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sheet were gathered and scanned to look for patterns. These emerging patterns were called as the trend. As an example, on the second cycle the writer employed
repetition drill. During the employment of the repetition drill, the trend showed that this technique could improve the students’ grammar accuracy. Second, this
finding then was tested against the field notes to validate whether or not repetition drill improved the students’ grammar accuracy. On the field notes, the writer not
only recorded the events occurring during her teaching but also her critical reflection as a professional. Certainly, her critical reflection held theoretical and
practical explanation of her action on employing a certain technique. Therefore, it would give explanation on why certain pattern emerged during her teaching. It
would also give theoretical and practical explanation on why a certain technique could improve the students’ grammar accuracy. Finally, the interviews were
conducted to the students to validate the observations. If the interview emerged the same finding, then it could be concluded that a certain technique or repetition
drill in this case, could improve the students’ grammar accuracy.
F. Research Procedure
There were six procedures to conduct the research. Those procedures were conducted systematically to elicit the certainty of the findings. The procedures
were the followings: 1 Exploring
The phase involved general problems which arouse during the teaching learning activity in the school where the writer taught. Burns 1999: 36 states that
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it is the phase where teachers ‘feel their way’ into the research. As a teacher, the writer explored that problems in teaching learning activity such as teaching
techniques, teaching material and students’ motivation were worth researching. However, the writer decided to conduct the research on the area of teaching
technique. The writer noticed that students’ grammar and pronunciation accuracy needed to be improved.
2 Clarifying After the writer explored that the students’ grammar and pronunciation
needed to be improved, the writer documented her observations which related to the research in broad and unfocused way. This step was used to help to clarify the
nature of the situation and suggest further action. 3 Planning
This phase involved developing a feasible plan of action for gathering data, considering the constraint and preparing the appropriate method and
instruments. Based on the discussion of the writer and the two observers, the research would focus on improving the students’ grammar and pronunciation
accuracy. The research would focus on the progress of the six students and the employment of certain technique to improve their grammar and pronunciation
accuracy. In addition, the writer also conducted library study to establish theoretical
foundation in order to answer the research problems. In this stage, the writer reviewed related to the theories of action research and language teaching
especially for teaching young learners. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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4 Collecting the Data The data were collected in each meeting. The writer, helped by the two
observers, observed carefully the progress of the students’ grammar and pronunciation accuracy based on the employment of a certain technique. The
writer recorded her observation and reflection in the filed notes and the two observers recorded their observation in the single lesson time line record sheet and
rating checklist. The interview was also conducted to verify the observation and to complete the data triangulation to attain the validity and the reliability of the
research. 5 Analyzing the Data
After the data were gathered, the writer and the two observers analyzed the data and built interpretation. The observational data obtained from the rating
checklist were tested against the single lesson time line record sheet and the field notes to check whether or not they emerged similar patterns. The interview,
finally, was employed to verify the observation and to complete the data triangulation to attain the certainty of the findings.
6 Writing the Report Writing report was done as the final step in this research. This step
involved details which the writer took in conducting the research. In addition, the report also provided the findings of the research as well as possible future research
based on the findings of this research. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
The writer discloses and discusses the research findings thoroughly in this chapter. It presents the techniques which best improve students’ accuracy and how
the writer improve the students’ accuracy. The data gathered from the research are triangulated carefully to elicit the certainty of the findings and to disclose the
practice and the improvement of theories related to the research in line with the nature of the action research.
A. Data Analysis
As it has been stated in the previous chapter, trend analysis and data triangulation were two important factors in the phase of data analysis in the action
research. In this part of the chapter, the writer firstly would like to discuss the research cycles and then discussed the trend analysis.
1. The Research Cycles
In this part of the chapter, the writer elaborated her actions in each cycle whereas the details why certain technique succeed or failed would be discussed on
the next part. The major difference between the action researches from traditional research method is the present of research cycles McNiff, 2002: 40-46; Sagor,
2005: 4-8 and Wallace, 1998: 13-16. Since this research adopted action research model which is proposed by Sagor 2005: 4-7, therefore the outline and the
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