3. Interviews Guidelines
Interview guidelines listed the questions or issued to be explored during the interview. It helped the researcher to conduct the interviews systematically.
4. Speaking Scoring Rubric
Speaking scoring rubric was used to assess and collect the data about students’ speaking ability.
E. Data Collection Techniques
The data of the research were qualitative and quantitative. The quantitative data were obtained through observation, interview, giving questionnaire, and
documentation related to the teaching and learning process of speaking in the classroom including the techniques used by the teacher, the learning media, and the
classroom speaking activities. 1. Observations
Observations were conducted to discover valuable information related to the teaching and learning process, the students’ speaking ability, the students’
involvement during the lesson, the students’ understanding of the given materials, the methods and techniques used by the teacher, and the media used to support the
teaching. The results of the observations were in the form of field notes. It was used to record activities and situations during the research.
2. Interviews Interviews put the researcher in personal contact with the participant. Thus, it
can provide an opportunity to ask follow-up questions, reveal rich insights into the thinking of participants and help explain why the participants made the choice they
did or how they think about a particular issue Henning, Stone and Kelly, 2009. In the reconnaissance stages, the interviews focused on the teacher’s
perception of the students’ English competence, the techniques and activities the teacher used, the materials, the facilities and media in the teaching and learning
process, the students’ perceptions of the English lesson and the students’ difficulties in speaking and learning English.
In the reflection stages, the interviews focused on students’ opinion about the actions, the improvement of their speaking skills, their difficulties during the actions,
the collaborator’s opinion about the actions, the condition of the class, and the students’ involvement during the lesson.
3. Giving them questionnaire The researcher gave the students questionnaire after knowing the result of the
interview. From the interview, it could be concluded that most of them felt that English was a difficult subject to learn, and the skill they found the most complicated
were speaking and writing. It was speaking because they often still felt unsure of how to pronounce some words, they were afraid of making mistakes and did not have
much confidence to speak. Because it was speaking, and dealing with the
pronunciation, so the researcher was thinking about giving them models to speak, so they would know how some words are pronounced. Video could be the best media
for it, because through video, students can listen to the audio, how to pronounce words including the stress and the intonation.
So, the questionnaire contained several questions about what kind of video they wanted to watch. Then, the researcher would analyze them to conclude what
video the researcher should use in the teaching and learning process. 4. Documentations
Documentations involved taking photographs, audiotape and videotape recording to monitor and to evaluate the actions. Meanwhile, the quantitative data
were gained pre-test, progress test and post-test to measure the improvement of students’ speaking skills.
F. Data Analysis Technique
The data were in the form of field notes, interview transcripts, and students’ speaking scores. To analyze the data, the researcher used the qualitative and
quantitative descriptive analysis. The qualitative data were analyzed by using stages suggested by Burns 1999 as follow:
1. Assembling the data 2. Coding the data
3. Comparing the data
