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CHAPTER III

RESEARCH AND METHODOLOGY

This chapter discusses several parts related to research design, research

method, population and sample, instruments, data collection techniques and

analysis.

A. Research Design
This research used qualitative research design. According to Tavakoli

(2012: 503) a qualitative research design is a research design that places primary

importance on studying small samples of purposely chosen individuals, not

attempting to control contextual factors, but rather seeking, through a variety of

methods, to understand things from the informants’ points of view, and creating a

rich and in-depth picture of the phenomena under investigation.

According to Kaswan et al (2016: 15) A qualitative research design is a

research design that places primary importance on studying small samples of

purposely chosen individuals; not attempting to control contextual factors, but

rather seeking, through a variety of methods, to understand things from the

informants’ points of view; and creating a rich and in-depth picture of the

phenomena under investigation. Based on the theories above the researcher

decided to use the action research method in implementing this research.

B. Research Method
This research is Classroom Action research. According to Basrowi and

Suwandi (2008: 28) Classroom Action Research is action research in education

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sector what do in class area and have the goal to repair and or to increase the

learning quality. It means that classroom action research is a kind of research has

quality with do specific action so it can repair and or increase the learning

practices in classroom with more professional. According to Arikunto (2008:

104), action research is one of the type investigation that has characteristic

reflective participative, collaborative, and spiral that have purpose to repair and to

increase the system, method, process, substance, competence and situation.

The aim of this research is the teacher wants to know more about his

students and the difficulties in learning process. Teacher wants to learn more

about him as teachers how effective teacher is, how teacher looks to the students,

how teacher looks at himself as if observing teaching. Teacher wants to gauge the

interest generated by certain topics, or judge the effectiveness of certain activities

types.
Based on the description above the researcher concluded that the action

research was an appropriate tool to access teachers’ teaching strategies, giving

positive changes in the school, on educators and improving students’ achievement.

There will be one cycle in this classroom action research. According to

Hammer (2003: 345) there are four components in one cycle for doing action

research, they are:

1. Planning
Planning is the beginning process of research to conduct treatments or

after making sure about the problem of the research, a researcher

needs to make a preparation before doing an action research.

Researcher prepares some materials that will use in research process.

Such as lesson plan based on the teaching material, choose the theme,
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prepare the materials that needed in the learning process, and prepare

checklist for observation and formative test.

2. Action
This section discusses about the steps and activities that will be taken

by the researcher. Researcher tries to take how much students' abilities

to understand in writing recount text, give students treatment ways to

remember every word in spelling and writing, give students

assignments in individual, evaluate their mistakes and make

summarize about materials.

3. Observation
In this step, a researcher has to observe all events or activities during

the research. Researcher observes the situation in class during lesson,

response and attitude of students when they are given explanation,

doing task, and know their difficulties.

4. Reflection
Reflecting is the inspecting effort on the success or failure in reaching

the temporary purposes in order to determine the alternative steps that

are probably made to gate the final goals of the research. The

classroom Action Research procedure will be presented in figure 3.1

Reflect

CYCLE 1 Observe

Reflect

CYCLE 2 Observe

Figure 3.1 Cyclical Action Research Model

C. Population and Sample
1. Population
Arikunto (2010) states, the population is all members of the research

subject. In other words, the population is all individuals that involve in that
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research. The population of this research was the X grade students of SMK TI

Garuda Nusantara Cimahi in academic year 2016/2017.

2. Sample
According to Crowl (1996: 8) Sample is subset of people used to represent

populations. The researcher took one class of the sample on the tenth grade

students of SMK TI Garuda Nusantara Cimahi, namely X RPL 1 grade students.

D. Research Instrument
Tavakoli (2012: 277) explains, instrument is any device which is used to

collect the data. In this research, the researcher used two kinds of instruments to

collect data, such as interview and test.

1. Interview
Burgess (1984: 102) describes, interviews as conversation with a purpose.

Burns (2009: 75) claims, there are three types of interview generally used for

action research. They are structured interviews, guided or semi-structured

interviews and open interviews.

To find out the students’ problems, the researcher prepared ten questions which

was made by him then he used the type of guided or semi-structured interview.

Burns (2009: 75) reveals that, the guided or semi-structured is interview activity

to collect information diversity and flexibility according to how the interviewee

responds. Nevertheless, the type of this interview was still controlled and

organized but more open.

2. Test
Test is an important part every teaching and learning experience. Test is a

set of questions that is used to measure the skill knowledge, intelligence and talent

of an individual of a group. According to Arikunto (2002: 53) Test is a tool or

procedure that uses to know or measure thing, by using a method or rules had

been given. According to Tuckman (1975: 207), test is a device for sampling
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behavior or performance related to the skills, competencies, attitudes, or other

characteristics of people.
The researcher for collecting data uses written test is very useful to know

the students achievement in understanding material which given by the teacher. In

this research, the researcher gets data by giving pre-test, and evaluation test. A

pre-test is given before the students get some activities of writing recount text.

