Data Analysis ANALYSIS AND DISCUSSION

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CHAPTER IV ANALYSIS AND DISCUSSION

A. Data Analysis

Data collection of this study, as clarified in the previous chapter, was done through instruments employed. Those were observation, coded data extracted from field notes, and interview. The researcher employed those instruments on purposes. Those were to know the implementation of Task-Based Learning TBL to teach vocabulary for the second grade students of elementary school and to identify the influential factors towards its implementation. The analysis of the data derived from each instrument would be presented below. The first discussion tackled one of the instruments employed namely observation. As explained in the previous sub chapter, observation should be held in each meeting. To do this, the researcher attempted to reduce the subjectivity of the observation by employing point of views from both the English teacher of the second grade and the researcher herself. Thus, observation sheet and video recorder were used to obtain the data needed. The observation sheet was directed for the teacher assistant every meeting in order to see how teaching learning experiences were held under the framework. Besides, the researcher utilized video recorder in order to elaborate the teaching learning experiences extensively and accurately. It aimed to enable the researcher to see the whole activities during the class since it was out of reach to carry teaching and observation at the same time. In short, from the observation the researcher was able to analyze how TBL for PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI young learners were possibly implemented. Hence, from the observation done through observation sheet and video recorder, the researcher obtained the data on the picture of the possible TBL implementation e.g. clear and explicit objectives in pre-task phase, longer time allocation with other method employment in task- cycle phase, and short review in language focus. The second instrument that would be analyzed was field- note. This instrument was intended to answer the first and the second research questions. Actually, field-note was the verbalization of the observation since the researcher had to verbalize every single experience in classroom as soon as possible following the implementation. From the verbalized data in field-notes, the researcher was able to categorize the data obtained using codes, for instance setting code, students’ self-confidence, other method employment alongside TBL implementation, and mother tongue use. It meant that the coded data in field- notes helped the researcher elaborate the whole process of TBL implementation and find the inhibiting and supporting factors towards TBL implementation in classroom. The last instrument employed in this study was interview. It was held to triangulate the data obtained from the observation and field- notes. The researcher carried this by interviewing the students. From the interview, the researcher was able to obtain the data about the students’ feelings and thoughts towards learning English. For instance, the patterns that supported and hindered them in learning English, what sorts of learning experiences in classroom that they liked more, and their eagerness to share what they found that affected their self-confidence. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Having implemented this method, the researcher was able to identify the possible TBL implementation in elementary school level instead of the ideal implementation as suggested in its literature. In implementing this method, some major diversions were encountered in real school field. It, therefore, led to how TBL was carried out to cope the learners’ lack in learning English. To deal with this phenomenon, the researcher tried to investigate it by prolonging particular phase of TBL and employing other teaching methods accompanying the implementation. As the possible implementation of TBL had been identified, a number of factors affecting could be found. The factors could be both inhibiting and supporting the teaching learning experiences. Hence, the factors affected how TBL should be carried out in classroom. Those factors were time allocation of the course, sorts of tasks, parameter of the method, and students’ self-confidence. The patterns above would be discussed in the following sub-chapter.

B. Research Findings