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To analyze qualitative data, the researcher analyses the teaching and learning improvement using constant comparative method recommended by
Glaser and Strauss 1980: 105. There are four steps in this method as explained the following;
1. Comparing incidents applicable to each category. It is a process in which the researcher classifies the nature and dimensions of
the various concepts arising from the data. 2. Integrating categories and their properties
The researcher starts to write down the relation of the various concepts. It is needed for the researcher to play attention to all concepts emerged to the
relationships. 3. Delimiting the theory
When the patterns of the concept relationship get clearer, the researcher ignores the concepts which are irrelevant to the inquiry. As the numbers of categories
are reduced, the theory will become simple. 4. Writing the theory
It is the last step of constant comparative method. Here the researcher notes theories resulted from the analysis in the previous three steps.
2. Quantitative Data
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This study will be successful if there is an improvement of students’ ability in speaking. One of the indicators of the improvement is the increasing of
speaking scores. In this case, before applying the action, the researcher will give a pre-test to her students. In the end of the action, the researcher will give post-test
in order to know the improvement of the speaking ability. Speaking score as the result of pre-test and post-test in this research will be analyzed by using inter rater
score to find the mean score between the researcher and her Collaborator.The improvement from one action to another shows the success of this study.
The data obtained from speaking test are individual data. Mills 1997: 107 explains about how to find the mean of the data. The formula used is:
= Mean Score = Total Score
n = Total Students
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CHAPTER IV
RESEARCH FINDING
As stated in chapter III, there are four steps in conducting CAR namely: planning, acting, observing, and reflecting. Therefore, the researcher elaborates
those four steps in this chapter. The elaboration of them has objective to present the research findings which provide evidences to answer the problem statements
stated in chapter I.
There are two sections in this chapter. Section A relates to the introduction and section B relates to the findings and discussion of the findings. The summary
of the findings is shown in Table 4.1.
I. Pre-research: Gaining base-line data ·
Observing teaching and learning process ·
Interviewing students ·
Conducting pre-test ·
Questionnaire II. Research Implementation
Cycle Task
Activity One: Expression of
Agreement Disagreement
Topic: Holiday 1. Explanation, giving
examples 2. Writing the scripts
3. Presentation the play 1. The teacher explains the technique, the
expression and gives examples 2. The students compose the scripts based
on the topic given 3. The students act the play in front of the
class Two: Expression of
giving, asking and refusing
help Topic: recreation
1. Explanation, giving examples
2. Writing the scripts 3. Presenting the play
1. The teacher explains the technique, the expression and giving examples
2. The students compose the scripts based on the topic given
3. The students act the play in front of the class
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A. The Process of the Research
