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41 The instructor writes each new vocabulary item and a sentence to illustrate
the vocabulary. Then, he pronounces each item and acts out the sentence. The students listen as the teacher read the materials. Some copy the information in
their books. Richard and Rogers: 77-78 4.
Observing or monitoring the action The teacher, as a researcher, observes all activities in the teaching and
learning process with his collaborator. 5.
Reflecting the result of the observation The teacher makes as investigation based on her observation and his
collaborator’s note to find the weaknesses of the teaching activity that will be carried out.
6. Revising plan
Based on the weaknesses from the activity, the teacher will revise the plan for the next cycle. It takes 2 cycles to overcome all students’ problems in
vocabulary mastery.
C. Technique of Collecting Data
In this classroom action research, the writer used qualitative and quantitative methods in collecting the data.
Qualitative methods included observation and interview. The data were in the form of words taken from the result of observation and interview done by the
researcher while the actions are being carried out. The observation was done with
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42 his collaborator. The observation used to knowing the situation of the teaching
learning process when the method was applied. It also used to know the whole activities and the students’ behavior during the teaching learning process. Here the
writer was passive participant observer in which in this research the researcher came to the classroom but did not take part or communicated with students in the
classroom. The writer also used interview. It was done for knowing the model of class management and students’ competence.
Quantitative methods included written and oral test that consisted of a pretest and posttest. The data were in the form of numbers taken from the tests
that were carried out before and after the cycles were implemented. The tests were scored by looking for the mean of the scores. They were used to know the
students’ achievement in vocabulary.
D. Technique of Data Analysis
Having collected the data, the writer then analyzed the data. In analyzing the data the writer used qualitative and quantitative methods. In qualitative data
the researcher used qualitative technique as suggested by Burns 1999: 156. He says that there are various techniques developed from qualitative research
approaches which can be used for data analysis, such as identifying patterns, categories or themes that are repeated across the data and making connections
between these categories. In addition Miles and Huberman 1984b: 21-2 in David Hopkins 1999
states that there are three steps in interactive model to analyzing the data:
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43 1.
Data Reduction Data reduction refers to the process of selecting, focusing, simplifying,
abstracting, and transforming the ‘raw’ data that appear in written up. Field notes as data collection proceeds, there are further episodes of data reduction
doing summaries coding, teasing out themes, making clusters, making partitions, writing memos and the data reduction transforming process
continues after field work until a final report is complete. 2.
Data Display The second major flow of analysis activity is data display. We define a
‘display’ as an organized assembly of information that permits conclusion drawing and action taking. Looking at displays helps us to understand what is
happening and to do something. Further analysis on action-based on that understanding.
3. Conclusion Drawing Verification
The third stream of analysis activity is conclusion drawing and verification. From the beginning of data collection, the classroom researcher is beginning
to decide what things mean, is noting, regularities, patterns, explanations, possible configuration, causal flow and preposition. The competent researcher
holds these conclusions lightly, maintaining openness and skepticism, but the conclusions are still there, inchoate and vague. At first, then increasingly
explicit and grounded.
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44 While the data in the form of numbers were analyzed by using a
quantitative method. Here the writer found the total of the students’ scores in written and oral test. The total score was multiplied by two and then divided by
three. In this case the writer noted the means of students’ scores in each cycle. Then, the writer compared the mean of each cycle, from cycle 1 and cycle 2.
Based on the analysis above, it can be concluded whether there was an improvement of the students’ achievement in vocabulary mastery.
The technique used in analyzing the data is a statistic technique. It compares the result of English vocabulary scores before and after test. The mean
score of the pre test and post test can be calculated with the formula as follows: =
=
In which: = Means of pre-test scores
N = Number of sample = Means of post-test
In which, t
= the t-value for non independent D
= the different between the paired score D
= the mean of differences = the sum of the squared differences score
N = the number of pairs
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45
CHAPTER IV THE RESULT OF THE STUDY
