5.2 Data Collection Methods

I used observation as the method to collect my data and the instrument was video recording. The

recording took place when the pupils were doing the simulation of a situation based on the

videos that I had shown them. Video recording was used to record pupils’ participation,

pronunciation, body language and facial expression. I decided to use video recording as one of

my data collection method because I could observe pupils’ participation, pronunciation, body

language and facial expression over and over again. Videos are a part of electronic media used to

practice in learning. Pushavalli Appoo, et. al.,(2015). It is very useful in the third wave of

economic progress. As teacher I should inculcate the use of this kind of media in my lesson and

also to help me improve my practice. So, I found that using video recording is the easiest way for

me to collect my data since I can watch it over and over again. Since my research was about

speaking skill, video recording would help me to see my pupils’ weakness and strength during

speaking activities clearly. In every observation I prepared an observation checklist in order for

me to fill in after each observation based on the videos that I had record. (Refer appendix A )

I also conducted a survey and used feedback form as instrument to collect my data. This

instrument was used to get pupils’ feedback of the technique used by teacher (videos and

simulation) and their feeling of the lesson that use that method. This survey was conducted at the

end of the each cycle. I used survey as one of the data collection methods because it will reflect

pupils feeling of the lesson conducted by the teacher. I also managed to know each pupil’s

feeling toward the lesson and the intervention used by the teacher. Besides that, I used reflective

journal as one of my instrument to collect data. Based on Ash & Clayton (2009), reflective

journal allows students (researcher) to synthesize undergraduate research experiences and deepen

their understanding of its impact. That was why I decided to use critical reflection as one of my

instrument in my action research. Since I was able to see my own strength and weakness in my

teaching and also learn how to improve my own practices through the reflections.

Table 5

Data Collection Methods.

Research Questions Type of Data Instrument Used How was Data Analysed?

1. How can I help my pupils to participate actively when communicating in guided conversations with their friends in class?

i. Observation i. observation checklist

i. Statistics

2. How does ‘watch, i. Observation i. Video recording- i. Coding

listen and speak up’ method help my pupils to participate actively when communicating in guided conversations with their friends in class?

ii. Survey i. Feedback form. ii. Statistics.

3. How have I improved my practice after conducting the research?

i. Document analysis

i. Reflective Journal

i. Coding

Through my research I hoped my pupils would be able to converse and communicate well in

English with their friends. By using videos and simulation pupils should be able to converse in

English in certain situation.

This research should help me improve my practice in order to help my pupils to improve their

English speaking skill when communicating and conversing with their friends. Through this

research my pupils should be able to learn to speak English using an interesting strategy which

was through videos and simulation. My findings should also help other educators to improve

their practice to help their pupils to improve their speaking skill.

Since the focus of my research is on pupils’ speaking skill when communicating in guided

conversation, I wanted my pupils to be able to communicate naturally and effectively in class.

How do we define pupils are able to communicate naturally. Through one of the instrument used

which is observation checklist, I prepared a few characteristics to see whether the participants

were speaking naturally. According to Merriam Webster (2015), naturally is used to say that

something is expected or normal because of a quality or skill that a person or animal is born

with. So, when I said I wanted the participant to speak naturally, it means that I want them to

look like they are born with the skill of speaking English after the intervention was implemented.

Meanwhile, according to Merriam Webster (2015), the definition of speaking is the capable to

speak. To make the participants to be able to speak naturally was not an easy thing. However,

after conducting the intervention, I saw that the participants were starting to be able to speak

naturally. What did I observed to see whether the participants were speaking naturally or not? I

observed their body language, facial expression and intonation. According to Bilan (2015), body

language shaped who you are. Direct eye contact means that your listener is interested in you and

what you are talking. Shaking your legs means that you are impatient, nervous or even scared in

some situations. Arms crossed means that you are trying to defend yourself or at least you feel

uncomfortable. Smiling, well, everything here is obvious - you feel comfortable; however,

sometimes it also depends on the type of smile. We all know different types of smile and

definitely can understand when a smile looks more like an evil grin. If the participants are

comfortable and confident when they are communicating with their friend, they may show some

of the positive body language as mention above.

Next, according to Goh (2007), in an effective communication, the participants should be able to

show appropriate facial expression that suit a particular situation. For example, if they were

confused, they should show a confuse expression, if they are disappointed, they should show

disappointed expression or they should be able to make happy expression if they were happy.

Same goes to intonation. Participant should be able to show suitable intonation when speaking in

a conversation based on situations.

