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1. Observation
According to Burns 1999: 80, observation is an essential thing of action research. It enables researchers to document and reflect systematically upon
classroom interactions and events. This gives a basis for examining underlying assumptions, sharing with others, and opening alternative viewpoints.
The observation was conducted to monitor the teaching learning process in Busana Butik class while the actions were implemented. With this technique, the
data were collected by observing the teaching learning process in the classroom. The observation sheet was used to help the researcher observing the process. The
observation was done for 70 minutes. During the observation, the collaborator was at the back of the classroom taking notes on the class activities in the teaching
and learning process. The results of the observations were recorded in the form of field notes.
2. Interview
Some advantages of carrying out interviews based on Koshy 2005: 93 are: First, interview transcripts provide powerful evidence for presenting the real
situation and making conclusion from those data. Second, interviews can give a relaxed context for exploration. Third, the interviewer can control the discussion
through a route with the certain aim. Fourth, group interviews save time and are realistic in classroom contexts. Fifth, interviews can provide unexpected but
useful perspectives.
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In this research, the researcher interviewed the students and the English teacher about the activities in the teaching and learning process before and after
the implementation. The researcher developed some open-ended questions as the guideline in the interview. It meant that the interviews were guided but the
researcher was allowed to ask further questions to get more data about the responses. The information was recorded into interview transcripts.
3. Pre-test and Post-test
The pre-test was conducted before the actions were implemented, while the post-test was done after the actions were carried out. The pre-test and the post-
test were in the form of performance tests. They were used to measure the students’ speaking skills on the topic taught. During the performance, the
researcher and the English teacher gave scores on their speaking ability. In assessing the students’ speaking, a rubric is taken from The English Language
Learners’ Knowledge Base namely Students Oral Language Observation Matrix in Linse, 2005: 149. The data of the pre-test were collected in the form of
students’ scores. The results of the post-test were calculated and compared with the result of the pre-test.
F. Data Analysis
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