R &

D, cet.3. (Bandung : Alfabeta, 2007), p.310.

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Score

Accuracy

Excellent

Very good

Good

Poor

Satisfactory

Fail

Score

Pronunciation is only very slightly influenced by

mothertongue. Two or three miner grammatical and
lexical error.
Pronunciation is slightly influenced by the mother
tongue. A few minor grammatical and lexical errors
but most utterances are correct.
Pronunciation is still moderately influenced by
mother-tongue. But no serious phonological errors. A
few grammatical and lexical errors but only one or
two major errors causing confussion.
Pronunciation is influenced by mother-tongue. But
only a few serious phonological errors. Several
grammatical and pronunciation is seriously influenced
by mother-tongue with errors causing a breakdown in
communication and lexical errors.
Pronunciation seriously influenced by the mothertongue with errors causing a breakdown in
communications . many basic grammatical and lexical
errors.
Serious prnunciation errors as well as many basic
grammatical and lexical errors. No evidence of
having masters any of the language skill are practiced
in course.
Fluency

Excellent

Very good

Good

Poor

Speak without too great an effort with a fairly wide

range of expressions. Searcher for words occasionally
but only one of two unnatural processes.
Has to make an effect at time to search for words.
Nevertheless, smooth, delivery on the whole and only
a few unnatural pauses.
Although he has to make an effort at time to search
and search for words, three are not too many
unnatural pauses. Fairly smooth delivery mostly.
Occasionally fragmentary but succeeds in conveying
the general meaning fair range of expressions.
Has to make an effort for much of the time. Often has
to search for the desired meaning rather halting

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Satisfactory

Fail

Score
6

Excellent

Very good

Good

Poor

Satisfactory

Fail

delivery and fragmentary. Range of expressions often

limited.
Long pauses while he searches for the desired
meaning. Frequently fragmentary and halting
delivery, almost give up making the effort at time.
Limited range of expressions.
Full of long an unnatural pauses. Very halting and
fragmentary delivery at time give up making effort.
Very limited range of expressions.
Comprehensibility
Easy for listener to understand to speakers intention
and general meaning. Very few interruptions or
clarifications required.
The speakers intention and general meaning are fairly
clear. A few interruptions by the listener for the sake
of clarification are necessary.
Most of what the speaker says is easy to follow. His
intention is clear but several interruption are necessary
to help him to convey the massage or to seek
clarification.
The listener can understand a lot of what is said, but
they must constantly seek clarification. Cannot
understand many the speakers more complex or
longer sentence.
Only small bits (usually short sentences and phrases)
can be understood and then with considerable effort
by someone who is used to listening to the speaker.
Hardly anything of what is said can be understood.
Even when the listener makes a great effort or
interrupts, the speaker is unable to clarify anything he
seems to have said.8

There are some criterias considered Heaton state that there three
commponent scales, namely accruacy (6) that high of score, fluency (6), and
comprehensibility (6).
8 Heaton, J.B. Writing English Language Test, (New York: Longman
Group UK, 1988), p.100.

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The researcher converged the scoring system above on the Indonesian

standard of scoring system, according to J.B. Heaton criteria, acuracy 1-6, fluency
1-6, comprehensibility 1-6. So the result of students score would analyze by
using formula below to get 100 score:
NR=

Total Score
100
Max Score

For instance if Ahmad got score acuracy 6, fluency 6, and

comprehensibility 6. So, total score of Ahmad is 18. Maximum score of speaking
is 18. The score of 18 from three aspect speaking criteria then multiply by 6 of the
form predetermined score according to J.B. Heaton to get maximum score, so the
result is:
NR=

18
100
18

1800
100
18

100(excellent )

Anas said that general way to measure the success of students learning is
by using quantitative standard or numeral symbol. There are five categories in the
scoring scale as describe below:
Score

Classification

80-100

Excellent

66-79

Good

56-65

Fair

46-55

Poor

0-45

Fail9

9 Anas Sudjono, Pengantar Evaluasi Pendidikan. (Jakarta: Raja Grafindo Persada,

2000), p.34-35

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2. Observation Cheklist
The observation checlist was used to obtain information about the
students activities and participation during teaching learning process and to
gather data about the teachers activities during teaching learning speaking by
using community circle. Observation checklist for teacher used to obtain
information how the practitioner implemented the prepared plan and procedures,
especially to find information whether or not the assessment instrument prepared
can be used as well as possible. Observation checklist for students is used to
gather data about the students during the teaching learning process.

F. Technique of Data Analysis

The data will be taken from the result of tests and observation checklists
will be analyze the data qualitatively and quantitatively. The researcher will find
out the mean score of the students in pre test and post test. The result of both tests
will be analyzed by using the following formula.
fx
x =
N
Where :
x = Mean score

fx

= Total score of all students

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= the number of sample

Meanwhile, all the data are gathered from observation checklist analyzed

descriptively or using qualitatively approach. There are three steps to analyze the
ualitative

data

namely

Data

Reduction,

Data

Display

and

Data

Verification/conclusion. The steps proposed by Miles and Huberman is as

illustrated in this following figure:
Data
Collection

Data Display

Data
Reduction

Data
Conclusion

The Figure of Interactive Model of Data Analysis qualitatively10.

a. Data Reduction
Data reduction means the researcher tried to rearrange the data in a
good range and made a summary to get data more clearly, so in the next step
to collect the data, the writer could refuse in continuing which data should
collect by the researcher.On the other hand, the process selecting and
organizing raw data obtained was done in data reduction.
b. Data Display
In data display, all of collected data transcribed into text. In this case,
Miles and Huberman stated that the most frequent form of display data for

10Sugiyono, Memahami Penelitian Kualitatif, (Bandung: Alfabeta, 2007). P.247

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qualitative research data in the past has been narrative text. 11 In this step the
select data are arranged and organized a way that be used to describe the
English teaching learning especially the research problem.
c. Data Verification/ Conclusion
The final step of analyzing the qualitative data is Conclusion. In
previous had told the way of analyzing the data for qualitative by reducting
the data and displaying the data in narrative text. Finally, the writer make a
conclusion. The conclusion is to answer the problems in the research
problems.

11 Sugiyono, Metode Penelitian Kuantitatif dan kualitatif R & D (Bandung:Alfabeta,

2006).p.249