CHAPTER III

RESEARCH METHODS

A. Type of Research

This research is an action research. According to Suharsimi (2010: 1)

action research is research that aims to solve problems through real actions, not

only looking at a certain phenomenon then describing what is happening with that

phenomenon. According to Sumadi (2006: 94) action research is research that

aims to develop new skills or new approaches and to solve problems with direct

application in the world of work or other actual worlds.

There are many types of action research. And this study uses a type of

collaborative Classroom Action Research (CAR) or Collaborative Classroom

Action Research. Suwarsih Madya (2007: 2) says that action research is a

practical real-world intervention aimed at improving practical situations. If it is

aimed at teachers, then classroom action research is aimed at improving the

learning situation for which they are responsible. The purpose of CAR according

to Sulipan (2008: 4) is to solve problems, improve conditions, develop and

improve the quality of learning. Meanwhile, Suharsimi (2008: 3) CAR is an

examination of learning activities in the form of an action, which is deliberately

raised and occurs in a class together.

55
B. Research Design

The PTK design used in this study was the model cycle design according to

Kemmis and Mc Taggart, which was repetitive and continuous or oriented

towards improvement and the process of achieving learning outcomes. According

to Suharsimi Arikunto (2006: 92), Kemmis and Mc Taggart's model has three

stages as follows:

Planning or compile a plan of action, in this stage, the researcher explains what,

why, when, where. By whom and how the action was taken.

Acting or the implementation of the action and observing or observing, in this

stage it contains the application of the contents of the design, namely wearing

the class action plan and observing at the same time when the action is carried

out.

Reflection or reflection, in this stage, after the researcher gets the results of the action,

the researcher evaluates what has been done. If the results are not satisfactory, then

there needs to be a redesign to be improved, modified, and if necessary a new

scenario is made for the next cycle.

The flow of the spiral model according to Kemmis and Taggart is

described as several cycles that continue if no improvement has occurred. The

flow can be described as follows:

56
 Cycle I
3
1 1. Planning

2. Action and observation

2
3. Reflection
3 1
Cycle II
1. Planning
2
2. Action and observation
Etc. 3. Reflection

Etc.

Figure 2. The design of the PTK model by Kemmis and Mc Taggart (Suharsimi
Arikunto, 2006: 93)

Based on the PTK design above, the research design was carried out in

three stages. Before starting with planning, pre-action is carried out. This pre-

action aims to determine the overall ability of students (before being subject to

action). The research procedure is described as follows:

The pre-action was done by taking the data from the family vocabulary test

results.

Cycle 1

a. Planning Stage

The research begins with a meeting with the English teacher to discuss the

preparation of learning activities for vocabulary mastery of family material

through songs. The activity was continued by discussing and compiling a learning

implementation plan (RPP)

57
mastery of family material vocabulary through songs. The researcher compiled

the lesson plan according to the lesson plan model used by the English teacher.

After the lesson plans are completed, the teacher submits them and examines

them if there are things that are not quite right.

The next step is to prepare a learning outcome test kit that contains

indicators of vocabulary mastery according to Brewster, namely word meaning,

listening and repeat words, and spelling. This learning outcome test kit consists of

a performance test and a short writing test. The performance test consists of 14

vocabularies. Performance is carried out by reading 14 individual vocabulary

materials. Meanwhile, there are 20 short questions consisting of 10 questions to

interpret English to Indonesian and English to English and 10 questions to write

English vocabulary.

The final step in the planning stage is to prepare the songs needed in

learning vocabulary mastery of family material through songs, namely songs 1, 2

and 3, I Love My Family. The media used are charts or song lyrics written on

large paper. At this stage

JXUX MXJD EHODMDU XQWXN PHQ \ DQ \ LNDQ ODJX ³ ﾵ ﾤ ﾧ and 3, I Love

My Family´ various types compiled by researchers. In addition to the song lyrics,

the researcher also prepared a large vocabulary list of family material which was

pasted on the blackboard and was able to be read up to the back of the table. b.

