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C.
Techniques of Collecting Data
The techniques of collecting data are presented in the following section.
1. Qualitative Data
The qualitative data of the research was collected by using some techniques of data collection including: interview, observation, and document
analysis. Photograph was also taken during the implementation of the research to provide more accurate data. The data, which were collected in this
research, consisted of the information of pre- research, the process and the result of Action Research. The whole qualitative data collection used in this
research was summarized as follows:
Steps of the research
Participants Techniques
Data
Pre- research Teacher
Researcher Observation
Interview Observation
report
Transcript of the interview result.
Implementation Researcher
Observation Photograph
Document analysis
Field notes Photograph
during the
teaching learning process
Lesson plan List
of the
reading score
representing students’
achievement
Teacher’s Diary Researcher’s
Diary
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Result Discussion Teacher
Researcher Interview
Transcript of the interview result
1 Interview
According to Burns 1999: 17, interviews and discussions are face- to face personal interactions, which generate data of research and allow
specific issue to be discussed from other people perspective. Interview comes in many different forms. As stated by Wallace
1998: 146, there are three broad categories of interview as follows: a.
Structured interview Structured interview is an interview that has a very tight structured
and in which the question will probably be read from a carefully prepared interview schedule.
b. Unstructured interview
Unstructured interview can be quite free-wheeling, without losing sight of the research purpose. This open-ended approach can be
revealed which might otherwise be withheld in a more formal setting. c.
Semi-structured interview Semi-structured interview is a kind of compromise between the
two extremes. There will almost certainly be a prepared interview schedule, but most of the questions will be probably open questions. It
combines a certain degree of control with a certain amount of freedom to develop the interview.
In this research, researcher used semi-structured interview. The researcher made a schedule first before doing the interview, and prepared
the questions for interview. The questions are related to the students’ reading comprehension, the implementation of buzz groups technique and
the situation in reading classroom. The researcher interviewed the teacher and the students about the
way she implements the material, and the problem faced. The researcher also interviewed the students about their response during learning reading
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by using buzz groups technique. The researcher did the interview before and after conducting research in order to know the teacher’s view of the
teaching learning process and students’ reading comprehension.
2 Observation
Burns 1999: 80 says that observation is taking regular conscious notice of classroom action and occurrences, which are particularly relevant
to the issues or topics being investigated. In this research, the observation was carried out to cover the
process of the implementation of buzz groups technique in teaching reading. Observa
tions are ways of finding out more about the students’ response, students’ behavior, and students’ activities during the learning
process dealing with the students’ reading comprehension, the interaction
among students and interaction between the students and the teacher, and classroom situation in reading classroom.
The observation was done in the pre-observation and in the implementation of the research. In pre-research, observation was
conducted to get information about classroom environment, class condition, and teaching learning techniques. In the implementation, the
observation was done by the researcher and the teacher as collaborator. The collaborator observed and made notes about the teaching learning
process. She helped the researcher to observe, evaluate, and offer suggestions about the implementation of Buzz Groups technique.
3 Document analysis
The document that was collected is in the form of teacher’s lesson
plans, reading materials, textbooks, syllabus, st udents’ product and the
teacher ’ diary. By analyzing them, the researcher got information about
the process of teaching learning activity and students’ ability in reading. The researcher also collected the data from the scores representing the
students’ achievement. The score is the final products of the students’
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comprehension of reading. In this research, the researcher gathered some documents that were analyzed to get the data.
4 Photographs
Photographs are a way of greatly enhancing classroom analysis and providing visual stimuli, which can be integrated into reporting and
presenting the research to others. The qualitative data which are collected in this study consist of the
information obtained during pre-research, the process and the results of action research implementation, and the results of the discussion between teacher and
researcher.
2. Quantitative Data
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