While observing, often the same phenomenon reappeared. The same phenomenon, which reappeared, then was categorized in one set to make the
interpretation of the data easier. The occurrences, which were related to such factors that influenced the implementation of this method, were used as the
guidelines of interview questions. The third step of data analysis procedure was to transcribe the interview
results. The interview results that were examined referred to what was suggested by Cohen, Manion, and Morrison 2000: 282. The steps were the followings: 1
Generating natural units of meaning i.e. participants’ statements within interview 2 Classifying units of meaning i.e. participants’ opinions or feelings towards the
implementation of Task- Based Learning to teach vocabulary 3 Structuring narratives to describe the interview contents 4 Interpreting the interview data. In
interpreting the data, the researcher should extract meaning and insight obtained from the data. It was essential that the researcher told what the important finding
was, why it was important, and what could be learned from it. It was used as triangulation that was to verify the data. In other words, the researcher
investigated whether the data collected with one procedure or instrument confirmed with the data collected using different procedure or instrument Ary,
2002: 436.
G. Research Procedures
There were seven procedures of conducting this research. These research procedures were described as the following:
1. Asking for permission to conduct the research Before conducting the research, the researcher first had to ask for
permission from the headmaster of Kanisius Notoyudan Elementary School through a letter of permission that was obtained from Sanata Dharma University.
It aimed to enable the researcher to conduct the research in time. 2. Setting the research
There was a fixed schedule obtained from the school since it had its own schedule about the distribution of English course for each class. Hereby, the
researcher followed the schedule that had been given. The study took for about seven months from July 2007 to January 2008. Data gathering was conducted for
three months from the end of July to the beginning of November. The next step, data analysis procedure was from November to January.
3. Choosing the participants The participants of this research were the second grade students of
Kanisius Notoyudan Elementary School. These students were chosen under
particular consideration. It was because they were categorized in the critical period. It was said, in the critical period, that young learners would be able to
learn a second or a foreign language much easier than adults did. It was due to the reason that the left hemisphere, part of the brain where the language was
processed, was still open that enabled them to learn a new language easier. 4. Preparing the teaching materials
The researcher used the materials that were based on Task-Based Learning. These materials had been consulted to some English lecturers in Sanata
Dharma University and to the English teacher in Kanisius Notoyudan Elementary
School. The materials contained tasks that required the learners to be involved actively in class activities.
5. Employing observation Two steps were conducted in observation. The first observation was
conducted during the research. Here, the researcher observed the events that supported the study. In employing observation, the researcher utilized observation
sheet and video recording. Later on, the data obtained from observation should be field noted. The second step was done after implementing Task-Based Learning to
teach vocabulary. Interview was carried out in order to gather the learners’ opinions and feelings towards the implementation of Task-Based Learning so that
the researcher was able to know the supporting and inhibiting factors that influenced the implementation. In interviewing the participants, the researcher had
in mind a number of questions to put to the interviewees, but did not have to follow any specific and predetermined order.
6. Transcribing observation into field notes and interpreting interview results The data obtained through observation were transcribed into field notes.
The field- noted data should be coded based on their category. Thus, field notes should be elaborated accurately and extensively. Here, the researcher should also
interpret the interview results, e.g. the participants’ opinion towards learning English under the framework of TBL.
7. Analyzing data The data obtained during the research through observation, field notes, as
well as interview were then to be analyzed. The data were analyzed using the coding system, for instance setting codes, activity codes, strategy codes, process
codes, etc. This coding system aimed to make the interpretation of the data easier. The data obtained from observation and field notes were then crosschecked
through interview. Therefore, the researcher was able to see the possible implementation of Task-Based Learning to teach the second grade students and
the influential factors that contributed to its implementation. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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
