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CHAPTER III
RESEARCH METHOD

This chapter discusses about the method conducted in the research. They
are research design, area determination method, subject determination method,
data collection method, and data analysis method.

3.1 Research Design

The objective of this research as mentioned in the first chapter is to
improve the Class X APH I student’s speaking skill by using role play method of
SMKN 1 Banyuwangi. By using role play method, the students also conducted
learning by doing because they have to perform what they are going to speak and
play based on their character.
Based on the objective above, the design chosen for this research is the
Classroom Action Research (CAR). Kemmis (in Tim Pelatih Proyek PGSM,
1996:6) states that an action research is a form of self-reflective inquiry
undertaken by participants in a social (including educational situation in order to
improve the rationality and justice of (a) their own social or educational practices,
(b) their understanding of these practice, and (c) the situation in which practices
are carried out. From this definition, there are at least three characteristic of the
classroom action research:
(a) an inquiry on practice from within.
(b) a collaborative educator.
(c) a reflective practice made public.
Classroom action research has some steps must be done by the researcher.
There are four steps in each cycle of this research, they are:
1. Planning
2. Acting
3. Observing
4. Analyzing and Reflecting

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The Cyclical Process of the Research

Preliminary Study
 All students do not have background of
English knowledge
 The students average score is <50
 Lack of motivation
 Lack of vocabulary
 Determining the media is used in teaching
speaking

Planning  Revising the previous

 Constructing the lesson plan lesson plan
 Preparing the material
 Revising the steps of The result does not
 Preparing the observation
checklist teaching speaking achieve the target mean
 Constructing the test  Revising the steps of score
 Determining criteria of using role play
success in learning

Action Observation & Evaluation Reflection

 The teacher implements the
plans in teaching
 The researcher observes
anything happens in the
classroom
 The researcher observes some
categories; students’
attention, respond, question
& discipline
 The researcher evaluates the
result of learning
The teacher and the
researcher discuss the result
of teaching and learning
activity has been conducted

Stop the cycle and report The result achieve the

the result targeted score

Adopted from Wiriaatmadja (in Utami, 2013:16)

3.2 Setting and Subject of the Research

The setting of the research is SMKN 1 Banyuwangi, this school is chosen
by the researcher because there are some reasons, namely: (1) the information of
the English teacher that many students in the tenth grade do not have good ability
in speaking, (2) the role play method is never used in the tent grade, and (3) it is
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accessible, the headmaster and the English teacher give permission to the
researcher for conducting the research in this school.
The subject of this research is the tenth grade APH 1 students of SMKN 1
Banyuwangi in the 2015/2016 academic year. In this school there are two classes
for Hotel Accommodation Department (APH) in tenth grade, they are APH 1 and
APH 2. The tenth grade APH 1 is chosen by the researcher because the students in
this class have lower speaking ability than the tenth grade students in APH 2. It
happens because the teaching method that is used by the English teacher in the
tenth grade is boring and monotonous.

3.3 Research Procedures

This research will be conducted in the certain procedures that is
implemented in the cycles, they are; preliminary study, planning, action,
observation, reflection and revision.

3.3.1 Preliminary Study

Preliminary study has been conducted on Tuesday 21st April 2015 by the
researcher to get data. By the preliminary study, it is known that the student’s
ability in speaking is low, lack of motivation, and not grammatical.
In other side, the lack of spoken ability on the tenth grade APH 1 students
is influenced by the method of English teacher in teaching. It is known by the
researcher when observe directly in teaching and learning process in the class
tenth APH 1.

3.3.2 Planning
The researcher and the English teacher identified the problem found about
the weaknesses of speaking. Then, the researcher does the following activities:
a. Making a lesson plan.
b. Preparing the research and needed instruments or materials.
c. Determining time and action.
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d. Preparing for the test.

3.3.3 Action
The implementation will be done by preparing the lesson plan which is
made by consulting and sharing it with the collaborator. In this case, the
researcher carries out the teaching and learning speaking process by conducting
role play method to improve the students speaking skill. The English teacher
observes the researcher while he is conducting the teaching and learning process.
Furthermore, the implementation includes four meetings. In the first, the
second and the third meeting, the researcher conducts the teaching and learning
speaking process by using role play method to improve the students speaking
skill. Meanwhile, after giving the action or conducting the teaching and learning
speaking process, the researcher with the collaborator conduct the speaking test in
the fourth meeting.

3.3.4 Observation
According to Arikunto (1997:204) observing is paying attention to action,
movement or process. In this case, the observation plays an important role in this
research. It monitors all the activities done by the teacher and students during the
teaching and learning activities. The observer is the English teacher of SMK 17
Agustus Cluring – Banyuwangi. In conducting observation method, the most
effective way is complete it by form and check list of observation as instrument
(Arikunto, 1997:204).
Therefore, the researcher has made the points of observation checklist
which are used to record the student’s activities in the teaching and learning
process. The observation in this research used a checklist containing the student’s
participation in the teaching and learning process of listening. The checklist is
used in collecting the data to observe whether they are active or passive during the
teaching learning activities. The observation checklist that will be used by the
researcher as follows:
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Observation Checklist
Description Category
No Name
1 2 3 4 Active Passive

1. Students give attention to the explanation,

2. Students respond or answer to the question,
3. Students ask question to the teacher related to the explanation about
role play ,
4. Students discipline in doing the task.