Implementation and Observation Stage

This implementation stage uses two meetings with a duration of each

meeting of two hours of lessons or 2x35 minutes. The first meeting

58
start with SHQJHQDODQ ODJX ³ ﾵ ﾤ ﾧ and 3, I Love My Family´ \ DQJ QDGD

PHQ \ D \ LQ \ D VDPD GHQJDQ ODJX ³ ﾵ ﾤ ﾧ ﾤ ﾤ $ NX 6D \ DQJ 6HPXDQ \ D´

6LVZD

They are allowed to read the lyrics in front of the blackboard, but after practicing

singing more than 3 times the students are not allowed to see the song lyrics on

the blackboard. After the singing activity is considered sufficient, it is continued

with the students rewriting the vocabulary the students have learned from the

songs the students have sung. The teacher and the researcher check how the

vocabulary of family material written by students is written.

The second meeting was filled with practice questions. Students work on

20 short written practice questions. The second hour of the second meeting was

continued with a performance. Students progress one by one to read the 14

vocabulary of family material quickly.

During the learning process of vocabulary mastery of family material

through songs, the observer monitors each step according to the guidelines and

plans prepared. Observer observes the teaching and learning process of

vocabulary mastery of family material through songs according to the guidelines

and plans discussed with the teacher. In addition, the observer is tasked with

recording every activity and changes that occur at each step in detail with field

notes and monitoring the impact of songs in the form of student learning

outcomes using objective test questions. c. Reflection Stage

After the implementation of the action, reflection is carried out. In this

reflection, the researcher analyzed the results of the written evaluation from 30

students through
59
quantitative descriptive analysis. The short answer questions are 20 if all of them

are correct, the score is 20. While the performance questions are 14 if the students

read all the questions correctly then the score is 56 because they use the score

categories 4, 3, 2, and 1.

The results of student and teacher observations were analyzed

descriptively. The observation sheet used is a rating scale with a scale of 4, 3, 2,

and 1, because that is why the data obtained is numerical data which is then

interpreted in words.

After all the data has been analyzed successfully, the researcher and the

teacher reflect on the results of the actions that have been taken, whether they are

in accordance with the research objectives or not in accordance with the research

objectives. The researcher asked for input from the teacher to take corrective steps

to be implemented in the next cycle.

C. Research Settings

This research was conducted in class V SD N Piyaman II, Wonosari. The

physical environment is in good condition, this can be seen from the arrangement

and maintenance of classrooms, teachers' rooms, principal's room and other

additional rooms. The surrounding environment is also quite shady with various

plants around it.

Class V is located in the northern part of the building, lined with class IV

and VI. Class V students in studying facing the blackboard which is to the west.

The entrance is on the south side. Class conditions are quite bright and

comfortable, because the right and left have windows and are a bit noisy because

of that

60
located on the edge of a crossroads. The number of students in class V is 30

students. The number of desks and chairs is according to the number of students,

plus one teacher's desk and one teacher's chair and one cupboard to place the

teacher's equipment.

D. Research Subject

The subjects in this study were students of class V SD N Piyaman II,

Wonosari in the academic year 2013/2014, totaling 30 students. The student

details include 12 male students and 18 female students. The subject was chosen

because class V has many problems in learning English. Compared to class IV

and class VI, class V has the lowest average score in the Mid-Term Exam or UTS.

The average score of class IV English UTS was 78, class V was 71 and class VI

was 77.

After making observations, it turned out that grade V was still lacking in

their English vocabulary. English is taught starting in grade IV, where in grade IV

students' enthusiasm in learning new subjects is still high, and students are eager

to understand the many vocabulary that students have just received. While in

grade VI the students have started to mature to prepare themselves for junior high

school or junior high school which has made English as a subject that is entered

for the National Examination or UN, so an understanding of English vocabulary

and students' English learning content has been formed.

61
E. Data Collection Techniques

In this study, several data collection techniques were used. These

techniques include observation, tests, and field notes. For more details, explained

below:

a. Observation

The method of observation is carried out by observing the activities during

the learning process using song media performed by the observer in front of the

class. In addition, observations were made of student activities in participating in

teaching and learning activities.

In terms of the implementation process of data collection, observation is

divided into two, namely participatory observation and observation without

participating in the research. Participatory observation is observation in which the

researcher participates in the actions he takes. Meanwhile, non-participating

observation is an observation in which the researcher does not participate in the

actions he / she does.

Meanwhile, in terms of the instrumentation used, observation is divided

into two, namely structured and unstructured observations. Structured observation

is used when observations have been prepared with a systematic design, starting

from what is observed, when and where. In short, researchers used instruments

that had been tested for validity. Meanwhile, unstructured observations are

observations that are not prepared systematically.

62
 The scale used in the observation can be various, starting from the Likert

scale, the Guttman scale, the rating scale and the Semantic Deferential scale.

Likert scale is used to measure attitudes, opinions, or perceptions of a person or

group of people. Answers on a Likert scale have a gradient from very positive to

very negative. The Guttman scale is a scale that has a firm yes and no answer.

Semantic Deferential uses answers arranged along a continuum with very positive

answers on the right and very negative answers on the left of the line. While the

rating scale is a scale that uses the answer to numbers 4, 3, 2, 1 where each

answer has a meaning. It means that for example category 4 is very good,

category 3 is good, category 2 is sufficient and category 1 is lacking.

This study itself uses structured and participatory observation. Researchers

observe how actions are performed without participating in the actions they

perform. In addition, researchers have prepared instruments used in observation,

where these instruments have been validated by an expert lecturer or expert

judgment. The scale used in this study is a rating scale with answer intervals of 4,

3, 2, and 1. b. Test

A test is a tool or procedure that is used to measure or find out something

by means of standardized rules. The test can be used to measure various domains

of learning, starting from the cognitive domain, the affective domain and the

psychomotor domain.

63
 In the cognitive realm there are subjective tests and objective tests.

Subjective tests are generally in the form of descriptions where the answer

demands the student's ability to organize, interpret and relate the meanings they

have. Meanwhile, objective tests are of various types, from true-to-false tests,

multiple-choice tests, matchmaking tests to short stuffing tests.

The test for the affective domain is used to measure student behavior

during the learning process. This test does not demand right and wrong answers,

but answers that are specific about students' interests, talents, and internalization

of the values that students have obtained.

The psychomotor domain test is used to measure things in the form of

appearance, for example, students' speaking skills. The instrument used is usually

a matrix. The matrix down shows a breakdown of the measured skill aspects,

while the matrix to the right shows the scores that students can achieve.

This study used a test in the form of a brief objective test and performance

test. The objective test is about 20 questions. The objective test measures the

students' ability to write and interpret the vocabulary of the family material.

Meanwhile, performance has 14 aspects that students must master. And this

performance measures how skillful the students are in pronouncing or

pronouncing the vocabulary of family material.

64
c. Field Notes

Field notes are notes that contain all types of activities carried out during

the research. In this case, field notes cover various aspects of classroom learning,

classroom atmosphere, classroom management, student interaction relationships

with teachers and vice versa. The field notes were made by the researcher in

handwriting and using abbreviated words to make it easier to write down various

things that happened during the action process.

F. Research Instruments

The research instrument is a tool used by researchers in collecting data to

facilitate work and the results are accurate and systematic so that they are easy to

process. The instruments used by researchers include:

1. Observation Sheet Rating Scale

The rating scale observation sheet is used to observe the learning process

through songs at each meeting. Two observation sheets were made, one for the

teacher and one for the students. The observation sheet model used is the rating

scale type.

Rating Scale is a scale that uses the answers to a score scale of 1, 2, 3, and

4. In this study a score of 1 was defined as less, a score of 2 was interpreted as

sufficient, a score of 3 was interpreted as good and a score of 4 was interpreted as

very good. The Rating Scale is used because it has the advantage of having a good

answer

65
more accurate and detailed. The data obtained is in the form of numerical data and

then interpreted in words.

There are two kinds of observation sheets used in this research. The

observation sheet is an observation sheet to assess teacher activity and an

observation sheet that assesses student activity. The explanation of the two

observation sheets above is as follows:

a. Observation Sheet of Student Rating Scale in Vocabulary Mastery

Student activity observation sheets were carried out to obtain data that

could show individual student performance activities during the learning process.

