5.

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

Type of Data

Instrument Used

i.

Observation

i.

observation
checklist

i.

Observation

i.

Video recording-

How was Data

Analysed?
i.
Statistics

i.

Coding

listen and speak

up method help
my
pupils
to
participate actively
when
communicating in
guided
conversations with
their friends in
class?
3. How
have
I
improved
my
practice
after
conducting
the
research?

ii.

Survey

i.

Feedback form.

ii.

Statistics.

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
1. Pupils participated actively in the
2
conversation.
2. Participants spoke in the

Percentage
33.3%

Min
0.3

83.3%

0.83

given.
3. Pupils showed appropriate body

83.3%

0.83

language during conversation

4. Pupils body language were

natural
5. Pupils showed appropriate facial

83.3%

0.83

expression during conversation.

6. Pupils facial expressions were

natural.
7. Pupils showed appropriate

83.3%

0.83

intonation based on situation.

8. Pupils intonations were natural.

conversation based on situations

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
1. Pupils participated actively in the
6
conversation.
2. Participants spoke in the

Percentage
100%

Min
1.0

100%

1.0

situations.
3. Pupils showed appropriate body

100%

1.0

language during conversation

4. Pupils body language were

83.3%

0.83

natural
5. Pupils showed appropriate facial

100%

1.0

expression during conversation.

6. Pupils facial expressions were

83.3%

0.83

natural.
7. Pupils showed appropriate

100%

1.0

intonation based on situation.

8. Pupils intonations were natural.

100%

1.0

conversation based on the

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 teachers 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
I involved myself during lesson today.
5
I liked the way teacher taught today.
6
I liked to speak with my friends in
4

Percentage
83.3%
100%
66.7%

Min
0.83
1.0
0.67

English today.
I wanted this way of lesson to be

100%

1.0

practiced everyday
I liked to go out from the class when the

0%

teacher is teaching.
I was sleepy during the lesson today.
I was doing other work during class

0
0

0%
0%

0
0

today.
I liked to act in front of the class during

100%

1.0

the lesson today

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
I involved myself during lesson today.
6
I liked the way teacher taught today.
6
I liked to speak with my friends in
6

Percentage
100%
100%
100%

Min
1.0
1.0
1.0

English today.
I wanted this way of lesson will be

100%

1.0

practice everyday
I liked to go out from the class when

0%

0%

the teacher is teaching.

I was sleepy during the lesson today.
I was doing other work during class 0
today.
I liked to act in front of the class during 6

0%

100%

1.0

the lesson today

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
The videos suitability

Definition
Example
Were the videos used in the I found

it

the

caption

intervention were suitable for provided was not really tally

the participant? Do the videos with the situation acted out.
help participant to improve the However, I found that the
communicating skill in guided pupils cannot really relate the
conversation?

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 Were the participants managed However, I found that the
by the participants.

to act naturally? Do the videos pupils cannot really relate the

help them to communicate videos with their own daily
fluently with their friends?

life situation. The situation is

not familiar with some of
them. So their acting became

Teacher/Researchers

so unnatural.
How have I improved my I decided to use the video

improvement.

practice after the intervention 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
The videos suitability

Definition
Example
Were the videos used in the The videos only told them
intervention were suitable for how to speak appropriately.
the participant? Do the videos They need to show their own
help participant to improve the body

language

and

facial

communicating skill in guided expression.

conversation?

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

certain

EnglishClass101.com

videos

situation.

taught the participant how to

speak in appropriate ways in
three minutes.
Fluency of the acting/role play Were the participants managed Surprisingly, they were very
by the participants.

to act naturally? Do the videos natural to act out the situation.

help them to communicate This is because there were not
fluently with their friends?

been tied with the videos that

Teacher/Researchers

they watched earlier.

How have I improved my In the future, I will find and

improvement.

practice after the intervention use that kind of videos to help

conducted?

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 teachers 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 teachers 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.
Teachers 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.