CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research methodology that covers research

design, area determination method, subject determination method, data collection
method and research procedures.
3.1 Research Design
Action research is an approach to improve education by changing it and
learning from the consequences of changes (Kemmis and McTaggart in Cohen, et.
al.: 2007). Furthermore, Tomal (2003:5) says that action research is a systematic
process of solving educational problems and making improvements. The design of
this research was Classroom Action Research (CAR) in the form of two cycles to
improve the eighth grade students of recount writing achievement by using comic
strips. The purpose of this research was to solve practical problems in the process
of English teaching and learning were implemented by the collaboration between
the researcher and the English teacher. The researcher conducted the action as a
teacher who took a role in teaching and learning process, while the English
teacher has a role in observing how the research implemented the comic strips in
teaching recount writing.
In this research, the researcher carried out the actions in the form of cycles
that consisted of four stages of activities, they were (1) planning the action, (2)
implementation of the action, (3) class observation and evaluation, and (4)
reflecting the action (Lewin (1946, 1948) in Cohen, et. al.:2007-234). This
classroom action research was conducted in two cycles. The design of this
classroom action research was illustrated in the following diagram (Table 3.1):

Table 3.1 Procedure of CAR

PRELIMINARY STUDY
Interviewing and finding
problem identification.

PLANNING 1

REFLECTING 1
Revising some
necessary aspects
which make the first
cycle failed.

PLANNING 2

REFLECTING 2

IMPLEMENTING 1

OBSERVING 1

IMPLEMENTING 2

OBSERVING 2

CYCLE STOP
Reporting the result.

(Taken from Arikunto et. al., 2011 )

Based on CAR design above, the activities of the research applied the following
procedures in each step:
1. Interviewing the eighth grade English teacher to get information about
the students problem in writing, by asking the previous writing score
and the class with the lowest score.
2. Planning the action by constructing the lesson plan for the first cycle
consisting of meeting 1 and meeting 2, and the test for the third
meeting.

3. Implementing the action of the first cycle by using comic strips as

media in teaching writing, while the researcher observed the process of
the writing teaching and learning process.
4. Giving writing test to the research subjects for the first cycle.
5. Analyzing the result of the writing test by finding the mean score of
the students writing test.
6. Reflecting the result of writing test and drawing conclusion to answer
the research problem. If the result of the first cycle could not achieve
the target, the second cycle was conducted by revising the weakness
found in the first cycle.

3.2 Area Determination Method

The research area was determined by using purposive method. In
purposive sampling, researchers handpick the cases to be included in the sample
on the basis of their judgment of their typicality (Cohen, et. al, 2007:103). This
research was conducted at SMP Negeri 5 Jember because the eighth grade
students of SMP Negeri 5 Jember had problems in writing. Moreover,
implementing the comic strips in teaching writing had not been applied in that
school. The headmaster and the English teacher of SMP Negeri 5 Jember also
gave permission to the researcher to conduct the classroom action research in
order to improve the students writing achievement.

3.3 Research Subjects Determination Method

The subjects of this research were the VIII D students of SMP Negeri 5
Jember. There are six classes of the eighth grade students. Based on the result of
the interview with the eighth grade English teacher, the students of VIII D was
selected and suggested as the research subjects by the English teacher because

they have problems and the lowest score in writing. VIII D consists of 38
students, there are 20 male students and 18 female students.

3.4 Data Collection Method

The datas required in this research are primary data that were obtained
from writing test and observation that were done to know the students active
participation, and the supporting data that were collected by using documentation
and interview.
3.4.1 Writing Test
A test is a method of measuring a persons ability, knowledge or
performance in a given domain (Brown, 2003:3). In this research, subjective test
was conducted as an instrument to measure students writing achievement, the test
allows the respondents to write recount text by using the information in the comic
strips given. Subjective test involves personal judgment of the examiner (Hughes,
1989:19).
An efficient test must provides the validity. Validity refers to the accuracy
of an assessment, whether or not it measures what it is supposed to measure
(Heaton, 1990:159). Another opinion comes from Hughes (2003:26) by saying
that a test is considered to be valid if it measures accurately what it is intended to
measure. Dealing with the validity, Heaton (1990:159) tells about four kinds of
validity, namely face validity, content validity, construct validity and empirical
validity. This research used content validity because the relation between the test
items and the course objectives always being apparent. It means that the test items
should be based on the KTSP (Kurikulum Tingkat Satuan Pendidikan) for Junior
High School.
Another aspect that must be considered is reliability. A reliable test will
contain well-formulated tasks and not indefinite questions; the student will know
what exactly should be done (Bynom (2001) in Riga (2004)). It means that a good

