56 demanding indicator. This instrument was used twice. At the first time, it was
used to get the students’ speaking score before the action implementation.
Meanwhile, at the second time, it was used to get the students’ speaking score
after the action implementation. By doing so, the students’ quantitative score on their speaking performance could be identified.
F. Data Collection Techniques
In nature, the data of the research were both quantitative and qualitative. The qualitative data were collected during the classes by using observation
checklist and outside the classes by distributing questionnaires and having interviews. Meanwhile, the quantitative data were collected by assessing the
students’ speaking performance before and after the action research was carried out. In collecting the data, I worked collaboratively with collaborators.
The data above were collected starting from the research-planning step to the research-reflection step. Those collected in the planning step were for
planning the research actions to be carried out in order to achieve the research aim that was improving the
students’ speaking skill. Those collected during the research action and observation step were to see the success of the research
implementation as well as to identify things to be improved further. Lastly, those collected in the research reflection step were the base of the consideration
in planning the action in the next cycle as well as to decide whether to have another cycle or to end the research.
57 In the planning step, the data were taken from the observations I did in
the English classes handled by the English teacher, the questionnaires I distributed to the students, the interviews with them and the English teacher as
my first research collaborator. Vignettes, interview transcripts and questionnaire results were made to support the finding of the field problems.
In the research action and observation step, the data were collected from the observation. The observation was done by my collaborators and me myself
by observing the teaching and learning process happening in the class helped by the observation checklist and video recordings. Vignettes were made to
support the process of data analysis. At the end of each cycle, in the reflection step, the data were collected by
having interviews with the students and my collaborators. Besides, the interview transcripts and vignettes collected during the cycle were used to be
analyzed wholly. Additionally, the post- action implementation questionnaires were also distributed to the students to reveal the students’ comments toward
the teaching and learning process in the research. To support the research findings and interpretations, quantitative data
were collected to complement the qualitative data. It was done by assessing the students’ speaking performance. I work collaboratively with the English
teacher to as sess the students’ speaking performance. An assessment rubric was
used to guarantee the assessment validity.
58
G. Data Analysis Techniques
