CHAPTER III
RESEARCH METHODS

This chapter discusses the methodology used in conducting this research. It is divided in to seven parts. They are research design, setting and subject of study, preliminary study, planning, implementing, observing, and reflecting. 
A.	Research Design
The design of this study is collaborative Classroom Action Research (CAR). It is called collaborative CAR because the research work together with one of the classroom English teacher in the school. Researcher is an investigator  in conducting the study to cope with the student’s problem concerning their vocabulary mastery which they get in the class. In this study, the researcher acts as collaborator. The researcher applies inquiry technique for the Teacher teaching vocabulary mastery. The technique gives simple way to understand vocabulary material.
The researcher conducted this research into cycle models on the model of Kemmis and Taggart (Herawati 2008: 12), which in each cycle consist of four steps, planning, implementing, observing, and reflecting. The four main steps are preceded by reconnaissance (preliminary study), analysis and identification of the problem.

                 The conducting from Cammis and Mc Taggart

Preliminary Study
•	Identifying the problems
•	Analyzing the problems 

Planning of the Action
•	Socializing the research program
•	Providing strategy
•	Designing the lesson planl
•	Preparing the criteria of success
•	Training the colaborator teacher

Implementation of Action
•	Researcher teaches English by using inquiry technique     
•	Researcher as observer observes the teaching and learning process 

Observation 
•	Collecting the data using the following instruments: 
o	Observation checklist    
o	Test 

Analysis and Reflection
•	Analyze the result of teaching and learning process
	referring to the criteria of success
•	Reflection 
	Draw conclusion. If the result meets the criteria of success 	then the CAR will stop. If it does not meet, the researcher  will revise the plan, go to the next cycle, and do the same order until the action meets the criteria of success. 

Analysis & Reflection

Observation & Evaluation

Implementation of the Action

Stop & Make a report
•	Satisfactory result, 
	stop and make a 	report

Planning of the Action
•	Unsatisfactory result, 
	re-planning

B.	 Setting and Subject of the Study
This classroom action reseach is conducted at Junior High School 2 Sumbergempol, Tulungagung in 2013/2014 academic year. The subject of the study is at class 7th  A. It has 40 students, 19 boys and 21 girls. The researcher choosen this class because it has some consideration as follow. 
1.	This class has the lowest score in vocabulary based on the student’s score.
2.	The students have less motivation in vocabulary
3.	The teaching and learning process tends to use the conventional method only. It means that the material is given without involving student actively.
C.	The Procedure of  the Study
The procedure of the CAR was adapted from Kemmis and Taggart’s model (Herawati 2008: 12). The procedure of taking the data used by the researcher in this study is presented in each phase follows:
1.	Preliminary Study
Preliminary study was carried out in the seventh class of junior high school 2 Sumbergempol, Tulungagung on August 18 2014. Preliminary Study is very important to get information about the real condition of the class including the teacher technique used in process of teaching and learning. The researcher found some problems faced students when the researcher observed in that school. The problem were the teacher used conventional method, majority of student have lowest vocabulary,
 and their motivation in memorizing English vocabulary is hiveless, so they were difficult in learning. Before the research, the researcher given pre test about vocabulary to measure their ability. 
From preliminary study, the researcher knew that students’ vocabulary skill is not good. It was known by researcher when the teacher asked the students to answer the questions. They were not able to answer test correctly, among students who can answer correctly was just thirteen students. The result of previous test was not satisfying and it was found just four students dominated the class. The others did not show their participation in the class.
2.	Planning
 Based on the findings of preliminary study, the researcher proposed a solution for solving the problem faced. The researcher discussed about the use of inquiry technique to improve the students’ vocabulary mastery. In this step, the researcher set some preparation in conducting the research, such as desigining the teaching technique, lesson plan, and determining the criteria of success. 
a.	Socializing the Strategy
The researcher need socializing inquiry technique for the  students before implementation of technique. It really helped when the researcher implemented the technique in order to the students not confused and they could do teacher instruction correctly during teaching process.
Then, the researcher explained about the inquiry technique to the student. In which inquiry learning is strated with teacher’s question. 
The first, teacher began with question to help student in studying material that required. Then student answered one that it can. Here student looked for and found by themselves materials of study, whereas teacher as facilitator or guider in learning. Teacher did not directly give answering to students but he supported the students to observe the vocabulary by themselves based on the theme, for example : the researcher given theme market, based on theme the students looked for vocabulary as much as possible thing around market. They observed and noted things which related to market then discussing with friend.
b.	Providing a Suitable Strategy
Since the problem which occured in the class related to the students achievement in vocabulary and students participation in teaching learning activities, the solution proposed by the researcher was implementing the vocabulary mastery using inquiry technique to stimulate the students active participation in English class.
c.	Designing a lesson Plan
In designing the lesson plan some consideration was made such as general instructional objectives, spesific instructional objectives, the procedures of vocabulary mastery by using inquiry technique to be done both teacher and students during teaching and learning process, the material to be taught, and the task given to the students as the evaluation of the effectiveness of the applied technique in the class. 
The teaching and learning in implementing inquiry technique can be seen as follows:
1)	Opening Activity (the student are prepared the material)
a.	Greeting and praying
b.	Cheking the students attendance list
c.	The teacher explains the goal and method which will be used in teaching learning process
2)	Main Activity (the student study the material)
a.	Teacher begins study with question to help students find study material.
b.	Students answers question with several alternative answers
c.	Students are divided become many groups to solve problem
d.	Students observe, look for, and notes research result in around vocabulary
e.	Student discuss result of studying in front class
f.	Student makes conclusion about material with their group
g.	Gathering learned result. 
3)	Closing activity
a.	Teacher asks student difficulty in teaching and learning process
b.	Concluding material with student
c.	Teacher gives assigmnment to student
d.	Teacher closes the lesson with greeting.

