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Then the questionnaire was distributed to the students on Saturday, September 4, 2010 at 09.00 a.m.
There were two cycles in the research, and there were two meetings in each cycle. So, there were four meetings in the whole research. The researcher
used the English class based on the school schedule. For students of XF, the English classes were on Thursday and Saturday. During the implementation of
active learning, the researcher acted as the teacher, while the English teacher acted as the observer who observed students’ participation. It was carried out because
the English teacher was the person who understood and knew the students well. He could identify if there were any changes related to students’ participation.
During the implementation of the research, the researcher did not tell the students about the purpose of the research in order to make it neutral and natural, so that
the students would not make up anything related to their participation in English class. After implementing active learning, the researcher conducted interview with
the teacher and distributed questionnaire again on Saturday, October 30, 2010 in order to check and confirm the te
acher and the students’ opinion related to active learning implemented in English class.
B. Research Participants
The participants of the research were the English teacher of class XF SMA Bopkri I Yogyakarta and all students of class XF SMA Bopkri I Yogyakarta. In
this research, the English teacher took part as the informant in giving information related to English learning process in class XF. He told the difficulties in teaching
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the students and the problem occurred in English class. As the person who knew the students well, the teacher also gave information about students’ characteristics
in class. Besides being an informant, the teacher was also the collaborator in this research. The teacher had a responsibility to observe the students participation
during the implementation of active learning by the researcher. On the other hand, class XF students were the students who were going to
experience active learning in English class. There were 25 students in class XF. Since this was a Classroom Action Research, the researcher took the whole class
as the participants because all students were going to be observed by the observer English teacher during the implementation of active learning.
C. Research Instruments
In this research, the researcher employed some research instruments to gather the data. The instruments employed were observation checklist, interview
guide, questionnaire, and field notes. The following explanation gives more detail information about each instrument.
a. Observation Checklist
The observations were conducted during the implementation of active learning in English class. According to Burns, “observation is a mainstay of action
research,” 1999: 80. Therefore, in implementing the action, observations were also conducted. The observations conducted during the implementation of action
were different from the first three observations. During the implementation, the observer was the English teacher. Besides, the observations focused only on
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students’ participation during the implementation of active learning in their English class. The observer English teacher observed students’ participation
based on the guideline, which was observation checklist. In observation sheet, there were eight aspects which should be observed. All aspects led to find out
students’ participation. The aspects to which the observer should pay attention were considered based on the theory of students’ participation proposed by
Bonwell and Eison 1991. The aspects were as follows. Students pay attention to the teacher
Students do teacher’s instruction Students try to speak in English
Students get involved in class discussion Students get involved in group discussion
Students ask questions to the teacher Students answer teacher’s questions
Students do the task The result of the observation was to see whether students’ participation
increased or not. The observations were conducted four times, every time the researcher taught the students using active learning.
b. Field Notes
Almost similar with the former field notes, during the implementation of active learning observer took notes on everything occurred in class, emphasizing
on students’ participation. The observer observed students’ participation and the implementation of active learning. The result of the field notes would be useful to
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support the data resulted from the observation checklist. It helped the researcher to reflect and to see what to improve in order to make the implementation better. The
notes were written in Indonesian in order to enable the observer fast and easy in writing.
c. Questionnaire
Questionnaire was distributed to all students of XF after the implementation of active learning method in English class. The purpose of the
questionnaire was to obtain the data about students’ opinion related to the
implementation of active learning in their English class, the impact of active learning method to their participation in class, and students’ expectation on further
English lessons. There were five questions in the questionnaire. All questions were open
– ended questions. The questionnaire used Indonesian to ease the student to answer and not to give boundaries for the students.
d. Interview Guide
The interview with the English teacher was also conducted after the researcher implemented active learning in English class. The interview aimed to
gather information about teacher’s opinion about the implementation of active learning, teacher’s opinion about students’ participation due to the implementation
of active learning, teacher’s suggestion, and teacher’s next action. There were five questions asked to the teacher. The interview used Indonesian, so that the teacher
would find it easy to answer. Besides, all questions were open – ended questions.
The teacher could answer the questions freely without any boundaries.
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D. Data Gathering Technique
