digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
F. Research Instrument
In this study, some research instruments were applied for completing the data. 1.
Observation checklist In doing the observation, the researcher used the observation checklist as
the research instrument. The researcher used observation checklist which is adapted from Marshall
“ Teacher Evaluation Rubrics”
11
. The observation checklist consists of some criteria of delivery instruction in the right order the
organization, the procedure, the mode, the outcome, a strategy, and a cue. Those points finally conclude the form of the instructions delivered by the
teacher in practice teaching class. 2. Interview guide
Fulfilling the study, the researcher structurally interviewed the student teachers of practice teaching class. It purposed to find the argument and the
real information about the topic. The interview guidance provided some lists of questions for getting the information about the problems faced by the student
teachers when they delivered the instructions in that class. The interview guide was close-ended and open-ended question. In the process of interviewing, the
researcher recorded the conversation by using mobile phone and digital camera equipped with a recorder.
11
Kim Marshall,
Teacher Evaluation
Rubrics, 2014,
http;usny.nysed.govrtttteacher- leaderspracticerubricsDocmarshall-teacher-rubric-jan-2014.pdf, accessed on August 3
rd
, 2015.
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
G. Data Analysis Technique
Qualitative analysis is a process of reviewing, synthesizing, and interpreting data to describe and explain the phenomena or social worlds being studied
12
. In this case, this study observed, collected, and gave the meaning to the data in
purpose of illustrating and clarifying the student teachers ’ instructions in
classroom. In qualitative research, data analysis was conducted during the researcher collected the data and data collection have been done. In the process of
observing, interviewing, and taking field note, the researcher analyzed the data that have been collected.
The result of observation and interview which was gotten from student teachers, showed the ability and the weakness of student teachers in giving
instruction orderly. In sort, the data obtain form observation and interview obtained were analyzed through those following techniques.
1. Data reduction As it is probably known that after collecting the data, the researcher gets
the excessive data. The data may consist of extensive field note, much information of interview transcripts, or a lot of documents.
13
This causes the researcher did this way. Data reduction is summarizing, selecting the main
12
Ellie Fossey, et.al, Understanding and Evaluating Qualitative Resaerch Australian and New Zealand Journal of psychiatry.Vol. 36, 2002, 717-732
13
Liz Spencer, Jane Ritchie and William O Connor. “Analysis: Practice, Principle and Processes”. In
Jane Ritchie and Jane Lewis.Qualitative Research Practice A Guide for Social Science Students and Researchers London: SAGE Publication, 2003, 202
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
data, focusing on essential data, identifying themes and pattern and also reducing useless data
14
. By doing data reduction, is clearly described, so this makes the researcher focuses on the main data, and then it makes easy the
researcher to do the next data collection. In this study, the researcher reduces the data by summarizing and selecting the data collection from observation,
interview, and field note. By doing this, the researcher focuses on the main part of the data which is the teachers
’ instructions, the elements of instructions and also the problems happened in the field related to the teachers
’ instructions. Finally, those data become the focus of data. In case of reducing the data, the
researcher coded the data as follows: a.
Categorizing the step in giving instruction; getting attention, delivering instruction in brief step, explaining expectation, restating direction,
repeating the direction and checking understanding. b.
Categorizing the problem faced in giving instruction. 2. Data display
After doing data reduction, the next activity is displaying the data. A data display is an organized, compressed assembly of information that allows
conclusion drawing an action.
15
This means that displaying data involves the presentation of the qualitative data in ways which enables others to asses,
14
Sugiyono, Metode Penelitian Pendidikan… 338.
15
Matthew B. Miles, A Michael Hurberman, Johnny Saldana. 3rd Edn.Qualitative Data Analysis: A Methods Sourcebook California: SAGE Publication, 2014, 14.
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
interpret and evaluate the interpretations and conclusions drawn by the researcher.
In this study, the data is displayed in the form of narrative. Miles and Huberman cited in Sugiyono states that the most frequent from data display for
qualitative research in the past has been narrative text
16
. The researcher displays the data by explaining and describing the data through narrative text.
3. Drawing conclusion verification The last step in qualitative data analysis was drawing conclusion or
verification. Conclusion drawingverification involved the researcher in interpretation, drawing meaning from displayed data. By doing this, the
researcher might answer the research questions of this study. Based on the data have been presented, the researcher concluded and got the answer of problems
informulation.
H. Checking Validity
The researcher conducted the research to the student teachers of teaching practice class of English Teacher Education Department to get the validity of the
finding. The data were examined by rubric that had been checked by the expert in classroom management. In addition, the rubric had been adapted with the theory.
16
Sugiyono, Metode Penelitian Pendidik an…341.
