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conclusion. 4.
Documentation In this research study, documentations were also used to collect
the data. The data was in the form of photographs which showed how the teaching and learning process ran and recordings of the interviews.
E. Data Analysis Techniques
To analyze the data obtained qualitatively, the researcher adopted the process of analyzing data by Miles and Huberman 1994: 10-12.
1. Data reduction
Data reduction refers to the process of selecting, focusing, simplifying, abstracting, and transforming the data that appear in
written-up field notes or transcriptions. In this process, the researcher tried to reduce and transform the data so they can be made suitable to
the discussions’ topic of the implemented role play activities in the teaching speaking.
2. Data display
Data display is the second element of Miles and Huberman’s
model of qualitative data analysis. It is an organized, compressed assembly of information that permits conclusion drawing and action.
The data that had been reduced were organized and compressed. In this step, the data were described in the form of text and were supported by
a table to get an understandable result. The text was explained from
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field notes and interview transcripts.
3. Drawing conclusion and verification
After reducing and displaying the data, the researcher was drawing conclusion and was doing verification. Drawing conclusion
involves stepping back to consider what the analyzed data mean and to assess their implications for the existing questions. Moreover,
verification involves revisiting the data as many times as necessary to verify the emergent conclusions.
In this last step, the researcher made some conclusions of her own research. Then, she verified her conclusion by doing a discussion
with the collaborator of the research. This was done by looking from the students’ performances, field notes, and interview transcripts.
Meanwhile, to analyze the quantitative data, the researcher compared the stude
nts’ scores in the pre-test and post-test. The data were gained by applying inter-rater. Both of the researcher and the teacher scored the
stude nts’ performance by implementing an analytical scoring. By comparing
the stude nts’ scores in both tests, the researcher could see the improvements
of stude nts’ speaking skills.
F. Research Validity and Reliability
