Research Method Using student team achievement division method to improve student participation in VIIB English extracurricular class of SMP PL 1 Yogyakarta

33 2. The research instruments used during the implementation During the implementation, the instruments used to analyze the students and the research results were observation checklist to observe all the things that happen in the class that shows students participation, field notes to take notes of the result of the observation, interview wit h second observer to ask other party‟s opinion about the implementation and result of the observation questionnaire to ask students‟ opinion about the current teaching method in the form of closed ended question, students‟ reflection in the form of comments and critics and the result of students‟ work. a. Observation Checklist The observation checklist is used in the implementation of cooperative learning approach in order to observe every activity that happens during the implementation which shows student participation. There are several aspects that the observer needs to pay attention to. Those aspects are; students‟ involvement in doing teacher‟s instruction, group discussion, asking questions, answering teacher‟s question and paying attention to the teacher. b. Field notes In this implementation process, field notes are used to write all of the result of observation, whether the students can actively participate in cooperative learning process or not and other things related to the process. c. Interview The interview will be done with an English Teacher in SMP PL I Yogyakarta as the observer in the implementation of cooperative learning 34 approach in the classroom. The interview is categorized as semi-structured interviews, in which there will almost certainly be a prepared interview schedule, but most of the questions will probably be open questions Wallace, 1998, p. 147. This interview is done to know the teacher‟s opinion about the observation result as second party that will give clear and objective comments whether the experiment is successful or not. d. Questionnaire According to Kemmis and Taggart 1988, “questionnaire is written questions requiring written responses ”. The questionnaire is given to every student in the form of closed-ended and multi-choice questions. It is asking the respondents to choose which sentence or description is closest to their own opinion, feelings, judgment, position, and so on Kemmis McTaggart, 1988, p. 102. In this close-ended questionnaire, the researcher will ask the students about their feeling and judgment toward the implementation of cooperative learning in the classroom and how it improves their participation. e. Individual Test Individual test is given to the students after the study group is done. The purpo se of this individual test is to check students‟ mastery of the material. Slavin 1990, states that “students are not permitted to help one another during the quizzes”. The students have to do the individual test with their own ability. Therefore, in order to achieve better score the students should prepare their best during the study group activity. 35

E. Data Analysis Technique

After gathering the data from research, those data will be further analyzed by the researcher to obtain the result based on the students‟ achievement, observation checklist, field notes, questionnaire, and interview during the research. The data acquired from the observation checklist, field notes, questionnaire, and interview were analyzed through triangulation way. Those data were analyzed to find out whether or not the Student Team Achievement Division used in research implementation could help the students improve their participation in English extracurricular class. The data gained from the research would be triangulated to get valid and reliable data. They were also compared to the theories reviewed in chapter II. The researcher analyzed the data from observation checklist and field notes which were written by the observer through the reality in the classroom. The researcher then summarized the data in the form of description. The researcher used those data in elaborating what improvement happened to the students related to their positive interdependence, individual accountability, face-to-face promotive interaction, interpersonal and small group skills, and group processing from cycle 1 and cycle 2. If the data gathered from observation checklists and field notes showed improvement in student participation, it could be concluded that the implementation of cooperative learning to improve student participation was successfully done. The researcher then strengthened the findings in the research by inserting students‟ statement in questionnaire which had been described in description. The