test must provide a clear and explicit instruction in order to make sure that
students know exactly what teachers want them to do. Meanwhile, Heaton
(1990:162) states that a test must be consistent in its measurement in order to be
reliable. It means that the different scorers were needed in order to maintain a
reliable test and avoid subjectivity in assessing students writing achievement. In
this research, the researcher applied inter-rater which allows a test to be scored by
two different scorers (Hughes, 2003:43). The researcher and the English teacher
collaborated in scoring students, then final score of students writing test was
determined by the mean score of the first and the second scorer result.
Concerning with the scoring method, the researcher applied analytical
scoring which requires a separate score for each number of aspects of a task
(Hughes, 2003:100). Analytical scoring was used to score students recount
writing that covers content, organization, vocabulary, grammar and mechanics. It
was applied in order to avoid risky idiosyncratic ratings which can help to define
grading criteria clearly. The scoring guide that was used in this research was as
follows:
Table 3.2 Writing Scoring Guide
ASPECT

SCORE

LEVEL/ CRITERIA

30-27

EXCELLENT TO VERY GOOD: knowledgeable substantive

thorough development of thesis relevant to assigned topic

CONTENT

26-22

GOOD TO AVERAGE: some knowledge of subject adequate range

limited development of thesis mostly relevant to the topic, but lacks
detail

21-17

FAIR TO POOR: limited knowledge of subject little substance

inadequate development of topic
VERY POOR: does not show knowledge of subject non-substantive

16-13

not pertinent OR not enough to evaluate

20-18

EXCELLENT TO VERY GOOD: fluent expression ideas clearly

ORGANIZA
TION

stated/ supported succinct well-organized logical sequencing

cohesive
17-14

GOOD TO AVERAGE: somewhat choppy loosely organized but

main ideas stand out limited support logical but incomplete
sequencing

13-10

FAIR TO POOR: non-fluent ideas confused or disconnected lacks

logical sequencing and development

9-7

VERY POOR: does not communicate no organization OR not

enough to evaluate

20-18

EXCELLENT TO VERY GOOD: sophisticated range effective word/

VOCABULA
RY

idiom choice and usage word form mastery appropriate register

17-14

FAIR TO POOR: limited range frequent errors of word/ idiom form,

13-10
9-7
25-22

21-18
LANGUAGE
USE

GOOD TO AVERAGE: adequate range occasional errors of word/

idiom form, choice, usage but meaning not obscured

17-11

10-5

choice, usage meaning confused or obscured

VERY POOR: essential translation little knowledge of English
vocabulary, idioms, word form OR not enough to evaluate
EXCELLENT TO VERY GOOD: effective complex constructions
few errors of agreement, tense, number, word order/ function, articles,
pronouns, prepositions
GOOD TO AVERAGE: effective but simple constructions minor
problems in complex constructions several errors of agreement, tense,
number, word order/ function, articles, pronouns, prepositions but
meaning seldom obscured
FAIR TO POOR: major problems in simple/ complex constructions
frequent errors of negation, agreement, tense, number, word order/
function, articles, pronouns, prepositions and/ or fragments, run-ons,
deletions meaning confused or obscured
VERY POOR: virtually no mastery of sentence construction rules
dominated by errors does not communicate OR not enough to
evaluate

MECHANIC
S

EXCELLENT TO VERY GOOD: demonstrates mastery of conventions

few errors of spelling, punctuation, capitalization, paragraphing
GOOD TO AVERAGE: occasional errors of spelling, punctuation,
capitalization, paragraphing but meaning not obscured

FAIR TO POOR: frequent errors of spelling, punctuation,

capitalization, paragraphing poor handwriting meaning confused or
obscured

VERY POOR: no mastery of conventions dominated by errors of

spelling, punctuation, capitalization, paragraphing handwriting

illegible OR not enough to evaluate

Adapted from Jacob et al.s (1981) Scoring Profile (in Hughes, 2003:104)

Based on the scoring guide above, the component of recount writing is scored in
the proportion of 30% for content, 20% for organization, 20% for vocabulary,
25% for language use and 5% for mechanics.

3.4.2 Observation
Observation methods are powerful tools for gaining insight into situations
(Cohen, et al., 2007:315). In this research, they were conducted to obtain data
from the students activities in the classroom. The reseacher used the instrument
containing observation guided to know the students active participation in the
teaching and learning process. Students were categorized as active if they can
fulfill at least three indicators. Furthermore, they were categorized as passive if
they perform < two indicators. The observation guided of this classroom action
research was illustrated in the following table (Table 3.2).