Evaluation test is used during the cycle to measure the student's understanding. A

post-test is given after students learn about recount text and watching movie about

recount text. It is used to measure the student's achievement after being taught.
In order to know the improvement of student's achievement, the researcher

analyzes the different between mean of pre-test and evaluation of test scores.
E. Data Collection Techniques and Analysis
1. Data Collection Techniques
Data collection was process of collecting information that related to
inquiry, information that be believed will respond to the research question. The
data were not the answer to the research question; they were the row material out
of which responses to the question will probably emerge. For collection the data,
the writer used two instruments, they were interview and test. Based on the
problems faced by the students, an action would be conducted. The techniques of
collecting data in this research can be seen in the following table:

Step # Technique Purpose Data

1. To know how far the
Pre-test students’ ability in writing Writing scores
Recount Text before method
given by researcher
2.
Method given to the students by researcher

3. To know how far the

Post-test students’ ability in writing Writing scores
Recount Text after method
given by researcher
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4. To know the students’ feeling

Interview and understanding about the Interview
given method in face-to-face
interaction

Table 3.1 Technique of Collecting Data

2. Analysis
The aim of this study is to find out whether watching movie could improve

the writing student’s skill or not. There are pre-test and post-test, these tests are

used to measure the students’ progress in mastering writing skill.

After conducting the test, the researcher gave score to the writing test

papers of the students. The researcher uses test to measure the writing ability

covering content, organization, vocabulary, language use, and mechanics. In

giving score of writing test, the researcher processes the result of the student’s

tests. The researcher gave score for each component of writing as follows:

Categories Score Criteria

EXCELLENT TO VERY GOOD: Knowledge.
Substantive. Thorough development of thesis.
30 - 27 relevant to assigned topic.
GOOD TO AVERAGE: Some knowledge of
subject. Adequate range. Limited development
16 - 22 of thesis. Mostly relevant to topic, but lacks
Content detail.
FAIR TO POOR: Limited knowledge of
subject. Little substance. Inadequate
21 - 17 development of topic.
VERY POOR: Does not show knowledge of
subject. Non-substantive, non pertinent, or not
16 - 13 enough to evaluate.
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EXCELLENT TO VERY GOOD: Fluent

expression. Ideas clearly stated/supported.
20 - 18 Succinct. Well organized. Logical sequencing.
Cohesive.
GOOD TO AVERAGE: Somewhat choppy.
Loosely organized but main ideas stand out.
Organization 17 - 14 Limited support. Logical but incomplete
sequencing.
FAIR TO POOR: Non-fluent. Ideas confused
or disconnected. Lacks logical sequencing
13 - 10 development.
9-7 VERY POOR: Does not communicate. No
organization, or not enough to evaluate.
EXCELLENT TO VERY GOOD:
Sophisticated range. Effective word/idiom
20 - 18 choice and usage. Word form mastery.
Appropriate register.
GOOD TO AVERAGE: Adequate range.
Occasional errors of word/idiom form, choice,
Vocabulary 17 - 14 usage but meaning not obscured.
FAIR TO POOR: Limited range. Frequent
errors of word/idiom form, choice, usage.
13 - 10 Meaning confused or obscured.
VERY POOR: Essentially translation. Little
knowledge of English vocabulary, idioms,
9-7 word form. Or not enough to evaluate.
EXCELLENT TO VERY GOOD: Effective,
complex constructions. Few errors of
25 - 22 agreement, tense, number, word order/function,
articles, pronouns, prepositions.
GOOD TO AVERAGE: Effective but simple
constructions. Minor problems in complex
constructions. Several errors of agreement,
21 - 18 tense, number, word order/function, articles,
pronouns, prepositions but meaning seldom
Language Use obscured.
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FAIR TO POOR: Major problems in

simple/complex constructions. Frequent errors
of negation, agreement, tense, number, word
17 - 11 order/function, articles, pronouns, prepositions
and/or fragments, run-ons, deletions. Meaning
confused or obscured.
VERY POOR: Virtually no mastery of sentence
construction rules. Dominated by errors. Does
10 - 5 not communicate. Or not enough to evaluate.
EXCELLENT TO VERY GOOD:
Demonstrates mastery of conventions. Few
5 errors of spelling. Punctuation. Capitalization.
Paragraphing.
GOOD TO AVERAGE: Occasional errors of
spelling. Punctuation. Capitalization.
Mechanic 4 Paragraphing. Meaning not obscured.
FAIR TO POOR: Frequent errors of spelling.
Punctuation. Capitalization. Paragraphing.
3 Poor handwriting. Meaning confused or
obscured.
2 VERY POOR: no mastery of conventions.

Table 3.2 Scoring Table

After analyzing the scores of the writing test, the researcher use statistical

technique according to Masidjo (1995: 123) to find the mean score. The formula

to find the mean is as follows:

The formula is:

Notes :
= The students’ mean score
∑ X = The sum of the score of all students
N = The number of students/subjects

The mean score showed the improvement acquired by the students. If the

mean score or the percentage items answered correctly was ≥ 7.0 or ≥ 70%, the

cycle would be stopped. It is stated by Agung (1988), that the research would be
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stopped and considered successful if the classical mean score of the students was

still same or more than 7.0 or 70%.