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1. Observation
Observation was mainly used as technique to collect the data in this research. Field notes, rating checklist, and single lesson time line record sheet
were the instruments which were employed to collect the data in the observation. Field notes were used to record changes that happened during the research. In
addition, the field notes also recorded the writer’s reflection on each meeting. To maintain the contents of the writing so that yielded the intended data of the
research and to understand the context and nuances of the environment where the action took place, Sagor 2005: 92 and Burns 1999: 81 suggest steps to be taken
in the observation. Therefore, on writing the field notes, the writer focused on observing six students whose grammar accuracy needed to be improved during the
teaching learning activity. The writer made the field notes after the class ended to maintain the memories retention during her teaching. In addition, the field notes
were also media of self reflection. To emerge the best practice, the writer was guided three questions in writing her reflection. Those questions were 1 Why the
objective of the research on improving the students’ accuracy was successful or unsuccessful in this meting, 2 What elements contributed to the success or
failure, and 3 What the writer learned from this success or failure. In the end, the questions would also help the writer to look for patterns and trends.
Besides field notes, the rating checklist was also employed to measure the improvement of the students’ grammar accuracy based on the employment of a
certain technique. The rating checklist would be utilized by one of the observers based on the scale that the writer made to measure the progress of the students’
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grammar and pronunciation accuracy. There were five criteria to measure the students’ progress. Those criteria were emerging, basic, developing, proficient and
fluent. The complete description of those criteria is attached on the Appendix B. Similarly, the single lesson time line record sheet would be utilized to
monitor the employment of a certain technique and to measure the feasibility of the techniques in improving the students’ accuracy. The administrative details
such as meeting, class and date would be recorded in this instrument. In addition, objectives of the lesson, planned outcomes, and point of attention were also
present in this instrument. These would be followed by a diagram of horizontal axis and vertical axis. The horizontal axis indicated the time line in a single
meeting. On the other hand, the vertical axis indicated the five level of effectiveness. The observer determined the level of the effectiveness based on the
criteria made by Hancock and Settle 1990: 103 as it was quoted by Wallace 1998: 59. As an example, the writer employed a repetition drill and the result
showed that this technique could improve the students’ grammar accuracy. Therefore, this technique reached level five. The complete criteria of this
instrument are attached on Appendix C.
2. Interview
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