Using the observation checklist, I put all the elements of effective communication/conversation

(body language, facial expression and intonation) in order to observe the effectiveness of the

intervention whether it helped the participants to communicate effectively in guided

conversation. Guided conversation means an informal talk involving two people or a small group

of people, the act of talking in an informal way. While guided means something that provides a

person with guiding information. Merriam Webster (2015). So, guided conversation means an

informal talk involving two or more people based on some information.

6.0 ANALYSIS AND INTERPRETATION OF DATA

6.1 Analysis and Interpretation of Data for Research Question 1

(Observation_observation checklist_statistic)

Based on the observation checklist for cycle 1

Table 6

Data Analysis for Observation Checklist. (Cycle 1)

Statement Frequency Percentage Min

1. Pupils participated actively in the

conversation.

2 33.3% 0.3

2. Participants spoke in the

conversation based on situations

given.

5 83.3% 0.83

3. Pupils showed appropriate body

language during conversation

5 83.3% 0.83

4. Pupils’ body language were

natural

0 0 0

5. Pupils showed appropriate facial

expression during conversation.

5 83.3% 0.83

6. Pupils’ facial expressions were

natural.

0 0 0

7. Pupils showed appropriate

intonation based on situation.

5 83.3% 0.83

8. Pupils’ intonations were natural. 0 0 0

Based on the data analysis on the observation checklist, 83.3% of participants were speaking

with their friends in the conversation based on the situation given, shown appropriate body

language, appropriate facial expression during conversation and appropriate intonation based on

a situation. None of them had shown natural body language, facial expression and intonation

during conversation. Only 33.3% of them participated actively in the conversations with mean of

0.3.

Based on the observation checklist in cycle 2:

Table 7

Data Analysis for Observation Checklist. (cycle 2)

Statement Frequency Percentage Min

1. Pupils participated actively in the

conversation.

6 100% 1.0

2. Participants spoke in the

conversation based on the

situations.

6 100% 1.0

3. Pupils showed appropriate body

language during conversation

6 100% 1.0

4. Pupils’ body language were

natural

5 83.3% 0.83

5. Pupils showed appropriate facial

expression during conversation.

6 100% 1.0

6. Pupils’ facial expressions were 5 83.3% 0.83

natural.

7. Pupils showed appropriate

intonation based on situation.

6 100% 1.0

8. Pupils’ intonations were natural. 6 100% 1.0

Based on Table 7 all participants had shown improvement in cycle 2. 100% of the participants

participate actively, spoke, showing appropriate body language, appropriate facial expressions,

appropriate and natural intonation during conversations. The number of participants that showed

natural facial expression during conversations had increased from 0 to 83.3% with the mean of

0.83. Besides that, the number of participants that participate actively in the conversation also

increased from 33.3% to 100%.

6.2 Analysis and Interpretation of Data for Research Question 2.

6.2.1 Observation-Video recording-Thematic Analysis of Colour

Coding Video

Based on the thematic analysis of colour coding (refer Appendix F), I divided the information

into three categories based on my three research questions. They were how can I help my pupils

to participate actively, how does ‘watch, listen and speak up’ method help my pupils to

participate actively when communicating in guided conversations with their friends in class and

how have I improved my practice after conducting the intervention?

The one highlighted in grey are to show how I helped my pupils to participate actively [Research

Question 1(RQ1)]. The ones highlighted in purple to show how my intervention helped my

pupils to communicate effectively [Research Question 2 (RQ 2)]. While the ones highlighted in

blue to show how I have improved after the intervention was conducted [Research Question 3

(RQ 3)].

The themes for RQ 1 are practice with partner, encouragement, excitement and demonstration.

The themes for RQ 2 are eagerness, practices, pupils’ achievement, multi-choices answers and

interruption from teacher to explain. While the themes for RQ 3 are excitement, pupils’

improvement and teacher’s practices improvement. (refer Appendix G)

6.2.2 Survey-Feedback form-statistic

Table 8

Data Analysis for the Feedback Form (cycle 1_answer_yes)

Statement Frequency Percentage Min

I involved myself during lesson today. 5 83.3% 0.83

I liked the way teacher taught today. 6 100% 1.0

I liked to speak with my friends in

English today.

4 66.7% 0.67

I wanted this way of lesson to be

practiced everyday

6 100% 1.0

I liked to go out from the class when the

teacher is teaching.

