39 ended questions. In the close ended questions, the researcher would like to see the
students’ difficulties in learning English. The researcher presented open-ended questions to see the students’ opinions about the difficulties. The third
questionnaire was distributed to know the students’ opinions after they experienced drilling technique in the classroom after finishing the action stage in
Cycle 2. The form of the third questionnaire was close-ended question. It made it easier for the researcher to check the result.
3. Interview
The researcher interviewed the English teacher of XI AP class. The interview was particularly useful for getting the information from a participant’s
experience. According to Mcniff and Withhead 2002, the researcher could pursue in-depth information around the topic. Interview is a source of data that
captures response of people to a certain situation p. 96. The researcher used the interview session to get some data about the students’ characteristic to the English
teacher before the researcher conducted the study. The researcher asked to the English teacher’s opinion about the students’ needs and difficulties in learning
English.
4. Field Note
In the field note, the researcher reflected what was going on in the classroom. The study stated about what the researcher heard, saw, experienced,
and thought in the learning process. According to Dovey 2012 field notes are notes made in the classroom about the participants and or the events As cited in
Wallace, 1998, p. 120. By making field notes, the researcher could make the
40 reflection on the study. The researcher wrote what was going on, what parts
should be improved, what kinds of difficulties were found and how the students’ participation in the learning process were.
5. Speaking Test
In assessing the students’ improvements, the researcher used test to assess the students’ pronunciation improvements. Based on Carroll 1980, “speech is
part of interactive chain and it is unreal to expect to be able to test it as in isolated language activities”. Actually, speaking was difficult to be assessed in the form of
test. However, the researcher used oral tests to test the students’ pronunciation in each cycle. The tests were done orally and face to face with the researcher in the
form of partnership. In this study, the researcher used speaking test. So, the students had to
perform two dialogues in pairs. The researcher recorded the performances. Later, the recordings would be played back to listen to the students’ pronunciation of
certain words provided from the dialogues. According to Best Khan 1986, recordings helped the researcher
minimized the errors as a result of fault memory p. 162. Recording was used as a data collection to remind what had happened and what the students had
pronounced in the classroom. Recording itself was very useful because the researcher could make sure about the data by listening to the recording again. The
teacher took time for about 70 until 75 minutes to have the speaking test of the students in each cycle. The words were taken from the student’s worksheets and
the official administration field.
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E. Data Analysis Technique
