Chapter 3

Research Design and Methodology

3.1 Aims

This research was concerned generally to see how flashcards help student of LINUS improve their

writing vocabulary in English. This study was classroom action research. Classroom action research is

method how I can organize teaching-learning condition and learn from my own experience. I can try an

idea as reparation in my teaching-learning process, and look the real effect of those efforts. In this

research, I used Classroom action research with using my own module, pre-test and post-test including

flashcards as the prime tools of classroom activity.

The Steps of Action Research

Patricia Cross (1987, 499): Classroom research is geared to self-improvement since it is designed,

conducted, and used by teachers themselves. And classroom research bridges the gap between research

and practice because researchers and practitioners are in one: the researcher asks questions that the

practitioner thinks are important; the practitioner is eager to use the results of the research. Classroom

research is, by definition, situation specific, and the findings of classroom research are, therefore,

relevant to a given teacher and can be used directly to improve practice.

3.1.1 Planning

Planning an action research by focusing on who, what, when, where, and how the action will be done.

PLANNING

ACTING

OBSERVING

REFLECTING

3.1.2 Action

The planning strategy will be applied in teaching learning process.

3.1.3 Observation

Observation is the next step to monitoring and watches closely teaching learning process and collects

the data from result of action. The researcher prepare the observation paper to know class condition

when the action done, then the researcher and the collaborator (English teacher for first graders)

discuss about the result of observation, what the problem faced when teaching learning process and

look for good solution to solve the problem. In this phase, the researcher observes and takes notes

during teaching learning process.

3.1.4 Reflection

Reflection means to analyze the result based on the data that have been collected to determine the next

action in the next cycle. In this phase, the researcher could observe the activity that results any process,

the progress happened, and also about the positives and negatives sides.

3.2 Procedure of the Study

A classroom action research was used in this research. The method was begun by question about

classroom experiences, issues, or challenges. It was a reflective process which helped the teachers to

change and improve aspects of teaching and learning .There were four components in one cycle for

doing classroom action research. It consisted of planning, acting, observing, and reflecting. This

classroom action research was arranged with the pre-test and post-test. There were 20 NILAM students

in the class as my prospect of the research. The activities did in each part is as follows:

3.2.1 Pre-test

In this stage, I gave pre-test to the LINUS students. It used to know the initial condition of student’s

ability in writing English vocabulary. I was not use flashcard yet in teaching vocabulary. In the end of

lesson the students did the test. The tests consist of 20 questions related to the material. The result of

the observation and pre-test gave information about student ability in writing before they were taught

by using flashcard.

3.2.2 Teaching with Flashcards

Flash cards used by me to introduce new vocabularies and it improved student’s understanding in

writing vocabulary. I used my own module to teach student using flashcards. The activities are as follow:

a. Planning

Prepared flash card that appropriate with the material

Prepared the teaching material

Made lesson plan

Prepared checklist observation

I prepared students attendance list

Prepared Post test

It purposed to guide me in teaching process.

b. Acting

First, I explained about rules of writing vocabulary

I gave some examples of words that are represented with flashcard.

I asked the students to write some words based on flashcard was showed by me.

I played the flash cards by ”Drill” as follows:

I showed the flashcard to students for example: flashcard of TABLE picture.

I asked the class” What is the picture in this flashcard?”

Then I asked again by showing another flashcard,” Is this a table?”

The students responded, ” Yes.”

Next I asked again by showing another flashcards with NO picture but only WORD and asked the

students to read and write it on their book.

Once again I showed the table picture and ask them to read and write the word of the picture

based on the flashcard.

5) I gave correction and feedback to the student’s answer.

6) In the end of lesson, I gave the post test.

c. Observing

I did observation by using check list.

d. Reflecting

The researcher evaluated the activities that have been done.

The classroom teacher and I made a Reflection what should to do to repair the problems.

I analyzed the data from the observation check list and post test

3.3 Instruments and Data Collection

Method of data collections is very important in the research. Data source in a research is basically

subject from which a researcher gets data. And research instrument is a device used by researcher while

collecting data to make work becomes easier and to get better result, complete, and systematic in order

to make the data easy to be processed. Depending on the necessity and kind of information needed. The

researcher used observation and tests.

3.3.1. Observation.

Classroom observation is an observation that is focused on the understanding of how social event of the

language classroom are enacted.

The form of observation check list is as follow:

Table I

Form of Observation Check List

INDICATORS YES NO

Paying Attention

Asking Question

Responding to Question

Accomplishing task

Being enthusiastic

3.3.2. Test

A test is a method for collecting data by using questions. Test is important part of every teaching and

learning experience. Both testing and teaching are so closely interrelated that it is virtually impossible to

work in either field without being constantly concerned with the other. This research consisted of two

tests. They are pre-test and post-test.

3.4 Data Analysis

3.4.1 Method of analyzing observation

The observation in this research conducted two times, before using flashcard activity and after during

using flashcard activity. I checks in the observation check list. In the end it analyzed by calculating the

percentage from the check list as the formula below:

P=∑ f

nX 100%

P = Prosentase

∑ f = the sum of check list

n = amount of students

3.4.2 Method of analyzing test

After I collected the data through test, I analyzed the data using the percentage in giving the pre-test

score and post-test score. This scoring is aimed at giving description of the students’ ability in writing

vocabulary with processes were:

a. After conducting the test, I gave score. Each correct answer was scored 1 and 0 to each wrong answer.

The maximum score was 20.

b. Determining the interval grade of students, the score of the test by counting the number correct

answer. The counted of the percentages of the score test by using the following formula:

score=∑ ¿ answer

∑ Itemsx100%

I consuls them which used five letters: A, B, C, D and E that expressed various levels as follows:

Table 2

Level of achievement

The Percentages of

Correct Answer

Grade Level

90% – 100 % Outstanding A Excellent

70% – 89 % average B Good Above

60% – 69% C Fair Satisfactory

50% – 59% average D Less Below

0% _ 49% E Poor Insufficient

Table 3

Level of achievement

The Percentages of

Correct Answer

Grade Level Frequency

(Student )

90% – 100 % Outstanding A Excellent

70% – 89 % average B Good Above

60% – 69% C Fair Satisfactory

50% – 59% average D Less Below

0% _ 49% E Poor Insufficient

After computing the percentage of correct answer, I analyzed of each item and make a chart to show the

difference of the Classroom Observation and pre-test and post-test percentage achievements.