CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the writer described about the research methodology. The

description of the research includes Research Design, Setting and Subject, Research

Procedure, Data Analysis and Reflection.

3.1 The Research Design

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

made a classroom action research as a research design because the language

knowledge always changes and develops in the practicing and implementing. Nunan

(1992:17) stated that a form of research which is becoming increasingly significant

in language education is action research. In action research, a researcher identified

the problem, planed and designed a way to overcome it, and implemented the plan.

The researcher in action research applied the cycle process in conducting the

research based on the model of the classroom action research. Kemmis and

McTaggart in Asrori (2008:100) stated that there are four steps in action research:

1. Planning an action

2. Implementing the plan

3. Observing the action, and

4. Analyzing the data obtained during the actions and making a reflection on the

results of the observation.

3.2 The Setting and the Subject of the Research

The research study was conducted at SMP Negeri 2 Peusangan which is

located in Gampong Raya Dagang, Peusangan Sub-District, Bireuen District. The

sum totals of the class in the school are six classes of the first grade, six classes of the

second grade, and five classes for the third grade. The subjects of the research were

the first year students of SMP Negeri 2 Peusangan. The researcher chose class IX.1

as the subject of the research. This class consisted of thirty (35) students. The reason

why the researcher chose one class only because classroom action research is

conducted in one class. Asrori, (2008:5) stated that classroom is the place where a

group of students in the same time receive the same lesson from the teacher.

The researcher conducted the research in this school based on several

reasons. Firstly, most of the students’ ability in translation was insufficient, they

found difficulties in translating the English text into Indonesian and they were not

motivated in learning translation. It is proved through the test given by the researcher

when conducting the preliminary study at the school. 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 translation, that were not various and attractive.

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

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

translation in the school.

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The first year students of this school have been learning English since in the

elementary school. So, English is not strange anymore for them. They had been

learned grammar, sentence structure, tenses, and another important part of English.

The students did not have a subject named translation, but they learn English in

general. So, translation is taught while the students are learning other part of English,

including grammar, vocabulary, etc.

3.3 The Research Procedure

The research procedure was started form conducting a preliminary study first

which was intended to know the real condition of the students and the problems in

translation mastering. After that, the researcher did planning the action,

implementing, observing and the last was analysis and reflection. The researcher

planned to implement this research immediately after getting the recommendation of

research work from the teacher training and education faculty of Almuslim

University and the recommendation of research work from Bireuen regency’

education department. In processing the research, the writer did the steps proposed

by Kemmis and McTaggart as illustrated in the next page in figure 3.1.

 ANALYSIS AND FINDING
Successful

The students have low ability inPLANNING

mastering translation
THE ACTION
The strategic used in the teaching and learning process are not various and attractive
Designing a lesson plan for translation through demonstration technique.
Preparing instrument, lesson plan, field notes and criteria of success.

IMPLEMENTING THE PLAN

aching and learning process on the lesson plan.

OBSERVING

data about the effect of implementations of the action.

THE ACTION

lected data
ther the action is successful or unsuccessful

Unsuccessful

Conclusion Revised Plan

Report

3.1 Classroom Action Research Model (adapted from Kemmis & Taggart, 1998)
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3.3.1 Planning an Action

In planning stage, the researcher used the appropriate way in solving the

students and the teacher problems in translation. The appropriate way dealt with

things such as designing appropriate lesson plans, preparing instructional materials,

and also preparing the instruments for observation. In lesson plan, there are some

aspects that have to be considered by the teacher, namely standard competency, basic

competence, indicator, the goal of teaching and learning, learning material, learning

method, activities in teaching and learning process, source of teaching material and

the scoring system used to evaluate the students’ achievement.

The researcher also should prepare the instructional material, which is

demonstration technique. Beside, 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 while the implementation of action was taking place.

3.3.2 Implementing the Action

In the implementing of the plan, the collaborative teacher act as practitioner

carried out the teaching and learning process and the researcher observe the

interaction between the teacher and the students during the class.

Asrory (2008:40) suggested that the teacher should begin the introduction

session by explaining the process approach, describing and demonstrating each stage

to make it clearer for students follow and guiding students to explore the

implementation of demonstration technique in translation teaching and learning

process.

3.3.3 Observing the Action

Observation is the process of recording and gathering data about any aspects

or events that was happening in the teaching and learning process during the

implementation of the action (Asrori, 2008:40). Since the activity was the process of

recording and collecting the data, the researcher observed the activities going on in

the class while the action was being implemented.

The researcher did the observation during the implementation of

demonstration technique as a media in teaching translation in the classroom. Some

main points that the researcher observed in this step were the student’s activities and

improvements as well as the teacher’s performance in applying the demonstration

technique in teaching and learning process. In order to collect accurate data and get

reliable result, the researcher prepared the instruments for the data collection.

In collecting data, the researcher used observation checklist forms on the

implementation, observation checklist on the students’ participation during the

implementation and field notes. Observation checklist forms on the implementation

is used to obtain information how the practitioner implemented the plans and

procedures, especially to find information whether or not the assessment instruments

prepared could be used as well as possible.

Meanwhile, observation checklist on the students’ participation during the

implementation was design in such way as to obtain sufficient information

concerning the students’ participation or improvement on each activity. The

researcher also used field note to record everything occurred in the implementing of
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demonstration technique as an additional activity in teaching translation.

3.3.4 Data Analysis and Reflection

In the data analysis the researcher compared the results of the note during the

teaching and learning process. The data obtained through observation then collected

and analyzed them. In reflection, the researcher evaluated the result of the action in

the first cycle in order to know whether it has met the criteria of success or not.

There are three major indicator of success formulated, namely the improvement of

the students’ translation mastery in each stage of the process, the student’s final

products, and the student’s responses toward the implementation of the action.

In this case the students are expected to be happy in mastering translation

through demonstration technique. This action was considered successful if it has met

the major indicator of the success. If one of the criteria is not met yet, the research

was continued to the next cycle by revising the plan. The revision was focused on the

relevant criteria which are not yet met in the previous cycle.

The criteria of success reflect the areas of concern that was emphasized in the

research. The criteria of success are set as follows:

1.The teaching and learning process is conducted based on the good

lesson plan.

2.The teacher has a good performance in implementing the

demonstration technique and carries out the procedures as previously

planned.

3.The students are enthusiastic and actively involved during the

learning and teaching process especially in the teaching of translation.

4.The average of students’ translation mastery level is greater than or

equal to 6.