4. Documentation
Documentation was a method of collecting data that was used to save all information of the research. Documentation could
also be used to monitor all the research process. In this research, documents that were used we
re the result of assessment, students’ attendance, photos, videos, and other relevant documents.
E. Data Collection Instruments
The instruments that were used in this research were field notes, observation checklists, interview guidelines, the speaking scoring rubric,
and the tests. Field notes were notes taken by the researcher during observation. It was used to document all the occurrences during the
teaching and learning process, what the strength and the weakness of the teaching method,
the students’ performance and many more. Observation checklists were used by the researcher to take notes of
all the facilities that are available in the classroom or the school while interview guidelines were the lists of questions that would be asked by the
researcher to the teacher and students during interviews. Speaking scoring rubric wa
s the rubric used to score the students’ performance during the pre-test and post-tests.
Interview guidelines contained the questions or the things that the researcher needed to know about the teacher, students, media, situation,
and other required data of the research subjects and research setting. It was
important so that the researcher could make an appropriate plan that was suitable for the students and the situation when the action took place.
The speaking scoring rubric wa s used to score students’
performance during the action or during the test. In this rubric, there were indicators that would
measure the students’ adeptness in speaking. There were five levels in this rubric with their own indicators.
In point D of this chapter, the writer had stated that there were two kinds of tests in this research. They were pre-test and post-test. The tests
we re used to measure the students’ capability in speaking before the action
was given and to give evaluation to see whether or not playing Detective Games could
improve students’ speaking ability.
F. Data Analysis Technique
In this research, the data were qualitative and quantitative. To analyse the qualitative data, the writer used
McKernan’s framework in Burns 1999: 157-160. There were five stages of process in analysing data.
1. Assembling the data
We needed to assemble the data from the very beginning of the research. We would be able to process the data
in a more detailed analysis by bringing up possible patterns which could be adapted or added to as you proceed, if we
scanned the data in a more general way, first.
In this research, the implementation of this stage was by re-reading the field notes, interview transcripts and the videos
from the previous meetings in order to find possible patterns. For example, the researcher found that the students were very
interested and became more enthusiastic when some videos were played. Thus, for the next meeting, she used other videos
as one of the input materials. 2.
Coding the data To code a data is to reduce the large amount of data that
may be collected to more manageable categories of concepts, themes or types. For this research, the researcher coded the data
of the field notes and interview transcripts. In the field notes and interview transcript, the
researcher coded the „field note’ as „FN’, the „interview’ as „Int’, the „students’ as „SSs’, the „English Teacher’ as „ET’,
the „collaborator’ as „C’ and the „researcher’ as „R’. When a code stated „FN-918
th
August 2015’, it meant that it was the observation number nine and it was done on 18
th
August 2015, and
„Int-518
th
August 2015’ meant that it was the interview number five and the interview was done on 18
th
August 2015. 3.
Comparing the data Comparison was made to see whether themes or
patterns are repeated or developed during the different data
