Quantitative data analysis Research Question 2

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CHAPTER IV ANALYSIS RESULTS

This chapter presents the study results derived from the collections of data obtained throughout the research period. The first section of the chapter presents the findings obtained prior to the action cycles commencement, which provides a basis for the discussions of the first research question: Is differentiated instruction incorporated in the action taken to solve the problems in an English speaking class of mixed-competence learners? Meanwhile the second section will provide the empirical data and analysis serving as a response to the second research question: how effective was the action in developing learners’ speaking skills as well as promoting learner’s collaboration skill?

A. INCORPORATION OF DIFFERENTIATED INSTRUCTION INTO

THE TAKEN ACTION Responding to the research question regarding whether differentiated instruction was incorporated in the action taken to solve the problems in an English speaking class of mixed-competence learners, this section argues that the key factor contributing to the success of this action research is participants’ empowerment in the attempt of improving the problematic situations in their study environment. As it was outlined in the literature review, action research serves as a democratic, emancipatory, empowering, and life-enhancing research method that involves reflective actions in the purpose of overcoming problematic PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 79 situations to bring about improvements in the practices Burns, 2010; Mbato, 2013. Therefore, this action research began with a discussion session in the form of mini workshop involving all research participants including the students, the teacher collaborators, and I as the researcher. The goal of this workshop session was to formulate the suitable action to solve the existing problems in the mixed- competence speaking class through communal consensus among all participants. In addition, this workshop session aimed at finding out whether the participants incorporated differentiated instruction strategies in their formulated action. A researcher’s observation field note was the technique employed to collect data from this research stage. The qualitative data obtained from this field note were analyzed and interpreted in the following discussions. All students’ names mentioned in this report are pseudonyms. A preliminary session in the form of mini workshop before the English speaking course commencement was conducted with the main purpose of collaboratively deliberating and negotiating the solutions in the effort to solve the problems that potentially occurred in their mixed-competence classroom. The session began with introduction of oneself. Everyone was expecting that on that day they were to speak English, so all of them introduced themselves in English. This was a good opportunity for the teachers to recognize their English ability although only on the surface. The fact that all students were willing to speak in English indicated a positive sign that they were there, ready to practice speaking English. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI