CHAPTER III RESERCH METHOD Based on the purpose of the research, the writer uses classroom action research

by collaborate between the writer and the English teacher of the eleventh year of SMK Islam AlHikmah Mayong Jepara to solve the problem of research. In this case, definition of action research is Teachers are already doing a form of action research when they teach a lesson and feel it could be improved or changed. Action research is simply about reflecting about your teaching and going through a cycle of change. Sometimes a group of colleagues do action research together (Rob McBride and John Schostak 2010). According to (Heidi Watts, Antioch Graduate School) is as follows: Action research is a process in which participants examine their own educational practice systematically and carefully using the techniques of research. It is based on the following assumptions:
1.

Teachers and principals work best on problems they have identified for

themselves
2.

Teachers and principals become more effective when encouraged to examine

and assess their own work and then consider ways of working differently
3. 4.

Teachers and principals help each other by working collaboratively Working with colleagues helps teachers and principals in their professional

development. Action Research is a specific process for problem solving, verification, and discovery. The process can be used by an individual, teacher or student, but experience indicates the process works best through cooperation and collaboration. (http://Action Research in the Classroom - TEI.mht)

The procedures of Classroom Action Research consist of four steps. That procedures can be seen in the design is as follows:

3.1

Setting and Characteristic Subject of The Research The setting of this research is SMK Islam Al-Hikmah Mayong Jepara. The subject is students of the eleventh year of SMK Islam Al-Hikmah Mayong Jepara and the number of eleventh year in audio video is 36 students. Students Characteristics Some students characteristic of SMK Islam Al-Hikmah Mayong Jepara are as follow: a. Student didnt understand with teachers explanation b. Has little concentration in learning process c. Talk to friends in classes or make noise d. Some student love to ask question when they didnt understand e. Good in responding when teacher order to do something

3.2

Variable of the Research To answer the research problem, there are some variables that the writer wants to study. The variables are as follow: 1. Teacher variable: teacher activities in the process of teaching speaking by using origami 2. Students variable : students activities in the process of teaching speaking by using origami

3. The speaking skill of the students taught by using origami 4. The teacher problem in teaching English by using origami
3.3 Design of the Action Research

In this research the procedures of classroom action research consist of three stages or three cycles In the classroom action research can be done through some procedures as follows: (1) teachers reflection, (2) planning, (3) action, (4) observation. Those procedures are done in every cycle. Clearly, can be seemed as follows: The procedure of classroom action research consists of three cycles. This matter is hoped that there is a change of the students speaking ability, motivation, and the way in learning English. The change which has aim to reach a certain purpose of the research design as describe in the variable of action. There are some instruments that can be used to know the teachers activities in the process of teaching English in improving speaking ability by using origami, the students activities in the process of teaching English in improving the speaking ability by using origami, the students speaking skill by using origami, and the teachers problem in teaching English to improve speaking ability by using origami. They are observation, achievement test, and questionnaire. Observation is used to know the activities in the process of teaching by observing teachers and students activities in the process of teaching English in improving speaking skill by using origami. To know the students speaking ability, the writer uses achievement test as an instrument. Meanwhile, the writer uses questionnaire to know the students argument in teaching English to improve speaking ability by using origami. In the beginning observation, the reflection is determined as the act to improve the students speaking ability by using origami that is done in teaching learning process. To know

the effectiveness in using origami in teaching English to improve speaking ability, the writer uses achievement test to measure it. The next step is the researcher do the research which is determined on the beginning reflection. It can be done by some procedures. There are some procedures in classroom action research: planning, action, observation, analysis and reflection (Aqib, 2009:7) 3.3.1 Planning We must have a plan if we do something so that we can get the purpose. In doing classroom action research, we also have plan which is done in the first step. It makes lesson plan of teaching English in improving speaking ability by using origami. There are some steps that must be done in teaching English in improving speaking ability by using origami. They are: 1. Pre Teaching a. Greet the students in starting the teaching learning process b. Check attendance c. Give apperception and motivation d. Explain the rule of origami 2. Whilst Teaching Applying origami as the media in learning process : a. Share about daily activity b. Students make group for study

c. Teacher provides text which contains WH question, question tag and offering of expression d. Students clarify the terms and concepts which are not clear yet e. students make an origami f. Students make question base on the text then write on a paper g. Students do presentation and discussion 3. Post Teaching a. Teacher gives opportunity for students to ask question b. Teacher concludes the material c. Part to close the teaching learning process e. teacher give assignment 3.3.2 Action This activity is the implementation or application of planning concept. It is based on the procedure which has been arranged in planning stage before. In this stage, the teacher should follow the rule of planning. Besides that, the teacher must consider and adapt the students and class condition so that the teaching learning process will run naturally. 3.3.3 Observation 1. Observation The writer observes all of the students and teachers activity in teaching English in improving speaking ability process by using origami in this stage. It observes about how the

