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Chapter III
Chapter III
Class: 5D
Chapter III
RESEARCH METHODOLOGY
A. Research Design
The Classroom Action Research used as the method of this study also
and to improve quality of teaching and learning. Here are the definitions of
priorities.”1 In line with Hopkins, John W. Creswell cites from Mills that “action
ways their particular educational setting operates, their teaching and their student
1
David Hopkins, A Teacher’s Guide to Classroom Research, (New York: Bell and Bain
Ltd., 2008), p. 1.
2
2John W. Creswell, Planning, Conducting, and Evaluating Quantitative and Qualitative
Research, (Boston: Pearson, 2012), p. 577.
reflecting.”3 From brief description above, it can be concluded that action research
improves the quality in teaching and learning Classroom action research offers a positive
effect for student and teacher.The effect gives improvement in the quality of teaching and
learning itself tomake student learning outcomes better. In line with that, the goal of action
research according to John Creswell is “to improve the practiceof education by studying
issues or problem they face.”4 Moreover, The function of classroom action research itself is
“as a tool to repair the quality and efficiency in learning process at the classroom.”5 Based on
the explanation above, the maingoal of action research are to improve the quality of teaching
and learning and to solve the specific educational problem by focusing in the practice and
raising the students’ learning outcomes.In the classroom action research, there are four
different designs. The first design is Kurt Lewin, the second is Mc el Kemmis and Mc
Taggart’ design, thethird is John Elliott’s design and the last is Dave Ebbutt’s design. The
writer in this research used Kurt Lewin’s design in which the cycle divided into four steps
are planning, acting, observing and reflecting.6 The second cycle will be conducted if the first
cycle is unsuccessful. from definition above, it can assumed that by applying effect
technique, the student got the information from the object being observed by themselves, and
the student could express their ideas into good writing so, effect technique can be done by
3
David Kember, Action Learning and Action Research, (New York: Routledge,2010), p.25
4
5John
W. Creswell. loc. cit.
5
Zainal Arifin, Penelitian Pendidikan, (Bandung: PT Remaja Rosdakarya, 2011), p, 101.
6
7Wina Sanjaya, Penelitian Tindakan Kelas, (Jakarta: Prenada Media Group, 2009), p.49
B. The operational definition of variabel
Guessing game
According to Webster (2013), guessing game is a game in which the participants compete
or charades). Klippel (1984:31) states that the basic role of guessing game is very simple.
One person knows something that the other one wants to find out. He further states “as the
person guessing has a real urge to find out something, guessing games are true
communication situations and as such are very important for foreign language learning. They
are generally liked by students of all ages because they combine language practice with fun
and excitement".
From these, guessing game can be used in every level of age. In doing the game,
people sometimes make variation of it. Klippel argues “variation is a vital ingredient of good
games. You can try changing the rules of familiar games or doing things in a different order,
and you will find that one game idea can be the nucleus of many new games”.
Dealing with the statement above, picture-guessing game then is a variation of many
kinds of guessing games. In this game, picture becomes the thing to be guessed. This game
requires students to logically guess what the picture is based on the clues given. The
implementation of picture-guessing game is explained as the followings: (1) the teacher gives
explanation about picture-guessing game; (2) the teacher gives a general clue before showing
the first part of the picture.; (3) the teacher continues the next clues, while showing the parts
of the picture, until the picture is guessed.; (4) to guess the picture, each team has to send a
representative by raising his or her hand; and then (5) When the picture is guessed, it is the
Descriptive text is one of text-types which is taught in English teaching. As its name,
the text is descriptive. Martin, et al (1985:143) state “descriptive writing is writing that
Oshima and Hogue (2007:61) state “descriptive writing appeals to the senses, so it
tells how something looks, feels, smells, tastes and/or sounds. It is in line with Meyers
(2005:60) who says that “a description of a scene allows your readers to see, hear, or even
Gerot and Wignell (1994:208) also define “descriptive text is a text which has social
function to describe a particular person, place, or thing”. In the context of writing, every text
has structure to compose it. Furthermore, Gerot and Wignell give generic structure of
There are also lexicogrammatical features of descriptive text. They are (1) focus on
specific participants; (2) use of simple present tense; (3) use of attributive and identifyng
process; and (4) frequent use of ephitets and classifiers in nominal groups
Based on the theories above, we can conclude that descriptive text is a text which describes
something or someone so that the readers can look, feel, smells, or taste what is told. To be
like that, in writing descriptive text, writers need to consider its generic structure and
lexicogrammatical features.
Population : Before the sample was collected, the researcher had to determine the
The population of this study is the one semester of academic year students in the 2016-
2017 at SMPN 1 Muntok , Bangka Barat consisting 11 classes. There are about 35 students,
to population. According to Sugiono (2010:118) Sampel adalah bagian dari jumlah dan
karakteristik yang dimiliki oleh populasi tersebut, (sample is part of number and
D. Sampling Technique
McMillan (2001: 175) said that there are several probability sampling produces, the most
common ones used in educational research: simple random sampling, systematic sampling,
The sample of the research is taken by random sampling. The researcher takes
random sampling technique because the researcher takes the classes which have low score
To get the result of the research, the researcher applied the data collecting techniques
1. Observation
Based on Burns (1999:101) stated that observation is a technique of collecting the
data by closely watching and noticing classroom events or happenings, or interactions, either
class condition, the teaching techniques of the teacher, and learning techniques of the
students. The researcher did the observation in every activity related to the researcher, from
cycle 1 unit cylce. In this way, the observer observed all activities done it the process of
2. Interview
information by giving question. The researcher conducted interview from pre-research. The
researcher made interview to the teacher and the students. In the pre-research, the researcher
interviews the English teacher of VII B SMP Negeri 1 Ngemplak, Mr. Syaifudin, S.Pd in
order to know the teaching and learning process. The researcher also interviews some
students to know what the problems faced by the students in the process teaching and
3. Test
Brown state that (2003:3) a test, in simple terms is a method of measuring a person's
ability, knowledge, or performance in a given domain. A test is used to examine and measure
the qualities of someone or the knowledge or abilities of someone. On the other hand,
Arikunto (2013:266) defines that test is a set of questions or exercise or other means used to
There are several tests before and after do the treatment. There are try out test, pre-test and
post-test. The researcher conducts test of descriptive text. The text gave in three times. There
are in the beginning of the research, in the end of cycle 1 and in the end of cycle 2. The test
conducted to measure the students‟ writing in descriptive text by using Guesssing game.
F. Data analyze
In this research, the researcher will use both qualitative technique of analyzing the data.
1. Qualitative Data
The researcher uses qualitative data analysis data from the qualitative data such as
observation, report, interview, and documents of the teaching learning process. After
evaluating the data, the researcher found some problems in teaching learning activities and
the way to overcome the problems. Here, the researcher uses interactive model of analysis the
data. This model contains three main competent. According to Milles and Huberman in
Sugiyono (2011:246), after collecting the data, the researcher moves among three component
reduction and transformation of the raw data gained from pre-research observation, interview,
and document. The process includes selecting, focusing, simplifying, and abstracting the data
in field notes. The researcher selects and takes the important information from the data and
narration in order to draw the conclusion. By presenting the important data, the researcher
considers what should do next and makes the analysis based on our own understanding.
The researcher writes down the conclusion based on not only what the researcher had
been seen in the observation, but also interpretation of the observation. The conclusion is
written down based on the data and what the researcher had been seen, then analyzes all and
makes a conclusion.