d.	Preparing the Criteria of Succes
              Based on the problems found through conducted preliminary observation, in this study the researcher use inquiry technique in vocabulary, The researcher determined whether the research is successful or not can be see from the average students scores from the test in vocabulary is equal to or above 75(SKBM). If the average score from students less than 75 the researcher continue to next cycle, but if the average score of student equal to or above 75 it can be stop.
3.	Implementing the Plan
This step the researcher acted as the English teacher who implemented the proposed technique by referring the activity done in the class. In the implementation of the research, the researcher started the lesson by question to stimulate the students. Then the teacher divided the class into five groups althought amount to fourty students. Because this technique needs high thinking. Each group had 8 various students. It means there were two clever students or more and some students in low ability in each groups. Hopefully, The clever students could share and work together with the lower ones in accomplishing the duty given during the teaching learning process. 
This study was conducted in two meetings. The first meeting focused on introducing the technique used, and pre test. The second meeting focused in vocabulary mastery using inquiry technique. In this step, the researcher made some procedures of inquiry and implementing technique in vocabulary mastery where student looked for material of vocabulary by themselves, here the researcher just guided the topic. The material were taught and learnt in out class to try the effectiveness of the technique in class. In the evaluation, the researcher asked to the student to conlude the  result. 
4.	Observing
Observing activity is done simultaneous with the implementation of the action. At this stage, data about the implementation of action plan have been made. Their impact on processes and learning outcomes on observation collected with the tool that has been developed the researcher also targets the successful of the students. 
The objective of this phase are to know the result of implementation the technique. In the phase, the researcher asks observer to use observation sheet to chek whether the students do the activity appropriate with the planning. To record the unexpected event during the observation the teacher uses the field note. The researcher distributes the questionnaire to the student before and after implementation of inquiry technique. In the end of meeting the researcher held a post test to know students vocabulary mastery can improve or not use inquiry technique. Finally the researcher compare the result of vocabulary pre test and post test.
3.1   Table Student activity checklist

No 	Aspects of the observed	Skor	ket	
		1	2	3	4	5		
1	Enthusiastic students							
2	Activities during the learning							
3	Motivation to be able							
4	The effective use of study time							
5	Progress of learning outcomes							
	
Date.
Observer
(.................................)

Note: if the score 1 or 2 the teacher must improve next meeting, but if the score above 3 the teacher was cuccess.
5.	Reflecting 
Reflection is a stage process the data or input that was obtained at the time of observation. Through the implementation of vocabulary mastery using inquiry technique, the researcher got data. The researcher tired critizing the strength and weakness of the procedure in implementing the research plan. After analyzing the data, the researcher made reflection of the action in the cycle one to dicide and plan the next cycle’s steps.
When the result appropriates with criteria of succes, the action was finished. However if it was not successful so the researcher does another cycle to revise the plan. The reflecting of activity and all information gathered in the first cycle can be used to re arrange in the next cycle. Then the researcher make some new steps to overcome the problem in the next cycle. 
In this phase, the colected data from every were analyzed as the reflection of the conducted cycle. The reflection of each cycle was intended to evaluate and know whether or not the conducted cycle was successful.

 
3.2 Table of researcher’ schedule during the action research:

DATE	TIMES	ACTIVITIES	
Monday  18-08- 2014	11.00-13.30	Preliminary study	
Monday  25-08 -2014	10.00-11.30	Cycle 1
-	Meeting 1	
Thursday 28-06- 2014	10.00-11.30	Cycle 1
-meeting 2	
Monday   1-09-2014	11.00-13.30	Cycle 2
-meeting 1	
Thursday  4-09-2014	10.00-11.30	Cycle 2
-meeting 2