The activities observed based on Brewster's theory of vocabulary mastery can be

seen in the following table:

Table 1. Student observation sheet grid

Variable: Vocabulary Mastery

No. Sub Variable Indicator Item Number

1. Mastery Students able repeat 1, 2, 3, 4, 5,
vocabulary: listening pronounce English vocabulary 6,7,8,9,
and repeating word family material with language 10, 11, 12,
pronunciation
English and the right intonation. 13, 14

b. Teacher Rating Scale Observation Sheet in Vocabulary Mastery

Teacher activity observation sheets were carried out to obtain data that could

show teacher performance activities during English learning activities. The items

observed in this study are based on Brown's (2002: 430-434) teacher observation

sheet which is divided into several stages. These stages can be seen in the table

below

66
below:

Table 2. Brown's (2002: 430-434) teacher observation sheet grid

No. Step Item Number

1. Learning preparation 1,2,3
2. Delivery of learning 4,5,6,7
3. Implementation of learning 8, 9, 10, 11, 12, 13, 14, 15, 16
4. Teacher's personal character 17, 18, 19, 20, 21
5. Teacher-student interaction 22, 23, 24
c. Test Questions

1) Short Entry

The test is a series of questions that must be answered by students. The test

chosen is the short fill type. The multiple choice test according to Suharsimi

(2012: 190) is a test consisting of sentences whose parts are omitted and must be

filled in or completed by students.

Apart from the written test, this research also uses performance by reading

dialogue. This performance is used to measure students' ability to read English

vocabulary. The performance in this study uses guidelines based on the theory of

vocabulary mastery by Brewster (2003: 82). While the test is in the form of an

evaluation question sheet which is carried out at the end of each cycle. This test is

used to see if there is an increase in students' understanding of English after using

song media.

This short test question is based on the theory of vocabulary mastery by

Brewster (2003: 82) which includes word meaning, listening and repeat words,

and spelling. The word meaning and spelling sections are used in the objective

test of stuffing.

67
Meanwhile, the section covering listening and repeat words is used in

performance guidelines. The following is a grid of multiple choice evaluation

questions in cycle I:

Table
3:
Short
Entry
Evalua
tion
Questi
ons
Grid
Theory : Family
No. Compe Com Indica Number
tency peten tor
standar ce
ds
Basic Question
1. Read 7.2 Student able interpret 1, 2, 3,
Underst s
anding somethi vocab language 4, 5
ng ulary
7. sent
Underst enc
and e,
English Theor family to
y
languag mes
e sag
writing e,
in
English
with
Simple writ
English ten
and right.
in text
context
2. school. des Student able interpret 6, 7, 8,
crip s
tive
pict somethi vocab language 9, 10
oria ng ulary
l
ver English Theor family to
y y
sim in the
ple student'
s native
languag
 e or
app languag Indone with
ropr e sia
iatel
y
and right.
acceptable.

3. Write 7.2 Student able write 1, 2, 3,

Spelling s
8. sent a word 4, 5, 6,
Spelling enc by
and e composi
ng
copy sentence sim various 7, 8, 9,
ple letters
with
precisio
n.
in context appropriately 10
school and
acceptable

2) Rubric for Performance Rating Scale

The performance rubric in this study uses a rating scale with a score of 1, 2, 3,

and 4. The score is 1 if the aspects of the performance are done with a loud voice

and the pronunciation of English is wrong. Score 2 if aspects of performance are

carried out with a loud voice and incorrect English pronunciation. Score 3 if

aspects of performance are carried out with a loud voice and English

pronunciation that is close to correct. Score 4 if aspects of performance are carried

out with a loud voice and correct English pronunciation.

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 The performance guidelines in this study were used to measure the domain of

students' speaking and reading skills. The following is a performance guideline

based on Brewster's theory of vocabulary mastery

Table 4,
Performan
ce Grid
Theory : Family

No. Standard Basic Indicat Number

competen or
cies
Competence aspect
1. Read 7.1 Read aloud Students able 1, 2, 3, 4,
7. Understand by saying, repeat 5, 6, 7, 8,
say 9, 10, 11,
language pressure,
writing and
English intonation vocabulary language 12, 13,
simple right and English Theory 14
in context family with
acceptable,
school. pronunciati language
involves: word,
on
English and
intonation
fftasa,
sentence
right.
very simple.
And the text is very
simple.

d. Field Notes Guidelines

Field notes are used to record things that happen during the research so

that it can be seen what obstacles are encountered in learning and deficiencies in

learning. In this case, what happens during the research process starts from

observation, when the action is taken and what is the effect of the action taken.

The instruments used can be based on observations made before giving an action,

when the action is performed and the effect of the action. Apart from observations
it can also be based on interviews conducted with collaborative teachers, students,

and other people related to this study.

Field notes have several ways to

analyze it ,.

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For example, according to Miles and Huber (in Wiriatmadja, 2006: 128) analysis

of field notes can be done by, among others:

Who, what events or situations were involved and what happened?

What is the main theme or issue in the note?

What research questions are asked?

Hypotheses, conjectures, or estimates and speculations put forward in research

about the character or situation described in the field notes?

What problem or focus does the researcher need to pursue in the next meeting or

activity?

G. Instrument Validity

In instrument evaluation results must correspond to the actual situation

being evaluated. Data resulting from good evaluation in accordance with reality is

called valid data. In order to get valid data, the evaluation tool must also be valid.

According to Suharsimi (2012: 80) validity has many kinds. Broadly speaking,

validity is divided into two parts, namely: logical validity based on reasoning and

empirical validity tested from experience. Logical validity itself is still divided

into two types, namely: content validity and construct validity. Meanwhile,

empirical validity is divided into two types, namely: existing validity and

predictive validity.

This study used construct validity or construction validity. Construction

validity according to Suharsimi (2012: 83) is validity when the items that

construct the test measure every aspect of thinking as stated in the Special

Instructional Objectives (ICT) or

70
indicator. This validity is done by detailing and pairing each item with every

aspect in ICT. And the process is based on logic, not experience. The decision

making is valid or not the test questions and observations are based on a set grid

and consulted with an expert appointed by the supervisor as an expert judgment.

H. Data Analysis Techniques

The method of data analysis in this research is descriptive quantitative

method by analyzing the evaluation results in the form of observation data and

student learning outcomes tests in each cycle. The data analysis carried out is as

follows:

1. Observational Data Analysis

The data obtained at the time of the research are then calculated by the

percentage, so that the increase is achieved in learning. After that, the data

analysis was presented descriptively.

2. Test Value Data Analysis

The test scores were analyzed by descriptive quantitative. The test scores

after the final cycle are obtained through the formula:

The end value of the cycle = ௨௨

x 100

Value analysis is based on a range to determine good, moderate, poor, and

so on. The range of values based on the opinion of Suharsimi Arikunto (2012:

281) is categorized by the following table of value ranges:

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 Table 5. Value Range

Value Range Category

80-100 Very well
66-79 Good
56-65 Enough
40-55 Less
30-39 Failed

The value of the student evaluation results in each cycle is compared with

the evaluation value of the next cycle, that is, the evaluation result value at the

end of the first cycle is compared with the evaluation result value of the second

cycle. If the evaluation value is on the cycle

has increased from cycle I, it is assumed that the use of songs can improve

vocabulary mastery of student family material.

I. Research Success Criteria

The standard of success is an ICT component that shows how far the

assessor demands for learning behavior in the final situation (Suharsimi, 2006:

140). The success rate can be expressed in terms of number or percentage, for

example 70% correct, at least 7 out of 10 questions are correct.

The criterion for success in this study is that 70% of the 30 students can

master the material at least 70%, which is marked with a minimum of 72 on a

scale of 0-100. If the score is still less than 72, then it needs to be corrected in

order to achieve the minimum standard of success.

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 The determination of the criteria for the success of this study was based on student input,

the advantages of songs and the Minimum Success Criteria (KKM). Student input is seen from

the results of the student's pre-test. If the students' pre-test results are high, the criteria for

research success are also higher. While the songs themselves have better advantages than

others, therefore student learning outcomes are expected to be higher than learning outcomes

without using songs. The KKM used by the English teacher in grade V SD N Piyaman II is

72.The percentage of classical success according to Anas Sudijono (2007: 43) can be

calculated by the formula:

Percentage (%) = x 100%

Information:

= the number of students who score according to the KKM standard N =

the total number of students.