Interview Guide During Implementing the Strategy

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e. Interview Guide

Interview is one of the non-observational tools in collecting the data in this classroom action research. Wallace 1998 stated that interview can be utilized to obtain many different kinds of data, such as personal perceptions, experiences, opinions, and ideas. Moreover, the results of interview may vary from one interviewee to another because it reveals individual account of events. In terms of the variety of participant combinations, interview can be divided into two forms, namely individual and group interview. In this research, the researcher conducted individual interviews. Burns 1999 conveyed that individual interviews could enable the researcher to follow up in more detail specific cases which have been identified but not really revealed. In terms of the format used, Wallace 1998:146-147 said, “Interview is divided into three broad categories, namely structured, unstructured, and semi- structured.” In this classroom action research, the researcher employed semi- structured interview. As its name indicates, the semi-structured interview is the combination between structured and unstructured interview. Wallace 1998: 147 added that in semi-structured interview, “there will almost certainly be a prepared interview schedule, but most of the questions will probably be open questions.” Thus, the researcher prepared guiding questions or alternatively had some overall directions in mind. The guidelines of the questions were used to control the underlying focus of the interview, but it was done in no fixed order. The interview was conducted on August 31 st , 2010 after the school. The researcher interviewed four students of XII IPS 1 class as the representatives of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 44 the whole students in that class. Those students were randomly chosen so as to achieve heterogeneous answers from the students. In conducting the interview session for the students, there were ten open questions used to reveal the students’ opinions about their vocabulary mastery improvement after applying the strategy given as well as follow up their responses on the questionnaire. It spent more or less fifteen minutes for each student.

D. Data Gathering Technique

In gathering data for the research, the researcher did several steps prior to and after the research. First, before conducting the research, the researcher utilized observation form in the preliminary observations. Things to be observed were how teacher organized the materials, how teacher delivered the materials, how students responded to the teaching and learning process, and what problems emerged during the teaching and learning process. From the preliminary observations, the researcher identified that the students were accustomed to memorizing vocabulary from word lists which had no context. As a result, they failed to infer the meaning of a new vocabulary appearing in a context. From that description, the researcher could conclude that since the students had less experience in encountering vocabulary within a context, they would not be familiar with the contexts in which some particular words might occur. Consequently, it was difficult for the students to both remember and apply the vocabulary in their daily communication. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI