data, such as classroom situation, participants’ feedback, anecdotal note, the descriptive analysis of all data, etc.
“Qualitative data were needed to help support and better understand results first brought to ligh
t through quantitative analysis” Phillips and Carr, 2010: 31. The qualitative data in this research were gained by
giving students questionnaire and having a field note that would be analyzed and interpreted.
3.3 Procedures of Collecting Qualitative Data
According to Phillips and Carr 2010: 77, in classroom action research, “data is
collected via three methods: observation, interview, and artifact. ” A complete data
set contains data from each of these three categories. Based on Phillips and Carr 2010, I collected data through:
1 observation
In observation, as a student-teacher-researcher, I deliberately watched as a participant in the classroom. In
this step, I noted the students’ participation and attitude during the teaching and learning process.
2 interview
The interview was to inquire, to ask questions of the students, and to listen to colleagues, supervisors, mentor-teachers, and others connected with the research
in order to hear another side, version, or angle of the teaching and learning process I did. This method was done by giving the students a questionnaire.
3 artifact
The artifact I got in this research was any kind of physical documentation that gave additional light on the research question and topic. They were students’
works, test scores, and attendance records.
3.3.1 Instruments for Collecting Quantitative Data
The instruments I use in collecting the data are: a.
Tests In this research there will be conducted some tests, those are pre-test, quizzes, and
post-test. The first is pre-test, which was done in the beginning of collecting data. The test aims to measure students’ achievement in pronunciation of dental fricative
consonants. The test is conducted in a class in which students came forward one by one to do the test orally.
The second test given is quizzes which aim to measure the improvement made during the treatment giving periods. There are two quizzes given to the students. The
direction is still the same as the pre-test which is done orally. The students are asked to pronounce several words containing dental fricative consonants.
Finally, after doing the teaching and learning process which includes tongue twister in the treatment
to improve fifth graders’ pronunciation of ð and θ, students will be given a post-test. It is given in order to find whether there was an
improvement in their achievement on English pronunciation or not after getting the treatment.
