DATA GATHERING TECHNIQUE PROCEDURE

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D. DATA GATHERING TECHNIQUE

The data in this research were gathered from the two instruments used in this research. The research was conducted in ELESP in even semester Academic Year of 20132014 in February 2014 – June 2014. In order to design an appropriate English language teachers reflection towards teaching development for the English language teachers, the researcher administered post-design survey. In this study, the post-design survey was called as evaluation of the designed model. Evaluation was conducted after designing the reflection model. In order to obtain relevant and appropriate model, the designed mdoel needed to be evaluated to ensure the validity. The evaluative questionnaires were then employed in the survey to gain feedback from fourteen students of the Graduate Program of English Language Studies from which the researcher revised the designed product. They were to subsequently fill in the evaluator validation questionnaires. The evaluators were supposed to choose one of five points of agreement in each question. They also needed to answer some questions in written form. At the end of the implementation, user validation was conducted. User validation aimed to evaluate the designed model and to obtain feedback and suggestions that would be useful to revise and develop the designed model into a final physical form of model. The researcher gave an explanation to the participants about how to use the product and how to respond through the questionnaire. 66

E. DATA ANALYSIS

As the data needed have been gathered, the researcher analyzed the data. In this study, the data were analyzed into the post-design research.. In post-design research the data were analyzed and were used for developing and revising the designed model. After recapitulated the information gathered from the questionnaire, the researcher made the interpretation in the form of written paragraphs. The data from the materials evaluation were divided into two categories. The first category was about the respondents‟ opinions that were shown statistically. The second category was the respondents‟ comments and suggestions that were explained in sentences.

1. Descriptive Statistics of Evaluators’ Opinions on the Model Prototype

In analyzing the data, the researcher used Likert scale. In using central tendency as a means of measurement, the researcher used five point scales to collect the respondents‟ opinion on the designed materials. The close-ended questionnaire was divided into two parts, which included degree of correlation and degree of agreement However, the concept of the five point scales were applied similarly. They were: 1 = Very low correlation strongly disagree with the statement 2 = Low correlation Disagree with the statement 3 = Doubt with the statement 4 = High correlation Agree with the statement 67 5 = Very high correlation strongly agree with the statement The score of the questionnaire was calculated using descriptive statistics to the source of variance. The source of variance here was number of cases and mean. The central tendency of the respondents‟ opinion on the designed reflection model could be recorded in the table as follows: Table 3.5: Descriptive Statistics of Evaluators ’ Opinions on the Designed Model Prototype Template No Respondents‟ opinions on Frequency of points of agreement Central tendency 1 2 3 4 5 N Mn Notes: N = Number of cases the number of respondents Mn = Mean indicators of central tendency of the set of sources The formula to get mean is: Best 1970 classifies the range of the point of agreement from 1 – 5. He also provides the interpretation of point of agreement, which is presented on a following table: Table 3.6: The Interpretation of the Degree of Agreement Best, 1970 Range Meaning 1.00 -1.99 Replace the rejected part of the design

2.00 – 2.99 Add more part or modify part of the design based on the

lack on the statement.

3.00 – 3.99 Conduct more exploration on the existing part of the

design based on the statement M = ∑ x N 68

4.00 – 5.00 No revision

2. Evaluators’ Comments and Suggestions

The next step was classifying the result of the open-ended questionnaire. The researcher made a list of respondents‟ comments including the strengths, weaknesses, and their suggestion on the designed reflection model. The researcher made improvement based on the respondents‟ comments and suggestions.

3. Main Field Testing

From the implementation, the researcher obtained from the data of the user validation questionnaire of the user teacher participants from the targeted users. The score of the questionnaire was calculated using descriptive statistics to the source of variance. The data from the open-ended questionnaire were interpreted in the form of written paragraphs. Then, the researcher concluded it as the strength and weaknesses of the implementation of the designed reflection model.

a. Descriptive Statistics of User Validation

In analyzing the data, the researcher used Likert scale. In using central tendency as a means of measurement, the researcher used five point scales to collect the respondents‟ opinion on the designed materials. They were: Table 3.7. The Rules of Answer Weight Standard No. CRITERIA SCORE 1 Strongly disagree 1 2 Disagree 2 3 Not sure 3 4 Agree 4 5 Strongly Agree 5 69 The score of the questionnaire was calculated using descriptive statistics to the source of variance. The source of variance here was number of cases and mean. In order to make the data presentation which is based on the rule in table 3.7 clearer to understand and to read, the score interpretation of the questionnaire result is presented in table 3.8. Table 3.8. The Meaning of Score Criteria No. CRITERIA SCORE MEANING 1 Very High 4.51 – 5.0 Most respondents strongly agree with the statement 2 High 3.76 – 4.50 Most respondents agree with the statement 3 Fair 3.26 – 3.75 Most respondents are not sure with the statement 4 Low 2.51 -3.25 Most respondents disagree with the statement 5 Poor 00 – 2.50 Most respondents strongly disagree with the statement The central tendency of the respondents‟ opinion on the designed reflection model applied the similar template as described previously in the Descriptive Statistics of Evaluators‟ Opinions on the Designed Model Prototype.

F. PROCEDURE

Here were the stages taken by the researcher in conducting the research: 1. The researcher conducted Research and Information Gathering by exploring library study in order to establish theories related to reflections, teaching context, teaching methodology, and conducting a lesson. 2. The researcher determined the introduction, the aim and purposes, as well as the contents of the self-reflection sections. 70 3. The researcher developed the learning model prototype. 4. The researcher conducted an evaluator validation as an evaluation for the learning model prototype by distributing questionnaires to fourteen students of the Graduate Program of English Language Studies Based on the evaluation result, the researcher revised the materials. 5. The researcher revised the design to produce the physical model of the self- reflection model. 6. The researcher implemented the designed model to the research targeted users. 7. The researcher distributed user validation questionnaire to obtain information about participants ‟ response toward the implementation. 71

CHAPTER IV RESULT AND DISCUSSION

This chapter presents the result and discussion of the study. This chapter is fundamentally the actualization of what was planned in Chapter III. This chapter is divided into three major parts. The first part presents theoretical model of the designed self-reflection model. The second part presents the process of constructing the physical form of the designed self-reflection model. The third part presents the other findings of the research in form of the description of challenge of using model.

A. THEORETICAL MODEL OF THE ENGLISH LANGUAGE TEACHER REFLECTION

As stated in the research methodology, the first step the researcher underwent was to specify the product to be made and gather the existing knowledge essential for the product development. After selecting the product, namely, English Language Teacher Reflection Towards Teaching Development, the researcher conducted a literature review. The literature review covered the logical truths about reflective teaching, teaching context curriculum and the role of English language teacher, teaching methodology and conducting a lesson. This part presents the process of developing the theoretical designed model. In this part, the necessary data and theories were collected.