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interview, and observations but also on the memories and emotions of adolescents off task behavior a powerful interpretive lens.
3. Seek the advice of critical friends
It was better for the researcher if she or he has difficulty focusing interpretive lens to work to rely on her or his trusted colleagues to offer insights
that she may have missed because of her closeness to the work and request to colleagues so that they shared with their possible interpretations. Similarly, she
might ask her informants students, parents, teachers, and administrators for their insights.
4. Contextualize findings in the literature.
The review of related literature was a powerful way for teacher researchers to provide support for the study’s findings. Walcott in Mills, 2004: 115
suggested the qualitative action researchers drew connections with external authority. Most often this is accomplished through informed references to some
recognized body of theory in one’s special field, or to the recognized classic, in the tradition or the literature review. Making this connection also provided
teacher researchers with a way to share with colleagues the existing knowledge based on the specific area of focus and to acknowledge the unique contribution
the teacher researcher has made her or him understand the topic studied.
5. Turn to the theory.
It dealt with a modest definition of theory as “an analytical and interpretive framework that helps the researcher makes sense of ‘what s going
on’ in the social setting being studied” Mills, 2004: 115. Theory served a
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number of important roles for qualitative action researchers. First, theory should provide a way for teacher researchers to link their work to broader
current issues in order to find a solution by using a theory. Second, theory allowed the researcher to search for increasing levels of abstractions, or move
beyond a purely descriptive account. It also allowed us to communicate the essence of descriptive work to our colleagues at research meeting. The last,
theory could provide a rationale or sense of meaning to the work we do. It could be said that from those three modest definitions above, it could be concluded
that theory plays important role as interpretive framework to find out what happens in the field, which was studied.
In analyzing the qualitative data, the researcher uses the five steps, they are: extend the analysis by raising questions, connect the finding with the
personal experience, seek the advice of critical friends, contextualize findings in the literature, and turn to the theory. The researcher considers using the five
steps because it is more appropriate with the data encountered in this research. Moreover, it is much simpler to be adjusted with the time available. By using
those five steps hopefully the researcher could analyze the data accurately.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter describes stages of activities developed as part of implementing TPR in improving vocabulary mastery of Elementary students of
MI Manafiul Ulum Kudus. The objective is to present the research findings which provide evidence for answering the problems stated in chapter 1. The description
of the findings is based on the data from the teacher’s and collaborator’s field note, the interview, and the tests.
A. Introduction
Vocabulary mastery is necessary for the students who learn English as it is a basic for further learning. The wrong perception about learning vocabularies that
is learning new words is indicated by translating them into native language. The ideal condition of mastering vocabulary is students know the meaning, the
pronunciation, the spelling, and the use of particular words. Those four aspects should be taught to the students in learning new vocabularies so that they can
master the vocabulary holistically. Unfortunately, the students do not learn in such way in mastering new vocabularies.
In accordance with the case, there are some problems encountered based on the interview, observation, and the result of pre-test. Based on the interview, it
is known that the atmosphere of the classroom does not support the students to learn English well. The teacher teaches by lecturing and it causes boredom for the
students. In teaching vocabulary, the students are asked to list and memorize words. Moreover, the teacher does not use a particular method to teach
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