CHAPTER III RESEARCH METHOD RESEARCH METHOD
D. Data Collection Technique
Figure 3.1.Kemmis and McTaggart‟s Action Research Spiral
1. Observation
Observation is a mainstay of action research that enables the researcher to document and reflect systematically upon classroom occurring in the interactions and events27. The observation in this study will be conducted to monitor the teaching and learning process before, during, and after the actions implemented. In this case, the researcher will use two techniques of observation; direct observation and checklist to get the information.28
2. Documentation
Documentation is used to get information that consists of public and private records that are needed in the form of newspapers, minutes of meetings, personal journals, and letters which is obtaining about a site or participants in a study.29 The documentation in this study will be used to collect the data in the form of photographs and pictures. The photographs will be gathered by using camera phone or a digital camera while the pictures will be collected by the archive of the school. These kinds of documentation will support the main data of this study.
27Anne Burn. Collaborative Action Research for English Language Teachers.(Cambridge:
Cambridge University Press, 1999), p. 80
28Daniel RTomal. Op.cit (p. 28-32)
29DonaldAry.Op.cit (p. 442)
3. Test
Test is the way in measuring a person‟s ability, knowledge, or performance is a given domain.30 This technique provides two kinds of test; pre-test and post-test. In this case, the pre-test will be conducted before implementing the Spelling Bee Games to measure the students‟ writing skill at first.
Meanwhile, the post-test will be implemented after using the Spelling Bee Games. Here is the scoring rubric of spoken English adopted from John Read as follows:31
Table 3.2
The Assessment of Vocabulary Mastery
Indicator Score Level Criteria
Content
30-27 Exellent to Very
Good
Knowledgeable● Substantive● Thorough development of thesis● Relevant to assigned tipic
26-22 Good to Average
Some knowladge of subject● Adequate range● Limited development of thesis●
Mostly relevant to topic, but laks detail 21-17 Fair to
Poor
Limited knowladge of subject● Little substance● Inadequate development of topic
30H. Douglas Brown. Language Assessment: Principles and Classroom Practices. (New York:
Pearson Education, 2005), p. 3.
31Read, John. The Cambridge Language Assessment Series: Assessing Vocabulary. (UK:
Cambridge University Press, 2000). ISBN: 0-521-62182-8. p. 217
16-13 Very Poor
Does not show knowladge of subject● Non- substantive● Not patient● OR not enough to evaluate
Organization
20-18 Excellent to Very
Good
Fluent expression● Ideas clearly 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
Essentially translation● Little knowladge of English vocabulary, idioms, word form● OR not enough to evaluate
Vocabulary
20-18 Excellent to Very
Good
Sophisticated range● Effective word/ idiom choise and usage● Word form mastery●
Appropriate register 17-14 Good to
Average
Adequate range● occasional errors of word/idiom form, choise, usage but meaning not obscured
13-10 Fair to Poor
Limited range● Frequent errors of word/idiom form, choise, usage● meaning confused or obscured
9-7 Very Poor
Essentially translation● Little knowladge of English vocabulary, idioms, word form● OR not enough to evaluate
Language
25-22 Excellent to Very
Good
Effective complex constractions● Few erroes of agreement, tense, number, word order/ function, articles, pronouns, preposition.
21-18 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 17-11 Fair to
Poor
Major problems in simple/complex constructions● Frequent errors of negation, agreement, tense, number, word order/
function, articles, pronouns, preporsitions and/or fragments, run-ons, deletions●
Meaning confused or obscured
10-5 Very Virtually no mastery of sentanceconstruction
Poor rules● Dominated by errors● Does not communicate● OR not enough to evaluate
Mechanics
5 Excellent to Very
Good
Demonstrates mastery of conversations●
Few errors of spelling, punctuation, capitalization, paragraphing
4 Good to Average
Occasional errors of spelling, punctuation, capitalization, paragraphing ● Poor handwriting● Meaning confused or obscured
3 Fair to Poor
Frequent errors of spelling, punctuation, capitalization, paragraphing● Poor handwriting● meaning confused or obscured
2 Very
Poor
No mastery of conversations● Dominated by errors of spelling, punctuation, paragraphing● handwriting illegible● OR not enough to evaluate
Spelling Bee as the treatment of this study was given in every meeting. There will be four meetings. In every meeting, the students were given a word list and the students will be asked to read it first. Then they played Spelling Bee game. The words of the Spelling Bee game will be taken from the
Brainwave: Spelling Bee Handbook from Macmillan Publisher 2012. After receiving treatments, the post-test, in a form of spelling test, was conducted to measure the ability of students‟
vocabulary after the treatments were given.
4. Field Note
Field note refers to notes created by the researcher during the act of qualitative fieldwork to remember and record the behaviors, activities, events, and other features of an observation. Field notes are intended to be read by the researcher as evidence to produce meaning and an understanding of the culture, social situation, or phenomenon being studied. The notes may constitute the whole data collected for a research study [e.g., an observational project] or contribute to it, such as when field notes supplement conventional interview data.32