0 0% 0

I was sleepy during the lesson today. 0 0% 0

I was doing other work during class 0 0% 0

today.

I liked to act in front of the class during

the lesson today

6 100% 1.0

Based on Table 8, the first cycle showed that 100 percent of the participants liked the way

teacher taught, wanted these kinds of lessons to be practiced every day, and liked to act in front

of the class during the lesson in the cycle one. None of them liked to go out from the class, felt

sleepy and did other work during lesson in cycle one. 83.3 percent of participant involved

themselves during the lessons which means there was one out of six participants who was not

involved his/herself during the lessons. Other than that, 66.7 percent of participants like to speak

in English with their friends during lessons. Which means two out of six participants did not

really like to speak in English with their friends during the lessons.

Table 9

Data Analysis for the Feedback form (cycle 2_answer_yes)

Statement Frequency Percentage Min

I involved myself during lesson today. 6 100% 1.0

I liked the way teacher taught today. 6 100% 1.0

I liked to speak with my friends in

English today.

6 100% 1.0

I wanted this way of lesson will be

practice everyday

6 100% 1.0

I liked to go out from the class when

the teacher is teaching.

0 0% 0

I was sleepy during the lesson today. 0 0% 0

I was doing other work during class

today.

0 0% 0

I liked to act in front of the class during

the lesson today

6 100% 1.0

Based on table 9, the data had changed a little bit where by 100 percent of participants like the

way I taught in the lessons, involve themselves well, like to speak in English with their friends,

want these kinds of lessons to be practice every day and like to act in front of the class during the

lessons in cycle two. Meanwhile, none of them like to go out from the class, feeling sleepy and

doing other work during lesson in cycle one. The data for these three questions did not change.

6.3 Analysis and Interpretation of Data for RQ 3

6.3.1 Document analysis-Reflective Journal-Coding (Cycle 1)

Table 10

Critical Reflection (Cycle 1_Daily Life Conversation_ Role play video)

Theme Definition Example

The videos suitability Were the videos used in the

intervention were suitable for

the participant? Do the videos

“I found it the caption

provided was not really tally

with the situation acted out.”

help participant to improve the

communicating skill in guided

conversation?

“However, I found that the

pupils cannot really relate the

videos with their own daily

life situation. The situation is

not familiar with some of

them. Furthermore, actors and

actresses were adult.”

“I decided to use the video

that are more familiar (the

situation) to the participants,

used a more interesting and

simple videos in the next

cycle.”

Fluency of the acting/role play

by the participants.

Were the participants

managed to act naturally? Do

the videos help them to

communicate fluently with

their friends?

“However, I found that the

pupils cannot really relate the

videos with their own daily

life situation. The situation is

not familiar with some of

them. So their acting became

so unnatural.”

Teacher/Researcher’s

improvement.

How have I improved my

practice after the intervention

“I decided to use the video

that are more familiar (the

conducted? situation) to the participants,

used a more interesting and

simple videos in the next

cycle.”

Based on the Table 10, the videos used in the intervention were not suitable for the participant.

The videos did not help participants to improve their communicating skill in guided

conversation. The participants did not manage to act naturally. The videos did not videos help

them to communicate fluently with their friends. However, I managed to improve my practice

after the intervention conducted.

6.3.2 Document analysis-Reflective Journal-Coding (Cycle 2)

Table 11

Critical Reflection (Cycle 2_ Daily Life Conversation_ Learn English Videos)

Theme Definition Example

The videos suitability Were the videos used in the

intervention were suitable for

the participant? Do the videos

help participant to improve the

communicating skill in guided

conversation?

“The videos only told them

how to speak appropriately.

They need to show their own

body language and facial

expression.”

“I still used videos with real

people, but they were not in

the form of role play. The

videos explained to the

participants how to speak

appropriately in a certain

situation.

EnglishClass101.com videos

taught the participant how to

speak in appropriate ways in

three minutes.”

Fluency of the acting/role play

by the participants.

Were the participants

managed to act naturally? Do

the videos help them to

communicate fluently with

their friends?

“Surprisingly, they were very

natural to act out the situation.

This is because there were not

been tied with the videos that

they watched earlier.”

Teacher/Researcher’s

improvement.

How have I improved my

practice after the intervention

conducted?

“In the future, I will find and

use that kind of videos to help

my pupils to improve their

speaking skills when

communicating with others.”

