5. Chapter III

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CHAPTER III

RESEARCH METHODOLOGY

3.1 Subject of The Study

The subject of this research is the eleventh grade students of SMAN 3

Denpasar in academic year 2011/2012. There are about 38 40 students each

class and there are 257 students in this grade divided to be 110 male students and

147 female students. The researcher will belong to class XI IPA 1 that consists of

38 students, consist of 19 females and 19 males. The choice of this class select as

the object of the study because they have crucial problem in learning

Structure/Grammar. That was found based on the observation result report.

3.2 Research Design

Classroom action research is a form of research to design the research

contained in the class under study. Thus, action research in the classroom has

nothing to do with how to teach verb -ing through combining mind the techniques

of mind mapping and association methods, which supported the pre-test and post

test or reflection.

In a study conducted this refers to how Kemmis and Taggart (Hopkins in

Wiriaatmadja, 2010:66) explain the stages of the research done in the form of a

spiral model. In what has been done by Kemmis and Taggart in this study it can

be seen that the process of teaching and learning is divided into two cycles

consisted of three sessions. Class actions can be defined as a process of cycling

action, the initial reflection (IR), Planning (P) and Action (A), where, each

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described in the following sections of this section. Each cycle is divided into two

treatment sessions. The research was conducted in two cycles, I and II, as would

be seen as details are as follows:

Spiral model of Kemmis and Taggart (1988)

or can be explained well as follows

Cycle I : IR P1 A1 O1 R1

Cycle II: RP P2 A2 O2 R2

Where: IR (Initial Reflection), RP (Revised Planning), P (Planning), A (Action),

O (Observation), and R (Reflection).

3.2.1 Initial Reflection/Pre-Test

Constructing reflection or post-tests in the form of multiple choice test

items at the end of each session. A reflection of early or pre-test aimed to

determine and evaluate existing capabilities in students in learning verb-ing

problems in learning English in their grammatical errors. So in this case, the

researchers felt the need to give students an essay test to determine the depth of


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their knowledge in answering the questions which have a base verb-ing such,

participles and gerunds.

3.2.2 Planning

In a class action presents a study, researchers set up an instructional plan

for the session as a whole such as:

1. Determining the topic for the first and second cycles.

2. Designing or preparing to teach a lesson plan or teaching scenarios

3. Prepare teaching aids such as matters relating to the formation of

participles and gerunds, then make an appropriate method of association

with a combination of mind mapping recording techniques used for the

first and second cycles.

4. Build reflection or post-test in the form of an essay or multiple choice test

items at the end of each session.

3.2.3 Action

Action refers to activities that researchers are doing in class and how he's

class. Each of them is related to what has been planned in the lesson plan for

teaching reading. At the time, this action, researchers started asking questions to

students to encourage them to say what they understand and what they are

interested in learning verb -ing. So that researcher knows how to act for the next

meeting.


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3.2.4 Observation

Observation is the act of observation to examine the effectiveness of the

learning process and whether the technique can improve student achievement or

not, is also determined if there are changes in behavior and activities of students

in the classroom when students learn the verb-ing material and the extent of action

to achieve the target. Behavior changes with a positive attitude, higher motivation

in learning verb-ing material, more details of participles and gerunds.

In this observation also researcher puts the questions and answers of

students as a top priority of research in the form of notes or recording the data, so

researcher can see the changes that occur in the development of the student's own

self.

3.2.5 Reflection

The observations will be analyzed to find the strengths and weaknesses of

action and to decide whether this study will be continued. So learning the mind

mapping technique combined with the association method can be known

advantages and drawbacks.

Reflection is administered during the post-activity of each session. In this

case, the researcher will acknowledge the problem and try to provide solutions to

problems. Finally, the reflection will be developed. This reflection will intend to

use as to memorize or analyze actions according to the observations. And this is a

reflection of the researchers could know all the students in dealing with the

behavior patterns of learning are given by the researchers, it can be concluded that

their success has come at what point. When it is deemed a success then the study


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was discontinued, but if there's a deficiency, we will look for the solution in the

next round.

