1.

1 Questionnaire
For the test data, I compared the pupils’ scores for both Test 1 and Test 2.
In this section, I will explain how I will analyse the data for my study. According to Burns
(1999), he claims that, data analysis in action research is not only focused on the components
“actions” cycle, but more towards the observing and reflecting. In order to make sure that my
findings in this study is reported in a systematic way. First, I analysed the data separately the
data from each instruments. Then, I interpreted my findings and drew inferences from the
result. Last but not least, I synthesised together all the information with reference to actual
quotes from participants or documents to illustrate the results.

Tests
For the tests, I obtained the scores for each pupil from both test 1 and test 2. Then I
tabulated the scores according to test category. Table 1 shows how the scores tabulated. For
this instrument, I compared each pupils’ scores between the traditional and col-gate teaching
method, that is between Test 1 and 2. I also compared the overall mean score for the
participants between the two teaching methods.

Table 1
Comparison of Scores between the Traditional and Col-gate Teaching Methods
Pupils

Method
Traditional (Test 1)

Difference
Col-gate (Test 2)

A
B
C
D
E
Mean
The differences in scores between the traditional and Col-gate teaching methods will show
which one is more effective in ensuring that the pupils perform better. If the pupils achieve better

I can also . if the mean of an item for the Col-gate method is higher than the mean for the traditional method. I compared the mean for each item between the traditional and Col-gate teaching methods. Based on Table 2. then it can be said that the pupil performed better when taught using the Col-gate teaching method. the higher score shows that the method is not effective in developing the pupils’ ability in writing using the right choice of words. However. Questionnaires For the questionnaire data. After that. Interviews I also supported my findings from the tests and the questionnaire with my interview data. I transcribed the interviews and use excerpts from the interviews to support my findings. if the mean for item 1 is higher for the Col-gate method. I calculated the mean for each item in the questionnaire. Item 1 Method Traditional Col-gate Difference I can understand how to choose the correct word in today’s lesson 2 The teaching method today was effective in helping me understand which word comes along another word 3 I can answer the questions in the worksheet with without guessing 4 I think collocations are confusing. it shows that the Col-gate method is more effective in developing pupils’ ability in writing sentences with the correct choice of words. For example. for item no 4. Table 2 Comparison of the Item Means between the Traditional and Col-gate Teaching Methods. which is negatively stemmed item.score in using the Col-gate method as compared to the traditional one. it proves that pupils understand better when taught by using the Col-gate method compared to traditional method. The results are tabulated as in Table 2.

Me : Compared to the previous method.code and categorize the data to look for emerging themes that can help explain my findings from both the tests and the questionnaire. I : Why is that so? Pupil E : Because this is not how we normally learn to write I : Compared to the previous method which method do you prefer? Pupil E : I prefer the previous one. Me : Do you think the method helps you to learn on writing using correct words? Pupil D : Yes. I : Do you think the method did not help you to learn? Pupil E : Yes. Example 2: Interview data that does not support the use of Col-Gate Method I : How do you feel during the lesson today? Pupil E : Boring. Examples of possible interview data are as follows: Example 1: Interview data that supports the use of Col-Gate Me : How do you feel during the lesson today? Pupil D : Excited. which method do you prefer? Pupil D : I prefer using pictures and stickers. Me : Why do you feel excited? Pupil D : Because I can see the pictures and paste stickers. I : Why do you feel boring? Pupil E : Because I think I was playing didn’t learn anything. . Me : Why do you prefer that method? Pupil D : It is fun and interesting.

During the lesson. perhaps the method was not able to help them understand and use prepositions correctly? (Journal Entry No. I think this shows that he is confident. I thought I had described what to do clearly but they were still confused with the prepositions learnt today. I included in some photographs throughout the session as an evident for my journal and observation as well. Example 1: Journal entry that supports the use of pictures in teaching prepositions. I could hear some pupils explaining to the other pupils. my findings from the tests and questionnaire was supported by my journal entries. I also supported my findings from the tests and questionnaire with my journal entries.19.18. I am glad that the pupils concentrated during the lesson. Besides the interviews. 12 March 2015) . The mood of the classroom appears pleasurable. they did not know how to answer the task sheets. Is it because they did not pay attention while I was teaching? Was the method not interesting enough to attract their attention? Did the method confuse them? Or. I also used photographs to serve as the evidence for my journal entries and observation. Even Pupil C who always asks for his friends’ help was trying to complete the task given by himself. Journals Other than interviews. 10 March 2015) Example 2: Journal entry that does not support the use of pictures in teaching prepositions. (Journal Entry No.I : Why do you prefer that method? Pupil E : It was more direct and there was more practice. many pupils wandered to other pupils’ tables to seek clarification on the task. I think I learnt something there. In other words. interested in the lesson and able to understand the lesson. Below are two possible journal entries.