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form of fill in the blank and multiple choice items. So, the students were given worksheet, asked to watch the videos, and then did the tests items.
D. The Technique of Analyzing the Data
After collecting the data, the next step of the study is analyzing the data. The data are analyzed by qualitative and quantitative data analysis.
1. Qualitative Data
The data of pre-research observation report, research diaries, field notes, and the photographs of teaching learning process are analyzed by
constant comparative method. Glaser and Straus in Hopkins 1985:107 determine four stages of analyzing classroom research data those are:
a. Comparing incidents applicable to each category
It begins by coding the data into as many as categories as possible. Some categories will be generated from the researcher, some
from the language and data of the research situation. If more instances of the same category code are found, the researcher should refine the ideas
about that category. At this point, it is best to stop coding and record a memo of these ideas.
b. Integrating categories and their properties
After comparing incidents applicable to each category, the constant comparative method comes to focus on emergent properties of
the category. The diverse properties are then integrated. The resulting theory will begin to emerge by itself.
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c. Delimiting the theory
Later modifications include taking out irrelevant properties of the categories, integrating details of properties into an outline of
interrelated categories happen when the theory solidifies eventually, and the changes to the theory as the researcher compares more incidents are
fewer. More prominently, the researcher began to find ways to delimit
the theory with a set of higher level concepts. The ways were to generalize the theory more as the researcher continued to make constant
comparison against it. The number of categories would be reduced. New categories are often made halfway through coding, and it
usually is not needed to go back and code for them. The researcher only needs to code enough to saturate the properties of the category. Then, the
researcher can evaluate the categories and emergent theory by moving on to new comparison groups.
d. Writing the theory
After being convinced that the researcher’s analytic framework is a systematic substantive theory; substantive theory is a theory that is
developed for a specific area of inquiry Glaser, Barney and Strauss, 1967; and it is couched in a form that others come from the same field
could use, the researcher can publish the results confidently Dye. et al, 2000.
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2. Quantitative Data
In analyzing the test score of the listening test, a statistical technique is used to find the students’ mean score. The data from the test are analyzed
in order to prove whether or not teaching listening using YouTube video can improve students’ listening comprehension.
In this research, the stude nts’ mean score of the post test 1 is
compared to the students’ mean score of the post test 2 to know whether there is an improvement of the students’ listening comprehension.
The formulas used to compute the mean scores are:
N y
y N
x x
In which: = means of post test 1 scores
= means of post test 2 scores
N = the number of sample Furchan, 1989: 157
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CHAPTER
IV
RESEARCH
FINDINGS
AND DISCUSSION
This chapter discusses the result of the collaborative action research conducted in the grade 10 students of SMA Batik 1 Surakarta in 20102011. It
describes some finding and discussions about the implementation of YouTube video to improve students listening comprehension. In this research, the
researcher proposes two research questions regarding: 1 Whether and to what extent YouTube video improve
s the students’ listening comprehension; 2 What happens when YouTube video is implemented in the listening class. The findings
of the research are described and discussed in the following sub headings research findings and discussion of the findings.
A. Research Findings
