45
Devian Try Gustary, 2016 THE USE OF COOPERATIVE LEARNING IN DEVELOPING STUDENTS’ SPEAKING SKILLS:
A Mixed-Method Study at a Vocational High School in Cimahi U
niversitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
this mix method assesses both outcomes of a study as well as the process during the experiment itself Cresswell, 2012. In this study, the process of how cooperative
learning techniques develop students’ speaking skills was investigated. Then, the outcomes of students
’ spoken test in form of numerical data were also calculated. Secondly, the use of mix methods can help the researcher confirm or validate
relationship between variables Fraenkel, Wallen, Hyun, 2012. When one type of research qualitative or quantitative is not enough to address the research the
research questions, more data is needed to explain or answer the research questions Creswell, 2012. In this study, the first research question, which was answered by a
qualitative design, was further elaborated by a statistical procedure, for obtaining a more valid and assured information.
Furthermore, quantitati ve method was applied since students’ spoken test and
questionnaire that involved numerical data were included as data instruments. Meanwhile, the data obtained from the interview and classroom observation were
explored using qualitative method. By assessing both outcomes of the study quantitative as well as the process qualitative, a better understanding of the
research problems was provided Creswell, 2012.
3.3 Data collection techniques
As explained in the previous section, this study employed a qualitative and quantitative data. In this study, the instruments used were classroom observations,
questionnaires, semi structured interview and spoken test. This multiple data gathering were aimed to enhance the construct validity of the study Yin, 2003, p.99.
3.3.1 Qualitative Data
In collecting qualitative data, the researcher employed two instruments namely classroom observation and semi structured interview.
3.3.1.1 Classroom Observation
The first method used in the present research was classroom observations. The data from classroom observation were used to see how techniques of cooperative
46
Devian Try Gustary, 2016 THE USE OF COOPERATIVE LEARNING IN DEVELOPING STUDENTS’ SPEAKING SKILLS:
A Mixed-Method Study at a Vocational High School in Cimahi U
niversitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
learning run in the classroom and how these techniques develop students’ speaking skill. This type of method allowed the researcher to take field notes on the behavior
and activities of individuals in the research site Creswell, 2009, p. 181. In addition, it also might give a description of benefits and challenges encountered by students
during the implementation of cooperative learning techniques. This is in line with Cohen, Mannion Morrison 2007 who state that the observation offers an
opportunity for researcher to gather ‘live’ data directly and naturally from what is taking place rather than relying on second-hand accounts.
The classroom observation was conducted 8 times that covered five meetings of teaching, one meetings of review, two times of tests. The learning took place for
two hours per meeting. Eight meetings were chosen since the focus of this study was on speaking skills. Thus, eight meetings were considered enough to describe the
process of cooperative learning in facilitating students’ speaking skills. The researcher observed the class activities by taking notes as well as
recording to make sure that there are no important utterances left. In this research, the observation was conducted by the researcher herself as the teacher participant assisted
by one observer. The researcher invited one of her colleagues, namely Ms Tiara Pseudonym as the observer to see the objectivity of the teaching program done by
the researcher and to maintain reliability of the study Emilia, 2005. The observer filled in the observation checklist which was set from the theory of cooperative
learning Gillies, 2003; Johnson Johnson, 1984; Johnson Johnson 1999, Johnson Johnson, 2009; Kagan Kagan, 2009. The researcher explained the
concept especially the important elements of cooperative learning to the observer prior to the preliminary study of the research in order to make sure that she
understood how to fill in the observation checklist. Moreover, the observer wrote some notes about what was happening during the implementation of cooperative
learning techniques and how these techniques facilitate students’ speaking skills. The time schedule of classroom observation is described below.
47
Devian Try Gustary, 2016 THE USE OF COOPERATIVE LEARNING IN DEVELOPING STUDENTS’ SPEAKING SKILLS:
A Mixed-Method Study at a Vocational High School in Cimahi U
niversitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
Table 3.1 Classroom Observation Schedule
No Date
FocusTopic Methods
1. Aug 1, 2015
Preliminary study: Diagnostic test
Audio recording 2.
Aug 8, 2015 Lesson 1: “Can greed ever be satisfied?”
Videofield notes 3.
Aug 22, 2015 Lesson1:
“Can greed
ever be
satisfied?”Continued Videofield notes
4. Aug 27, 2015 Lesson 2: “Bullying”
Videofield notes 5.
Aug 29 , 2015 Lesson 2: “Bullying” continued Videofield notes
6. Sept 5, 2015
Lesson 3: “Street Children” Videofield notes
7. Sept 12, 2015 Review of all the materials
Videofield notes 8.
Sept 26, 2015 Final test Audio Recording
3.3.1.2 Semi structured interview
