You are on page 1of 7




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 an 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

study 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 five classes of the first grade, five classes of

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

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

VII.1 as the subject of the research. This class consisted of thirty (30) students. The

reason why the researcher chose one class only because Classroom Action Research

is conducted in one class. Classroom is the place where a group of students in the

same time receive the same lesson from the teacher (Suharsimi in Asrori, 2008: 5).

The researcher conducted the research in this school based on several

considerations. Firstly, most of the students’ ability in mastering English vocabulary

was insufficient, they found difficulties in answering questions and they were not

motivated in learning English vocabulary. 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 English vocabulary, 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

English Vocabulary in the school.


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 vocabulary, but all of the material told

before basically support the students’ English vocabulary mastering.

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

English vocabulary mastering. After that, the researcher did planning the action,

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

planned to implement this study. In processing the research, the writer did the steps

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

The students have low ability inPLANNING

mastering vocabulary
The strategic used in the teaching and learning process are not various and attractive
Designing a lesson plan for English Vocabulary through queue technique.
Preparing instrument, lesson plan, field notes and criteria of success.


aching and learning process on the lesson plan.


data about the effect of implementations of the action.


lected data
ther the action is successful or unsuccessful


Conclusion Revised Plan


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

3.3.1 Planning an Action

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

students and the teacher problems in English vocabulary. 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 queue

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 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 queue

technique in English vocabulary teaching 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 queue

technique as a media in teaching English vocabulary in the class. 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 queue 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, interview guide forms, 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 engagement on each activity. The researcher

also used interview guide forms to evaluate the application of queue technique as an

additional activity in teaching English vocabulary.


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’ vocabulary 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 English

vocabulary through queue technique. This action was considered successful if it has

met the major indicator of the success mentioned above. If one of the criteria is not

met yet, the research was continued to the next cycle by revising and improving the

plan. The revision and improvement was focused on the relevant criteria which are

not yet met in the first cycle.