45 class. They we
re chosen based on the researcher’s observation during
PPL
where the researcher found the problems explained in the previous chapter.
D. Data Collection
1. Types of Data
There are two main categories of data called quantitative and qualitative. Koshy explained that quantitative data can be measured and represented by
numbers. This kind of data could be presented in the form of tables and charts. Besides, qualitative data could be presented in the form of transcripts,
descriptions, and document for analysis Koshy, 2005: 86.
2. Data Collection Techniques and Instruments
There were two types of data that gathered in this research. They are qualitative data and quantitative data. The qualitative data were gathered through
several techniques. The first technique was observation. Observation sheet used to observe the English teaching and learning process in the classroom. The data
gathered through observation presented in the form of field notes and vignettes. The second technique was interview. The researcher used interview to find out
the teacher’s opinion toward the implementation of the strategy. To help the researcher kept the discussion on the track, interview guidelines were used. The
interviews were resulted in interview transcripts. A recorder and a camera also used to record the teaching and learning process, the data presented in the form
of videos and photographs.
46 The quantitative data were gathered through speaking rubric for speaking
tests. The results were in the form of scores and were used to find the improvement o
f the students’ speaking skill.
Table 3.1. Instruments of the Research No.
Instruments Data
1 Observation Sheet
Vignettes 2
Interview Guidelines Interview Transcripts
3 Speaking Rubric
Tests Scores 4
Recorder Videos
5 Camera
Photographs
3. Data Analysis Technique
To analyze the qualitative data, the researcher refered to some steps proposes by Burns 2010: 104-105. The first step was assembling the data. In
this step, the researcher collected all data that had been obtained, reviewed the initial or revised questions, and started to look for broad patterns, ideas, or trends
that seem to answer the questions. The second step was coding the data. In this step, the data were grouped into more specific patterns or categories and
identified the data sources that might be coded as qualitative or quantitative. The third step was comparing the data where the researcher compared the data to see
whether the data said the same thing or contradiction. The next step was building meaning and interpretations. Here, the researcher analyzed the data several times
to pose questions, rethought to connections, and developed explanation of the situation. Finally, the last step was reporting the outcomes. In this step, the
47 researcher described the context of the research, outlined the findings, and how
the researcher would organised the whole research. To analyze quantitative data, the researcher compared the results scores
of the pre-test and post-test. The researcher then compared the means of the scores in order to find the improvement in the students’ speaking ability. From
the comparisons, the researcher made conclusions in the form of descriptions whethe
r the students’ speaking skill of class XI IPA 1 of SMAN 1 Pengasih was improved by the use of Talking Chips strategy or not.
4. Research Validity and Reliability
A research data must be valid and reliable. To make the data valid, the researcher used five kinds of validity proposes by Anderson in Burns 1999:
161-162. They are explained as follows:
a Democratic Validity.
Democratic validity is related to the extent in which the research is truly conducted collaboratively and includes multiple voices. This
validity is about how the researcher works together with other parties in the research to get more perspectives and concerns to the topic of the research.
The researcher fulfilled this validity by asking the English teacher, collaborator, and students to share their opinions and suggestions about the
actions implemented to improve the next actions.
b Outcome Validity.
Outcome validity is related to the outcome of the research. In order to fulfil this validity, the researcher and the collaborator analysed
the outcome of the research to find out whether the actions implemented were successful or not.
