39
checklist, and field notes. The observer and the researcher observed students’
participation during the implementation of active learning. Besides observation sheet, the observer also used field notes to take notes on everything happened in
class related to students’ participation while active learning was implemented. This was to see and to compare whether student
s’ participation increased or not. After implementing the first cycle, the researcher took a break in order to reflect
what had been achieved in the first cycle and what needed to improve in order to make the English learning process using active learning better. Based on the data
gathered from the observation result, students’ participation increased. However, there were some important things to improve. Therefore, the researcher conducted
the second cycle to confirm. After the implementation of the second cycle, the researcher found out that there was no significant change and students’
participation still increased, even better than before for the researcher improved the implementation of active learning. The researcher decided to stop the cycle.
After implementing the two cycles, researcher distributed questionnaire to all students and conducted interview to the teacher in order to know students and
teacher’s opinion related to students’ participation due to the implementation of active learning method. After that, the researcher collected and analyzed the data
gathered from the questionnaire and the interview.
E. Data Analysis Technique
The data obtained from the instruments was analyzed through qualitative descriptive way. According to Burns, data analysis in classroom action research
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
40
involves describing and explaining 1999: 153. The researcher was going to explain more about how the data was analyzed through the following explanation.
1. Interview
Interviews with the English teacher were conducted twice before and after the implementation of active learning. The teacher answered the questions in
Indonesia per number, while the researcher wrote down teacher’s answers. After
that, the answers of the teacher were collected. Since the questions were open- ended
, the researcher analyzed teacher’s answers one by one. From teacher’s answers, the researcher drew conclusion about the problem occured in English
class and about teacher’s opinion and future action towards active learning. 2.
Questionnaire The questionnaire which was distributed to the students consisted of open-
ended questions. The answers of each student might vary. Therefore, the researcher collected all questionnaire and analyzed students’ answers one – by –
one. The researcher analyzed each answer and d rew conclusion based on students’
answers. The answers which were similar were taken as one idea. The researcher drew conclusion based on students’ answers which appeared the most in their
questionnaire. Therefore, the researcher counted students’ answers and took the
answers which appeared the most frequent as the general ideas. 3.
Observation Sheet The data obtained form observation sheet was analyzed to find out the
English learning process and students’ participation during the implementation of active learning in English class. Since the observation sheet was in a form of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41
observation checklist, the researcher analyzed the data per number. If all number were checked, it meant that all indicators appeared. It indicated that students’
participation increased. If there was a number or there were some numbers did not appear, it meant that the researcher needed to pay attention it more and needed to
take action on it. There must be something to increase so that all numbers appeared or were checked.
4. Field Notes
The data obtained from the field notes made by the observer was also useful to support the data in observation sheet. It gave more information related to
English learning process, the implementation of active learning, and students’ participation in English class. The written data were analyzed per point. The
researcher collected and used all data to reflect whether there must be something to improve or to change in order to make the research succeed.
In addition, Campbell Fiske 1959 as cited in Cohen, Manion Morrison 2000 stated that triangulation may be defined as the use of two or
more methods of data collection in the study of some aspects of human behavior. Therefore, the use of data triangulation was important in this research in order to
mak e the data more accurate because it was not only based one party’s point of
view. This research employed methodological triangulation. Denzin 1970 in Cohen et al. 2000 said that “Methodological triangulation was defined as the use
of different methods on the same object of a research.” One of the categories of
methodological triangulation was between method triangulation. This
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42
triangulation method concerned on the use of more than one method. The research employed triangulation since the researcher elaborated the data gathered from
observation checklist, field notes, questionnaire, and interview result.
F. Research Procedure
