know the students’ improvement in English. All the data are then accumulated and analyzed. All data from the analysis support each other to give the validity of the result.
G. Technique of Analyzing Data
To analyze the quantitative data, the researcher applies a descriptive statistics, comprising the following dimension: highest and lowest scores, and means.
While in analyzing qualitative data, the writer analyzes the improvement the teaching learning process by using comparative method. There are four stages in comparative
method namely: 1.
Comparing incidents applicable to each category This process is also similar to specifying the nature and dimensions of the
many concepts arising from the data.
2. Integrating categories and their properties
Here the researcher began to note relationship among the concepts. For this relationship to emerge, however, it was necessary for the researcher to have noticed all
the concepts. 3.
Delimitating the theory Eventually, as the pattern of relationship among concepts become clearer, the
researcher ignored some of the concepts initially noted but evidently irrelevant to the
inquiry. In addition to the number of categories being reduced, the theory itself becomes simpler.
4. Writing the theory.
Finally, the researcher put his findings into words to be shared with others. This stage was regarded as a part of the research process.
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter describes the stages of activities in implementing constructivist learning design in the collaborative action research. The objective of this chapter is to
present the research findings as the result of the problems stated in chapter I and the discussion of the research findings. The researcher bases the description of the findings
on the researcher’s field note, the participants’ notes, journals, the participant’s observation, the interview, the questionnaires, and the test.
A. Research Findings 1. Introduction
The study began with the researcher’s colleagues’ awareness that there was a problem in teaching learning process. The problem that the most teachers encountered
was especially the difficulty in improving the quality of teaching and learning process. The quality of teaching and learning process covers the understanding of curriculum for
teacher, the teacher’s preparation of the lesson and material, the motivation of the teachers to teach English and provide active and meaningful learning to the students, the