students improve their speaking ability in using origami. The writer observes the students activity from language aspect. So, this observation is applied to know the students activities in teaching learning process of English in improving speaking skill by using a list observation. Besides that, the writer also observes the teachers activity in teaching English in improving speaking ability by using origami. The writer prepares the list of observation before the observation goes on. So, when the observation activity goes on, the teacher as observer only give the sign (V) in the list of observation based on the real situation about teachers and students activity in teaching learning process. Therefore, by doing observation it can know about the teachers and students activities in the process of teaching English by using origami. 2. Test Test is instrument or exercise used to survey of ability, skill, and knowledge of students or group (Suharsimi, 2001: 150). In this stage, giving test to the students is done by the writer to know the level of their speaking ability. The form of test that is used to measure the students speaking ability is oral test. To know the level of students speaking ability, the writer gives question than make conversation to the students. The score is categorized in language aspects which are consist of pronunciation, grammar and vocabulary. 3. Questionnaire Questionnaire is written questions that are used to get certain information (Suharsimi, 2001:150). In this research, questionnaire is used by the writer to know the teacher in teaching English by using origami 3.4 Analysis and Reflection In this stage, the writer examines and considers the result and impact of the action before critically. In this case, the writer gets the data from observation, achievement test, and

questionnaire which has analyzed until the writer finds out its reflection. The writer also examines the changing and looks for the appropriate situation to solve the problems which have appeared before. The analysis result of the first cycle is used to revise the first planning. The second cycle is arranged to revise to the first cycle. And the third cycle is used to perfect the first and the second cycle. 3.5 Procedure of the Research There are some procedures that must be done in doing this research. Those procedures as follows: 1. Application of origami as a media teaching English 2. Observation to the teachers and students activity in teaching learning process 2. Give evaluation to the students to measure their speaking ability. 3. Provide questionnaire to know the teacher problem in teaching English to improve speaking ability by using origami.

3.5 Technique of Analyzing Data The writer gets the data from observation, evaluation (achievement test), and questionnaire which must be analyzed. 1. Observation The data from observation can be described to know the teachers and students activity in teaching English by using origami. The writer observes the students activity from language aspect. So, this observation is applied to know the students activities in teaching learning

process of English in improving speaking skill by using a list observation. Besides that, the writer also observes the teachers activity in teaching English by using origami. In doing the observation, the writer uses the lay out of observation that is used to know the teachers and students activities in teaching English by using origami. 2. Evaluation (Achievement Test) Evaluation is done by the writer to know the level of students speaking ability. The form of test that is used to measure the students speaking ability is oral test based on the curriculum. The students do the presentation and discussion to solve a problem. Meanwhile the teacher gives assessment to them. There are five language aspects that are used to measure the students speaking ability. They are: pronunciation, grammar, vocabulary, fluency, and comprehension. Every language aspect has range of score among 0 until 90 based on the oral proficiency categories. Then, it looks for the average score from those language aspects.

Oral Proficiency Scoring Categories e L. Aspect Grammar Scor Low < 70 Errors in grammar are frequent, but speaker can be understood by a native speaker used to dealing with foreigners attempting to speak his language. Fair 71-75 Can usually handle elementary constructions quite accurately but does not have thorough or confident control of the grammar. Satisfied 76-80 Control of grammar is good. Able to speak the language with sufficient structural accuracy to participate effectively in most formal and informal conversations on practical, social, and professional topics. Able to speak the language with sufficient vocabulary to participate effectively in most formal and informal conversations on practical, social, and professional topics. Vocabulary is broad enough that he rarely has to grope for a word. Very Satisfied 81-85 Able to use the language accurately on all levels normally pertinent to professional needs. Errors in grammar are quite rare. Excellent 86-90 Equivalent to that of an educated native speaker.

Vocabulary

Speaking vocabulary inadequate to express anything but the most elementary needs.

Has speaking vocabulary sufficient to express himself simply with some circumlocuti ons

Can understand and participate in any conversation within the range of his experience with a high degree of precision of vocabulary

Speech on all of levels is fully accepted by educated native speakers in all its features including breadth of vocabulary and idioms, colloquialisms, and pertinent cultural references.

Pronunciation

Errors in pronunciatio n are frequent but can be understood by a native speaker used to dealing with foreigners attempting to speak his language.

Accent is intelligible though often quite faulty.

Errors never Errors in interfere with pronunciation understanding are quite rare. and rarely disturb the native speaker. Accent may be obviously foreign.

Equivalent to and fully accepted by educated native speakers.

The classification above is based on KKM (Criteria Ketuntasan Minimal) in SMK Islam Al-Hikmah Mayong Jepara. KKM must be achieved by the students, if they cant do that they must be join remedial test. Every item in the action I, II, III is taken the average. Total number quality is categorized in the criterion of score. The level speaking skill can be seen from the scale of average score. Those we can know the level quality based of the average score. Besides doing the observation to know the teachers and students activities in teaching English by using origami, the writer also give achievement test to the students to measure their speaking ability. The writer gives assessment to their speaking ability when the students are doing presentation and discussion in front of the class. There are three language aspects that are used to measure the students speaking ability by the writer. They are pronunciation, grammar, and vocabulary. The score of achievement test of speaking by using origami in cycle I as follows: The Score of Achievement Test of Speaking by origami learning in Cycle I Subject 1 Language aspect P G V Average score