Table 3.3 Observation Guided

NO.

NAME

INDICATOR
1

ACTIVE
4

PASSIVE

Note :
1 = Paying attention to the lesson.
2 = Answering the teachers questions.
3 = Identifying the information in the comic strips.
4 = Creating a simple recount writing based on the information in the
comic strips.

3.4.3 Interview
Research interview enables participants (interviewers or interviewees) to
discuss their interpretation of the world in which they live. It may be used as the
principal means of gathering information having direct hearing on the research
objectives (Cohen, et al., 2007:268). In this research, it was implemented to
collect the supporting data about the curriculum that were used in SMP Negeri 5
Jember, the techniques and materials that were used in the teaching and learning
process, and the eight grade students problem in English.

3.4.4 Documentation
Documentation is used to gain data or variable about daily note, book,
agenda and the others (Arikunto, 2010:206). The use of documentation in this
research was the list of the research subject which was taken from the school staff
and the data of students writing score which were taken from the English teacher.
3.5 Research Procedures
The stages implemented in each cycle were planning the action,
implementing the action, class observation, and reflecting the action.

REFLECTI
NG

PLANNIN
G

IMPLEMENTI
NG

REFLECTI
NG
OBSERVIN
G

First Cycle

PLANNIN
G
IMPLEMENTI
NG

OBSERVIN
G

Second Cycle

(Taken from Elfanany, 2013)

3.5.1 Planning the Action
The planning of the action was implemented before doing the action of the
research. There were some preparations needed, as follows:
1. Conducting the preliminary study to get the information about the
students problem in English (by interviewing the English teacher).
2. Assigning the standard competence and the basic competence.
3. Choosing the topic and the appropriate materials based on the eighth
grade students curriculum.
4. Constructing the lesson plan in the first and the second cycle. The
lesson plan was arranged by considering the following items, such as
basic competence to be achieved and instructional objectives.
5. Preparing the comic strips used and students worksheets.

6. Constructing the observation guide in the form of checklist containing

the indicators observed.
7. Constructing the writing test.
3.5.2 Implementing the Action
The implementation of this research was implemented based on schedule
of English lesson at VIII D Class in SMP Negeri 5 Jember. The action was
teaching writing through comic strips as a teaching media which was done based
on the lesson plan in the first cycle, and the cycle was arranged in three meetings.
The researcher explained about recount text clearly and how to use comic strips in
good writing. In the last meeting, the students have writing test through comic
strips to measure students writing achievement that covers content, vocabulary,
organization, grammar and mechanics.
3.5.3

Class Observation and Evaluation

In this classroom action research, observation was applied to observe the

students activities in teaching and learning process by using comic strips and the
application of the action in the classroom. The researcher provide the observation
guide in the form of checklist containing the indicators observed. The indicators
of observation were as follows:
1.
2.
3.
4.

Paying attention to the lesson.

Answering the teachers questions.
Identifying the information in the comic strips.
Creating a simple recount writing based on the information in the comic
strips.
Evaluation was conducted to know whether the use of comic strips as a

teaching media could improve the students writing achievement or not. Students
were categorized as active if they can fulfill at least three indicators of
observation. Furthermore, they were categorized as passive if they perform < two
indicators of observation.
3.5.4

Reflecting the Action

Reflection was a final phase of a cycle. It was conducted to analyze the

result of the test on first cycle. And the result of the reflection was conducted to
revise the action in the next cycle when the research problem was not solved. The
action was considered successful when the percentage of the students who got
score 65 is achieve 75%. When the result of the first cycle can not achieve the
target, the second cycle was implemented by revising the action.

3.6 Data Analysis

Data analysis method propose to analyze the obtained data. The data was
collected from the score of writing achievement test and the data of observation
which was analyzed by using the percentage formula, as follows:
1. Writing Test
Notes: E = the percentage of the students
who got score 65.

E = n / N x 100 %

n = the total number of students

who got score 65.
N = the total number of the
students.

2. Observation
Notes:

E = n / N x 100 %

E = the percentage of the students who can

fulfill at least three indicators.
n = the total number of students who can
fulfill at least three indicators.

N = the total number of the students.

3.8 Operational Definition of Variables

3.8.1 Writing Achievement
In this research, students writing achievement are achieved when they can
create a good recount writing by using comic strips that covers some aspects such
as content, organization, vocabulary, language use and mechanics.

3.8.2 Comic Strips

In this research, comic strips are applied in teaching writing process in
order to assist the students to obtain their ideas and express them in a good
recount writing.