in learning Degrees of Comparison can improve students’ ability and achievement or not.
However, if there are still found any problems, the writer will move to the
next cycle regarding re-planning, re-acting, re-observing
and reflecting. Consequently, the writer and the English teacher should work out uncompleted
problems that have been solved yet.
G. The Technique of Collecting Data
The technique of collecting data in this Classroom Action Research used both qualitative data experience-based and quantitative data number-based. The
qualitative data includes the observation within the physical activity of the students and the teacher in the classroom, interview to be presented for the teacher before the
Classroom Action Research and to the students after it, and questionnaire which is presented to the students after the Classroom Action Research. Meanwhile the
quantitative data includes the tests which are given to the students before the action pre-test and after the action in each cycle postest1 and postest2.
The complete explanation of the qualitative and quantitative data which are used in this research will be discussed as follows:
a. Interview By using interview, the writer can get the data about students’s difficulties in
understanding the Degrees of Comparison, students’ condition and the method or technique which is used by the English teacher in teaching Degrees of Comparison
before Classroom Action Research is done. After completing Classroom Action Research, the interview is also conducted to know the students’ response toward the
use of Substitution Drills technique in teaching Degrees of Comparison and are there any improvements of their understanding of the material after Classroom Action
Research. It means that the interview is done to the real English teacher before the
Classroom Action Research and it is done to the students after accomplishing Classroom Action Research.
Furthermore, the writer used semi-structured interview in this research. It means that he has general idea of what is the interview used for and what is expected
to become the result of it, but it has no list of predetermined questions. As David Nunan said in his book “In semi-structured interview, the interviewer has the general
idea of where he or she wants the interview to go, and what should come out of it, but doesn’t enter with a list of predetermined questions. Topic and issues rather than
questions determine the course of the interview”.
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b. Observation The observation is done in order to know what heppen during the teaching
learning process, such as: the teacher’s performance during the action, the students’ attention and response, and the class situation of the teaching Degrees of Comprison
activity. In addition, the writer uses the structured observation sheet which is filled by the real English teacher as an observer. Generally, all of the need aspects that should
be noticed is to make sure whether the teaching learning process in line with the lesson plan or not.
c. Test There are two types of test which are used in this research. The first is the pre-
test which is given to the students before implementing Classroom Action Research. It is used to measure students’ understanding in Degrees of Comparison before using
Substitution Drills technique. And the second is post-test which is aimed to know students’ improvement in understanding Degrees of Comparison after using
Substitution Drill technique. In this case, the tests are given in every second action of each cycle and presented in the form of multiple choices.
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David Nunan, Research Method in Language Learning, New York: Cambridge University Press, 1992, p. 149.