Anderson & Lyon (2012)

Based on the Table 11, the videos used in the intervention were suitable for the participant. The

videos helped participants to improve their communicating skill in guided conversation. The

participants managed to act naturally. The videos help them to communicate fluently with their

friends. I managed to improve my practice after the intervention conducted.

7.0 FINDINGS

7.1 Findings for Research Question 1

Based on the data in Table 6 (page 31), it shows that not all of the participants were interested

and knew the appropriate ways to communicate with their friends in guided situation, but still the

percentage for a few statement in the observation checklist were high, it shows that cycle 1 was

almost to success. Only a few changes needed to be done to the intervention to get the full

success. None of them had shown natural body language, facial expression and suitable

intonation during conversation. It shows that the videos used in cycle 1 were not suitable to make

the participants to communicate effectively and naturally.

Based on Table 7 (page 33) the videos used in cycle 2 had helped the participants to improve

drastically. Most of the events and behaviours in the observation checklist had increased to

100%. The participants were found to participate actively when communicating in guided

conversations with their friends in class. They had more ideas to speak and they really

understood the videos shown during cycle 2 because the videos were simpler and easy to

understand compared to videos in cycle 1. Besides that they also had a purpose to speak in

English. As mentioned by Madsa, (2012) states in his research that to encourage students to

interact in English, the teacher must create a purpose or in other words create a situation. A

purpose or a situation will act as catalyst or guidelines for them to speak in English. The

situations and the purposes provided in the videos were suitable for them.

7.2 Findings for Research Question 2.

My second research question is ‘How does ‘watch, listen and speak up’ method help my pupils

to participate actively when communicating in guided conversations with their friends in class?’

When the participants show the eagerness to act it shows that the intervention had help them to

communicate in guided conversations with their peers. The intervention would not be a success

if the participant were not excited to implement it. According to Goh (2007) children expressions

tells us everything. If they like something they will definitely show on their face.

Figure 7. Participants were Excited when Communicating with Each Other.

Other than that, every time they practiced the situation given by the teacher based on the video

that they watched, it showed that they were actively participating to communicate with their

friends in English. Every time they practiced, they improved their speaking skill, like the quote,

Practice Makes Perfect.

Pupils’ achievements were really important to see the result of the intervention. Their

achievement were measured based on their final role play when the teacher asked them to

combine all situations. Based on the thematic analysis by colour coding the video transcript, they

had shown some improvement. ‘Most of the groups communicate smoothly’ (Table 8).

I also helped them to participate actively by giving them encouragement like providing them

with reward in the form of praising and encouragement if they show active participation. Based

on my previous experience, pupils love rewards. Rewards motivated them to participate actively

in class. Besides that, to help them, I also did a little bit of demonstration so that they understand

clearly how to act out the situation clearly.

Figure 8. Demonstration by Teacher and a Participant

Based on the survey conducted, the first cycle itself showed that 100 percent of the participants

liked the way teacher taught, wanted these kinds of lessons to be practiced every day, and liked

to act in front of the class during the lessons in the cycle one. This was because the teaching style

was different from the style that they always faced every day in class. The intervention consisted

of eight videos. According to Holmes and Gardner (2006) e-learning allows students to

communicate with more people in which it offers interaction one-to-one, one –to-many and

many-to-many.

7.3 Findings for Research Question 3.

My third research question is ‘How have I improved my practice after conducting this research?

The improvement of teacher’s practices was also important. When the participants showed

excitement it means that they enjoyed the session and the intervention. I managed to improve my

practice if the participants enjoyed and participated in the sessions.

Figure 9. Participants enjoying the session

Next is pupils’ improvement. Their improvement could be seen at the end of the session. Pupils

improvement showed the improvement of teacher’s practices. Based on Thematic Analysis of

colour Coding Video in the Table 8 earlier, participants managed to create their own sentences

and communicate with their friends naturally. They manage to communicate naturally in front of

the class. They even added on their own sentences and their own contents (table 8) lines 72-73.

Teacher’s practice need to be improved so that each and every one of them will participate

actively to fulfill the RQs.

Based on the reflective journal (Appendix G), the videos used in the intervention during cycle 2

were suitable for the participant. The videos helped participants to improve their communicating

skill in guided conversation. The participants managed to act naturally. The videos also helped

them to communicate fluently with their friends. I managed to improve my practice after the

intervention was conducted.

Based on Morozova (2013) learning English through the Web and using new trends in education

in schools and colleges make students willing to learn the language. The statement is also true

for my pupils, they became motivated to learn English when I used my intervention which

consist videos and simulations.