process so that the improvement desire by the researcher and the teacher can be achieve. The reflection session were
expected to be useful in revising the plan and actions so that the efforts could be done in a better way.
While the evaluations were done in three ways, the first was short term evaluation which was done in every
meeting and the second one was long term evaluation which would be done in every cycleevery week, and the
last one was the evaluation of the overall practices which would be done in the end of the cycle. The evaluation
involved the researcher, the collaborator, and the English teacher.
F. Instruments and Data Collection Techniques
1. Observation
Observation of the implementation of the teaching and learning process provided useful information. There
were various observation techniques that could be applied in the classroom setting. Some of the techniques provide a
detailed description of what is occurring in the classroom. They include running transcripts, grids, tally sheets, lesson
plan, time notation, dialogue, recording, and videotapes. The observation data can be useful in giving the teacher
feedbacks on her instructions. Observations also validated information collected through teacher interviews.
In this research, the researcher applied structure observation by using observation checklists in each meeting
to focus on the information about the teacher’s instruction, the students’ behavior and the classroom situation.
Furthermore, field notes were used to gather information about the teaching and learning process in general as one of
the observation techniques. 2.
Interview Interviews were used as valuable instruments, as
they provide, with the interviewer’s ability to probe for answers, more in-depth information than do questionnaires
Kutner et. al, 2007: 25. Interviews can be done with or without guidelines.
However, guidelines may help the interviewer to focus the conversation on several items or data needed in the study.
The questions may include both close-ended and open ended questions.
Interviews can provide information gathered through the students’ own reflection, observations, and
interactions with the teacher. Students’ response to
interviews may also provide their perceptions on what occurs in a classroom.
The researcher analyzed the data by addressing the data into some categories contained certain patterns
indicating students’ perception, behavior, observation, etc. Data gathered from students with other data collection
instruments could be used to validate findings. In this research, interviews were used to gather the
data about the students’ feelings during the teaching and learning process, their reflections on learning, their
observations during the classes, their success and difficulties in learning and their perceptions on the
instructional materials. 3.
Test Tests provide a picture of students’ achievement at
any given point although there were more authentic assessments such as portfolios and observations. Kutner et.
al. 2007:33 suggested that to determined whether change or growth has taken place, however, some sort of pre- and
post- measured are required. He also suggested that to determine accurately the success of an instructional
sequence, instructors must pre-test students at the outset, and used the same or a similar instrument, test them at
specified intervals throughout the instructional process. Those measures were revealed what students had actually
learned from instruction.
G. Data Analysis
