37
3. Observation
Simpson and Tuson 2013 say that observation is a highly flexible form of data collection that can enable the researcher to have access to interactions in a
social context. By conducting the observation the researcher could see students‟
behavior through mind mapping. Observation also helped the researcher to see what exactly happened in the class. Observation is more than just looking. It is
looking and noting systematically people, events, behaviors, settings, artefacts, routines and so on Marshall Rossman, 1995; Simpson Tuson, 2003. It
means that the researcher could find the original responses from the students through their behavior. Robson 2002 says that what people do may differ from
what they say they do, and observation provides a reality check; observation also enables a researcher to look afresh at everyday behavior that otherwise might be
taken for granted, expected or go unnoticed.
The researcher used a peer-observer to help the researcher got a valid data from another point of view. Peer observer refers to a teacher or other observer
who is closely watching and monitoring a language lesson or part of a lesson in order to gain an understanding of some aspects of teaching, learning or classroom
interaction Richards Farrell, 2005. The researcher chose a peer-observer based on the criteria that the researcher had. The peer-observer had to know about
the theme in this research, the peer-observer also knew how to use mind mapping and how to observe the students. The peer-observer also had to know
students‟ characteristics in order to have the real situation in the class.
38 Before conducting the observation, the researcher explained about the
purpose, the things that the peer-observer did and also clarified the questions so that the peer-observer did not find the difficulties when answered the questions in
the observation guideline. The researcher also prepared an observation guideline for the peer observer. The peer observer and the researcher observed the situation
in the class based on the observation guideline that has been prepared before. Therefore, the researcher got the valid data which were needed for this research.
By using the observation guideline, there was a correlation from the result between the peer observer and the researcher‟s observation. The peer-observer
had an ability to observe the respondents and write down all the things that she or he knew.
In fact, the researcher conducted the observation for four times in order to know deeply about
students‟ feelings and responses on the use of mind mapping through their behavior, attitude and the real condition in the class. Table 3.2
shows the date of observation that the researcher did.
Table 3.2: The Observation Schedule No
Activity Date
Time
1 Observation 1
Tuesday, March 29
th
, 2016 08.35 a.m.
– 10.50 a.m.
2 Observation 2
Thursday, 31
st
March, 2016 08.35 a.m.
– 10.50 a.m.
3 Observation 3
Tuesday, April 5
th
, 2016 08.35 a.m.
– 10.50 a.m.
4 Observation 4 with the peer-
observer Thursday, April
21
st
, 2016 08.35 a.m.
– 10.50 a.m.
39
E. Data Analysis Technique