1. Observation
The observation was conducted to know what happened in the classroom when the action was done. The result of the observation was used
to get the information. In this case, the observation was reported in the form of field notes. It was also to describe the way how the teacher delivered the
lesson and taught speaking.
2. Interview
The interviews were conducted to get the data from to the students and the teacher. It was conducted before, while, and after the implementation of
the actions. In this research, the researcher developed some specific questions but the researcher allowed for some flexibility according to how the students
and the teacher s’ responses. It means that the questions were planned, but if
there were some unexpected responses from the teacher and the students, the researcher was allowed to get more details about that.
D. Data Analysis Technique
In analyzing the data, the researcher used the model of qualitative data analysis from Miles Huberman 1994: 26. The researcher did several steps:
data reduction, data display and conclusion drawingverification. Firstly, the researcher looked up the findings as genuine data such as interview transcripts
and field notes. In this step, the researcher collected all the data such as interview
transcripts and field note. The second step was reducing the data. This refers to the process whereby the mass of qualitative data the researcher obtained
– interview transcripts, and field notes
– is reduced and organized, for example coding, writing summaries, discarding irrelevant data and so on chose, and
determining the focus. The third step was displaying the data. In this step, the researcher displayed the data in the form of tables and charts in order to help the
researcher to
draw the
conclusion. The
next step
was drawing
conclusionverification. In this step, the researcher developed conclusions regarding the researcher study. These initial conclusions then be verified, that is
their validity examined through reference to your existing field notes or further data collection.
While the quantitative data, the steps are observing the students, calculating how many students who actively involved in each cycle and
presenting the data in the form of percentage.
E. Validity and Reliability of the Data
Anderson et al. in Burns 1999: 161-162 proposes five criteria of validity. They are democratic validity, outcome validity, process validity, catalytic
validity, and dialogic validity. In this research, to get the democratic validity the researcher did a
collaboration with the English teacher, the students, and the observer as the data resources who have a right to give their opinion, ideas, criticism and suggestions
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