Note:
 Students are categorized active if they can do three to four of the
indicators in the observation checklist
 Students are categorized passive if they only do fewer than three
indicators of the observation checklist

3.3.5 Evaluation
In KTSP Curriculum every school has autonomy to determine their own
standard score as the measurement of successful students in learning. Meanwhile,
the minimum passing standard of SMKN 1 Banyuwangi is 75. Next, the student’s
participation is also considered be successful if they can do three to four of the
indicators of the observation checklist. In addition, the implementation of the
research will be called successful if 80% students of Class APH 1 can achieve the
minimum passing standard 75. Actually the school has provided the media for the
students to improve their speaking skill, there are language laboratory and English
laboratory that are used by the teacher in teaching English.
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3.3.6 Reflection
The purpose of having reflection is to know whether there are weaknesses
and problems of the teaching and learning speaking process of each cycle. In this
case, all what the researcher gains from analyzing the action, will be evaluated by
the researcher and the collaborator for the better result. It is also conducted by the
researcher and the collaborator whether the students has achieved the target of the
teaching and learning speaking process or not. If in the first cycle the target of
teaching and learning speaking achievement is reached the second cycle will be
still continued. It conducted by the aim of avoiding the accidental condition, as the
verification to the prior scores whether they really get those prior scores, and also
trains them the correct pronunciation, because the researcher observes that most of
the students are still lack of correct pronunciation so that is why the cycle II will
be conducted.

3.4 Data Collection Method

It is very important for the researcher to choose an appropriate method in
collecting valid data. According to Best (1959:153), validity and reliability are
qualities that are essential to the effectiveness of any data – gathering procedure.
Based on the explanation above, this research requires two kinds of data;
they are primary data and secondary data. Test was conducted to gain the primary
data. Interview, observation, and documentation were conducted to get the
supporting data. However, those data were not analyzed quantitatively.

3.4.1 Test
In this research, the oral test was used to examine the students’ speaking
ability improvement. Hughes (1994:4) says that test needs to provide information
about the ability of groups. The form of the test was a speaking test or oral test.
The test was given for the students based on the topic that given by the teacher.
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The post – test item will be administering by interviewed the students one
by one. The researcher asked the students to come forward and gave them twenty
questions suitable with the themes within 3 - 4 minutes for each student.
To know whether the test is valid and reliable or not, the researcher needs
to know the validity and reliability of the test. In this research, the researcher
applied the content validity of the test. According to Mc Millan (2000:101),
content validity is a type of validity demonstrates the extent to which the sample
of items of the test is representative of some appropriate universe or domain of
content.
The analytical method of scoring the speaking test is use in this research
because there are some aspects scored; they are Fluency, Pronunciation,
Vocabulary, and Grammar. According to Hughes (1994:91) that analytical method
is a method of scoring that requires a separate score for number of aspect of a
task. In this case, a rating scale for each aspect that consists of five points of
scoring was prepared to analyze the students’ speaking ability. For the highest
score is five and the lowest score is one. The table describes the scores of the
students from all categories based on the Hughes’ rating scales. The table can be
seen below:
The Scores’ Table
Aspect Graded
Name of
No A. Fluency B. Pronunciation C. Vocabulary D Grammar Score
Students
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
1 Rachel 4 3 4 4 75
2

The example of calculation:

Score = (A + B + C + D)*5 =…
= (4 + 3 + 4 + 4)*5 = 75
To make easier in collecting the data, the students’ voice in the post test
was recorded. The scoring process involved two people, they were the English
teacher and the Researcher. In this way, after the researcher gave the score for the
students’ performance, the researcher asked the English teacher to give some
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decisions of the scores. It was purposed to make the scoring result become more
reliable.
For the items of the test are made by the researcher will consulting with
the English teacher. Dealing with the test reliability, this test is considered reliable
since it is valid based on its content. This idea is supported by Hughes (1989: 37).

3.4.2 Interview
According to Saebani (2008: 190-191) defines that interview is meeting
two persons to change information and idea through questions and answers,
questions are asked orally and the answers noted. In this research, interview was
used to get the supporting data about the teaching of speaking of the eleventh year
students at SMKN 1 Banyuwangi. The interview was conducted with the English
teacher by using a list of questions as interview guide.

3.4.3 Observation
In this research, observation was done in the class of SMKN 1
Banyuwangi. And the observation was conducted by the researcher on April 2015.
This observation was done to observe the atmosphere of the speaking teaching
and learning process and the students’ participation in it.

3.4.4 Documentation
Documentation is used to collecting data from the documentary resources
and written materials. According to Elliot (1993:78), documents can provide
information that is relevant. The data that was collected from documentation are
the name of students, the English curriculum that was used in that school, the
compulsory book that used in that school, the names of English teachers, and the
teaching and learning facilities at SMKN 1 Banyuwangi.
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3.5 Data Analysis Method

In analyzing the qualitative data, the researcher analyzed the result of
observation done during the teaching and learning process. It described based on
the fact of the students’ condition when reading teaching process by using role
play technique are carried out.
The quantitative data is analyzed by using descriptive statistic. It is used to
analyze data from the result of the teaching learning process. It is done to compare
the students’ reading skill before and after the action or the result of p re-test and
post-test. The mean of the pre-test and the post-test can be calculated with the
formulas as follows:
∑𝒙
M= = ≥ 𝟕𝟎
𝑵

Note:

M : The mean score of the students’ reading test

Σx : The total score of the students reading test

N : The number of the students (Subjects)

(Adapted from Hadi, 1989: 37)