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1. Qualitative Data Analysis
The data of pre-research observation report, field notes, and the photographs of teaching learning process were analyzed by using qualitative data
analysis. Related to the technique of analysis data in action research, Burns 1999: 156-160 proposes five steps in analysing qualitative data. The processes
of analysis data are: a. Assembling the data
The first step is to assemble the data is collecting over the period of the period. The researcher assembles the data that have collected over the period of the
research: field notes, questionnaires, interviews, and test. b. Coding the data
Coding is a process of attempting to reduce the large amount of data that may be collected to more manageable categories of concepts, themes, or types.
c. Comparing the data After coding the data, the data are compared to see whether themes or patterns
are repeated or developed across different data gathering techniques. d. Building the data
This is the point where the researcher moves beyond describing, categorizing, coding, and comparing to make some sense of the meaning of the data.
e. Reporting the outcomes This last step involves presenting an account of the research for others.
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2. Quantitative Data Analysis
In analyzing the test score of the vocabulary test, a statistical descriptive technique is used to find the students’ mean score. The data from the test were
analyzed in order to prove whether or not teaching vocabulary using audio- visualized narrative text can improve students’ vocabulary mastery. In this
research, the students’ mean score of the post test 1 is compared to the students’ mean score of the post test 2 to know whether there was an improvement of the
students’ vocabulary mastery. The formulas used to compute the mean scores are:
x
=
N x
å
N y
y å
=
In which:
x
= Means of pre-test scores N = Number of sample
y = Means of post-test scores
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CHAPTER IV RESEARCH FINDING AND DISCUSSION
In this chapter, the writer presents the result of her classroom action research. The subject of this research was the eighth grade students of SMPN 1
Tempuran in the 20092010 academic year. This chapter is divided into four parts: Introduction, The Implementation of Audio-visualized Narrative Text, Research
Finding, and Discussion.
A. Introduction
Based on the pre-research which was conducted to eighth grade students of SMP N 1 Tempuran, the writer found that the students had low vocabulary
mastery. It was revealed in the interview with the English teacher and the students, and through classroom observation.
The students’ low vocabulary mastery was caused by their low motivation. It was seen from their reluctance to join English class. Some of them
did not seem to be interested in the teaching learning process. When the teacher did drilling technique, only some of the students followed the teacher instruction.
The students seemed to be afraid of making mistake. Moreover, in the teaching and learning activity, the students got
difficulties in understanding and grasping the meaning of words. For one thing, when the teacher asked some commonly taught words such as: sew, paint, burn,
hungry, spend, throw, and thirsty to one of her students, the students could not answer her question correctly.
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