CHAPTER III RESEARCH METHOD RESEARCH METHOD
D. Data Collecting Technique
The researcher used primary and secondary data in the data collecting technique.
a. Primary Data 1. Speaking test
To know students’ improvement and the result of this research, the research conducted a speaking test as an assessment for students at the end of the cycle. The test used in this research was speaking. The test aimed to measure individual students’ speaking skills. The material used in this research was descriptive text, especially Describing People Physical appearance. The researcher used stick puppets to support the test for the students were easier to describe the physical appearance of the people by analyzing the physical appearance of the stick puppets chosen. The students have to choose one stick puppets and described at least 5 physical appearances from the stick puppets chosen. The question of the test was
“what does she/ he look like?” The question was for all the stick puppets provided by the researcher. Thus, the researcher recorded students’
speaking on a voice recorder, and both researcher and English teacher collaborated by playing on the voice recorder to give a valid score on students’ speaking skills to measure students’ speaking improvement.
In this test, the researcher measured students’ speaking skills based on 4 aspects: content, grammar, vocabulary, and pronunciation. The researcher and an English teacher checked the students’ speaking content to determine whether they have understood the material learned that was describing people's physical appearance or not. When the students have already understood descriptive text, they were probably easy to describe people's appearance from the stick puppets chosen. The researcher also checked students’ grammar to measure students’ grammar understanding in the descriptive text which has already been learned in the classroom.
Besides, the researcher checked on students’ vocabulary and pronunciation to know their understanding of the common vocabularies in descriptive text especially in describing people’s physical appearance memorized and the pronunciation of those vocabularies pronounced in the classroom.
Here is the scoring rubric adapted from Brown to measure students’ speaking tests:50
50 Brown, 406-407
Table 3.1
Students’ Speaking scoring rubric No. Aspect of
Speaking
Criteria Score
1. Pronunciation Pronunciation was almost very clear/ accurate
5 Pronunciation was usually clear/
accurate with a pronunciation error.
4
Pronunciation was usually clear/
accurate with 2 pronunciation errors.
3
3 pronunciation errors and make it difficult to understand.
2 4 or more errors in pronunciation and very hard to understand
1 2 Grammar There was no little mistake in the
formula of the grammar.
5 1 grammar error but it does not
influence the meaning 4
2 grammar errors make it is still
understandable 3
3 grammar errors that influence the meaning
2 4 or more errors in grammar
make it difficult to understand
1 3 Vocabulary Used 5 or more variety adjectives
to describe people’s physical appearances.
5
Used 4 variety adjectives to describe people’s physical appearances.
4
Used just 3 variety adjectives to describe people’s physical appearances.
3
Used just 2 variety adjectives to describe people’s physical appearances.
2
Used just 1 variety adjective to describe people’s physical appearances.
1
4. Content Describing 5 or more people’s physical appearances correctly based on the stick puppet.
5
Describing 4 people’s physical appearances correctly based on the stick puppet.
4
Describing 3 people’s physical appearances correctly based on the stick puppet.
3
Describing 2 people’s physical appearances correctly based on the stick puppet.
2
Describing 1 people’s physical appearance correctly based on the stick puppet.
1
The total score of speaking was multiplied by 5 with a scale of 0 up to 100 used to make the scoring was easier to accumulate. The researcher adapted 4 aspects of speaking above to make focus on the linguistic aspects such as pronunciation, grammar, vocabulary, and content. The score was collaborated by both teacher and researcher and recording students’ speaking to rechecks the score given as the accuracy of scoring. In this research, the measurement of the students’ achievement that Harris suggests could be interpreted with the following table.
Table 3.4
Students’ Achievement
Criteria of mastery Grade
91-100 Excellent
81-90 Very good
71-80 Good
61-70 Fair
51-60 Poor
Less than 50 Very poor
b. Secondary Data 1. Observation
The observation was used to enrich the primary data. The observation format was conducted to observe the whole teaching and learning process during Action implementation. The observation sheet helped the researcher to get information by analyzing students’ condition, activeness, and responses toward Classroom Action Research implementation. The observation sheet was filled out by a teacher who acted as the collaborator of the research. There were 2 kinds of observation sheets, the first was a teacher observation sheet and the second was a students’ observation sheet. The researcher used a teacher observation sheet to observe the teacher’s teaching and learning process using stick puppets as media to improve students’ speaking skills in the classroom. An observation sheet is used to know whether the teacher’s teaching and learning process have the same planning and take a note as revision for the next meeting. Besides, the researcher also collected the data from the students’ observation sheet above to observe students’ activities and responses toward the use of stick puppets to improve their speaking skills.
2. Interview
An interview is very beneficial to gather more data from the teacher. In this research, the researcher has conducted a semi-structured interview. The first interview was conducted in the preliminary study to know teachers' difficulties in teaching speaking in the classroom before
classroom action research implementation which has explained in the preliminary study in chapter I. The second, an interview was used to respond to classroom action research successfully implemented. It was aimed to know teachers’ perception of the use of stick puppets to improve students’ speaking skills.
3. Questionnaire
The questionnaire was used to get the data from students on their experience in learning a language. The researcher collected additional information through an open and closed-ended question in this research.
Open-Ended Questionnaire helped a researcher to know additional information about students’ problems in speaking skills which conducted before classroom action research implementation. The open-ended questionnaire was used to respond to some questions dealing with students’ advantages in speaking. The questions were opened-ended questions which mean there were 2 questions that the students did not answer with multiple choice either yes or no, instead of answering by explaining students’ opinions, experiences, feeling, and perception. The result of open-ended questions used as well in qualitative data.
On the other hand, close-ended questions were used to collect information in quantitative data after classroom action research implementation. The close-ended questions were used to respond due to students’ experiences learning using stick puppets to improve speaking
skills. The questionnaire was analyzed by quantitative data, where the researcher provided response options for the students.
4. Field notes
In this research, the teacher’s field notes consisted of descriptive field notes and reflective field notes.51 In Descriptive field notes, the teacher described the situation of what was happening in the class and the students during the implementation of the classroom action research.
Besides, reflective field notes included personal thoughts regarding the researcher’ feeling, knowledge, or ideas that were urgent during the observation was running.
5. Document Review
Document review is a technique to collect data relating to the problems. The document review used in this study was the presence list of the students in class VII A, lesson plan, students’ scores, and syllabus.