3.3 Research Instrument

In order to collect the intended data, this study made use of following

instrumentation:

1) Teaching and Learning Scenario.

Scenario teachers are prepared in order to have a description for what

action to be performed in class, so that teachers understand exactly what will be

given as a form of learning for students. This is a guideline for teachers in doing

every step of the teaching plan. This scenario involves the activities to be carried

out, the allotment of time, approach the teacher and the materials used in teaching

and learning.

2) Achievement Test

There are several tests used in research to examine the achievements that

are owned by the students, in this case the researcher should be objective in

analyzing the ability of the students. These tests include:

Pre-tests will be used to test students' skills in using verb-ing prior to

treatment will be given. Pre-test results will be used as a reference for the

conduct of research.

Post test will be used to determine the extent to which this technique can

improve students' skills in using verb-ing as a form of material that will

help them study the formation of participles and gerunds in everyday life.


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3.4 Data Collection

The process of data collection is conducted by researchers are as follows:

first, before teaching carried out, students are given pre-test in accordance with

the material studied by researchers. This is done to find the early reflection and to

see the problems they face. They were tested individually or in groups to answer

questions and advise.

Finally, at the end of each lesson unit, or after they get the treatment that is

handled through the combining of mind mapping and association methods to

improve their abilities in learning verb-ing, then they are given post-test to find

out the results of actions taken in the classroom. Therefore, there are just three

kinds of raw values obtained for the study presents a class action, namely:

1. Scores indicate the pre-existence in the ability of subjects to learn the

material participle and gerund,

2. Score indicates achievement of progress in learning the material participle

and gerund, and

3. Score shows the behavior of learning how to learn to change the subject

matter knowledge participles and gerunds.

3.5 Data Analysis

The most important data to answer the research question under study as an

analysis of student data are then collected through the provision of IR and post-

test, some additional data that support collected through the provision of a

questionnaire to the subject under study and the data were analyzed descriptively.


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All this is carried out to determine the results of data analysis has been researcher

get in eleventh grade students of SMAN 3 Denpasar.

In the use of data analysis formula researchers used a test product learning

outcomes as measured by the level of completeness of student learning. In his

opinion, Trianto (2009:241) reveals that the tests to learn the process used to

determine the level of mastery students during the learning process takes place.

This test is used to determine the level of student mastery in one sub-concept.

Instruments crawl data is done by using the test results to learn.

The data then are analyzed in percentage following to Depdikbud (in

Trianto, 2009:241) and to Caroll and Hall (in Ariani 2009:32) as follows :

1. The scores of each students are calculated by using formula:

2. The average score of the whole students would be counted in the following

formula:

3. The students level of mastery:

Depdikbud (in Trianto, 2009:241) explains that each student is said to

thoroughly study (exhaustiveness individuals) if the proportion of students'

answers more than 65%, and a class is said to complete their study

The total score of the students

X =

The number of students

The number of correct answer

X = x100

The number of items


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(exhaustiveness classical) in the class if there are more than 85% of

students who have completed studies.

Where :

X : Student score exhaustiveness of the students achievement in

using structure/grammar.

T : Number of scores obtained by students.

T1 : Number of total score.

Based on the statement which has been stated previously, the researchers

took into account student achievement in the following criteria:

Good : those students who are able to answer the test items between 70%

- 79% correctly.

Fair : those students who are able to answer the test items between 60%

- 69% correctly.

Poor : those students who are able to answer the test items between 50%

- 59% correctly.

Failure : those students who are able to answer the test items between 0% -

49% correctly.

T (Score obtained)

X = x100%

T1

(Score maximum)


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According to the average score is missing, the researchers grouped the

classification of the students who have been outlined in the bookMendesain

Model Pembelajaran written by Trianto, M.Pd. which gives an explanation of the

students classification according to Depdikbud (1996) based also on the

completeness determination to learn the curriculum determined by each school are

known as minimum criteria for completeness.

Score Qualification

Score Qualification

0 Fail

10 Very bad

20 Bad

30 Very Low

40 Low

50 Almost Enough

60 Enough

70 More Enough

80 Good

90 Very Good

100 Excellent


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5. Chapter III