Observation Form During Implementing the Strategy

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2. During Implementing the Strategy

During implementing the strategy, the researcher used observation form, field notes, journal, questionnaire, and interview guide as the research instruments.

a. Observation Form

Burns 1999: 80 stated that “observation is a mainstay of action research.” It could be said that conducting observation was very crucial in CAR. It was because by observing the teaching and learning process, the researcher would be enabled to identify the most problematic factor which occurs in the class, determine the action to be implemented, observe the effects of the implementation process, and finally reflect the strengths as well as the weaknesses of the implementation. Furthermore, Burns 1999 added that observation will help the researcher to examine the underlying assumption about the issue being investigated and open some viewpoints to solve them. From this context, it was clear that by recording every single event, the researcher would be enabled to diagnose the problem in the class and choose the action to overcome the problem. The action here would be considered as the solution. It could be in the form of learning approaches, learning strategies, or learning materials. In this research, the researcher conducted non-participant observation because the researcher observed and recorded the learning and teaching activities in the class without having personal involvement with the research context. Merriam 2009 stated, “participants who know they are being observed will tend PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 40 to behave in socially acceptable ways and present themselves in a favorable manner.” From her statement, it could be concluded that it was advantageous to employ non-participant observation in this research. The reason was that by having no direct contact with the students, they would not realize that they were being observed. As a result, the students would act naturally and behave in normal way. Furthermore, by conducting non-participant observation, the researcher would obtain the objectivity of the research. During the research, in which the implementation of strategy was conducted, the researcher provided observation form consisting of the expected activities during three learning phase namely pre-activities, whilst-activities, and post-activities. Moreover, in the whilst-activities, the researcher provided steps of guessing procedure which were adapted from the theory of Clarke and Nation Guessing Procedure 1980. Those steps are: 1 Getting closely at the unknown word, 2 Looking at the immediate context, 3 Looking at the broader context, 4 Reviewing; and 5 Checking. The purpose of the observation form was to see the general situation during vocabulary teaching and learning as well as to see how teacher implemented the steps in guessing words from their contexts. Moreover, by employing observation form, it would enable the researcher to look closely at how well the students in grasping the theory of guessing procedure, then how good they were in applying the theory in finishing the vocabulary exercises. Besides, the observation checklist was used to examine whether or not every learning activity which was done within three-learning phase met the students’ need. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 41

b. Field Notes