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5 Reflecting the Action The researcher analyzed the collected data, determining whether the
action is successful of unsuccessful. The result of this step will be the basic of the next activity of cycle.
6 Revising the Plan Revising plan was needed when the action cycle did not make any
enrichment on the students’ vocabulary acquisition based on the weaknesses which were found in reflecting process for the next cycle.
This research was conducted in two cycles. Each cycle used YouTube videos in vocabulary activity. Pre-test was held in the beginning of cycle to
measure students’ vocabulary before implementing the action. In the end of every cycle, there was post-test. Students’ enrichment was seen in the results which
were compared from the pre test and post test.
C. Data Collecting
In this classroom action research, the researcher combines the qualitative data and the quantitative data. The quantitative data are used to support the
qualitative data. To collect the data, the researcher also using the some ways, that can be seen in the table bellow:
Table 3.2 The Data Collecting
Technique Participants Stage
Data
Interview • Researcher
• Observer • Identifying the
problem • Evaluating and
reflecting • Transcript of interview
about TLP • Students’ achievement
Observation • Researcher
• Students • Observer
• Identifying the problem
• During the action Field notes model of
teaching and students activities
Documents • Researcher
• Students • During the action
• Photographs • Students’ answer sheet
Test • Researcher
• Students • Planning
• Evaluating and reflecting
• Students’ score of pre test and post test
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Those techniques above can be explained by following means: 1 The Qualitative Data
a. Interview According to Burns 1999: p.117, interview and discussion is face to face
personal interactions which generate data about the research issue and allow specific to be discussed from other people’ perspectives. In this
research, this technique is held in the beginning and ending of the research to obtain the teacher’s view of the teaching learning process, students’
vocabulary competence, students’ achievement before and after the action. b. Observation
Burns 1999: p.80 says that observation is taking regular conscious notice of classroom action and occurences which are particularly relevant to the
issue or topics being investigated. In this research, observation was done by the teacher. Observations are ways of finding out more about the
students’s response. Students’ behavior and activities were observed during English class. The observation was focused on the development of
students’ vocabulary by using YouTube videos. A way reporting observation can be done by keeping field notes.
c. Documents Some documents were taken in this research, they are:
• Photographs Photographs are record or activities happening in the class. It could give
real description about teaching learning process. • Field Notes
Taking notes or field notes is another way of collecting information about classroom events, the teaching process, or the students’
behaviour. They were used to record activities happening in the class. The researcher took notes of each observation done. They are used to
obtain the students’ responses by both teacher and observer. The activities refer to the student’s responses to the video displayed in the
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classroom, whether they give attention, see the visual, read the word, touch the explanation or not.
• Students’ answer sheet There are pre-test and post-test answer sheets in this research, pretest
was given to identify the students’ vocabulary before the method applied while post-tests were given to measure the enrichment of
students’ vocabulary after applying video in English class. 2 The Quantitative Data
Test The researcher gives tests to obtain how far the result of the technique that is
used to enrich students’ vocabulary is. There are pre-test and post-test which are used to collect the data of the enrichment.
D. Data Analysis