2 Note: P = Pronunciation G = Grammar V = Vocabulary Every item in action I, II, III is looked for their average scores. The score is categorized in language aspects which are consist of pronunciation, grammar and vocabulary. To know whether there is improvement the students speaking ability or not, it can be seen from the comparison of the average scores in action I, II, and III. To look for the average score, it can use this formula: fx X= N Note: X = average score fx N = sum of the whole of score = total of student Besides that, The average score of the students speaking ability can be categorized based on the criteria as follows: Table 3.1 Criteria of Score for the Students Speaking Ability The score of students speaking ability < 70 71-75 76-80 81-85 86-90 the Criteria Low Fair Satisfied Very Satisfied Excellent

Then, the average score is changed into percentage by using the formula from Ishack as follow: After that, the average score is changed into percentage by using this formula:

X NP = R Note: NP X R = The average score percentage of speaking ability = The average score = Maximum Score (100) By this analysis, it is hoped there is an image how the students speaking ability by using origami as media teaching English speaking is. 3. Questionnaire The writer can know the teacher problem in learning process of English to improve speaking ability by using origami by the data which is got from the questionnaire. Writer used the list of questionnaire to know the teacher problem in teaching learning process of English, and the speaking ability improve by using origami. x 100 %

3.7

Technique of Collecting Data The technique of collecting data in this research involves: 1. Test-technique: to assess the development achieved by the students during the learning process and the achievement in the last cycle, the test is oral test. 2. Non-test technique: it is needed for monitoring the teacher and students activities in learning process. There are two techniques in collected the data, it observation sheet and questioner

The Lay out Observation to Know the Teachers and Students Activities in Teaching English by Using Semantic Mapping

Activity Teachers Activity Prea. Greet to start the Teaching teaching learning process T: b. Check attendance T:

Students Activity a. Answer the greeting S:

Note GR: NGR:

b. Inform attendance their class S:

the GR: list in NGR:

c. Give apperception T:

c. Response to teachers apperception S:

the GR: NGR:

d. Give motivation T:

d. Response the GR: teachers motivation NGR: T:

Whilst a. Distribute the sheet paper about a. Help the teacher to GR: Teaching descriptive text to the students distribute sheet paper NGR: T: S: b. Ask the students to discuss b. Do the discuss to the content of the text find out the content GR: T: of the text NGR:

S: Ask the students to discuss d. Do the discuss to the WH-question, question teg make WH-question, GR: and offering expression question teg and NGR: T: offering expression S:
c. d. Explain the rule of origami e. Give response to the

T:

teacher explanation GR: about origami as the NGR: media GR: NGR:

e. Ask the students to make a S: planning to write daily activity e. Write daily activity

T: f. T: g.

T: a. T: Post activity b. T:

S: Y on the origami as the Ask the students to find the media keywords topic of writing descriptive text f. Come forward to write the keywords S: Ask the students to arrange the keywords found into sentences then arrange them into g. Give the response to paragraph arrange keywords found into sentences then arrange them into paragraph Give opportunity for students S: to ask question a. Ask question to the teacher Conclude the material S:

GR: NGR:

GR: NGR:

GR: NGR:

b. Pay attention to the teachers conclusion c. Part to close the teaching S: GR: learning process NGR: T: C. Give response to the teacher parting S: GR: NGR:

T S GR

= Teacher = Student = Give response

NGR

= Not give response

The lay out of Questionnaire to Know the Teachers Problem in Teaching English to Improve Writing skill in descriptive Text by Using Semantic Mapping

No

Activity

Question Is there any problem faced by the teacher when:

Pre teaching

a. Greet in starting the teaching learning process b. Check attendance c. Give apperception d. Give motivation

Whilst teaching

a. Distribute the sheet paper about descriptive text to the students b. Ask the students to discuss the content the content of descriptive text c. Ask the students to discuss the generic structure of descriptive text d. Explain the rule of semantic mapping e. Ask the students to make a planning to write a descriptive text by using semantic mapping based on the topic f. Ask the students to find the keywords of topic of writing descriptive text Ask the students to arrange the keywords found into the sentences then arrange them into paragraph

g.

Post activity

a. Give opportunity for students to ask questions b. Conclude the material c. Part to close the teaching learning process

Note: A B : Always : Sometimes C D : Seldom : Never

No 1

Activity Pre Activity

Whilst activity

Question A Is there any problem faced by the teacher when: a. Greet in starting the teaching learning process b. Check attendance c. Give apperception and motivation d. Explain origami as media a. Share about the hot news or issues that are happened b. Divide students into some groups c. Provide text base the topic d. Ask the students to clarify the

terms and concepts which are not clear yet f. Ask the students to analyze the problem g. Ask the students to arrange and analyze the opinion about the problem systematically h. Ask the students to formulate the purpose of teaching learning process i. Ask the students to look for the addition information from the other source j. Ask the students to analyze the expression k. Ask the students to do presentation and discussion l. Give assessment 3 Post Activity a. Give opportunity for students to ask questions b. Conclude the material c. Part to close the teaching learning process C D : Seldom : Never

Note: A : Always B : Sometimes