ASPECTS SCORE
1 2
3 4
5 irrelevan
t answer. Responses
one or two words in
length. Vocabulary
repeated. ry or
incorrect use of
lexical items.
Commun ication
difficult. respond.
No attempt to vary
expression s.
Basic. Generally good
response. appropriate
and new words and
expressions. Interesting
response.
E. Data Collection Techniques
The data collected were qualitative and were supported by quantitative data. By giving the description of the situation in the teaching and learning process, the
qualitative data were gained. Meanwhile, from the score of the students’ performances in the end of the cycles, the quantitative data were also taken. It was
conducted to find out the improvement of the speaking ability of the students. In gaining the data, the researcher collected the data by using some data collection
techniques as follows: 1.
Observation According to Burns 1999:80, observation is a mainstay of action research. It
enables researchers to document and reflect systematically upon classroom interactions and events, as they actually occur rather than as we think they occur.
it refers to using procedures that ensure that the information collected provides a sound basis for answering research questions and supporting the interpretations
that are reached. 2.
Interviews McKay 2008:51 proposes that interviews can be used as a way to find out
more about learners’ opinion and attitudes about various aspects of language
learning, such as their feelings about the use of particular classroom activities or the content of classroom materials.
Burns 2010:74 states that interviews are a classic way in research to conduct a conversation that explores your focus area. Burgess in Burns 2010:74 has
described them as “conversation with a purpose”. Interviews were used to gain information which cannot be gained through questionnaire. The data were gained
personally since the type of interview is depth-interview. 3.
Questionnaire Dornyei in Burns 2010:81 notes that questionnaires can get you three types
of information: factual or demographic who the interviewees are and their backgroundexperiences, behavioural what they do, or did in the past,
attitudiual attitudes, opinions, beliefs, interests and values. 4.
Documentation Burns 1999:101 cites that in action research, the use of photograph is under-
explored. Photographic data give a way of richly illuminating numerous aspects of the classroom quickly and relatively in expensively and providing new angles on
the context being researched. Photographs are a way of enhancing classroom analysis and providing visual stimuli which can be integrated into reporting and
presenting the research to others, used with other qualitative techniques. Recording through the videotape andor audiotape was done to monitor and to
evaluate the actions. Meanwhile, the quantitative data were gained through pre- test, progress test and post-test to measure the improvement of students’ speaking
skills.
