Kamis, 29 Desember 2016


Data Collection Methods for Program Evaluation: Observation


                         
Observation  is way of gathering data by watching behavior, events, or noting physical characteristics in their natural setting. Observations can be overt (everyone knows they are being observed) or covert (no one knows they are being observed and the observer is concealed).

Observations can also be either direct or indirect. Direct observation is when you watch interactions, processes, or behaviors as they occur; for example,. Indirect observations are when you watch the results of interactions, processes, or behaviors.


When should you use observation for evaluation?

·         When you are trying to understand an ongoing process or situation.
If you want evaluating the situation you can use observation for get the information.


·         When you are gathering data on individual behaviors or interactions between people.
If you are want analysis individual behavior you can use observation.


·         When data collection from individuals is not a realistic option.
If respondents are unwilling or unable to provide data through questionnaires or interviews, observation is a method that requires little from the individuals for whom you need data.

How do you plan for observations?

·         Determine the focus.
Think about the evaluation question(s) you want to answer through observation and select a few areas of focus for your data collection.

·         Design a system for data collection. Once you have focused your evaluation think about the specific items for which you want to collect data and then determine how you will collect the information you need.

·         Recording sheets and checklists

·         Observation guides list the interactions, processes, or behaviors to be observed with space to record open-ended narrative data.

·         Field notes are the least standardized way of collecting observation data and do not include preset questions or responses. Field notes are open-ended narrative data that can be written or dictated onto a tape recorder.
·         Select the sites. Select an adequate number of sites to help ensure they are representative of the larger population and will provide an understanding of the situation you are observing.
·         Select the observers. You may choose to be the only observer or you may want to include others in conducting observations. Stakeholders, other professional staff members, interns and graduate students, and volunteers are potential observers.

 What are the advantages of observation?
  • Collect data where and when an event or activity is occurring.
  • Does not rely on people’s willingness or ability to provide information.
  • Allows you to directly see what people do rather than relying on what people say they did.


What are the disadvantages of observation?
  • Susceptible to observer bias.
  • Susceptible to the “hawthorne effect,” that is, people usually perform better when they know they are being observed, although indirect observation may decrease this problem.  
  • Can be expensive and time-consuming compared to other data collection methods.
  • Does not increase your understanding of why people behave as they do.





THE EFFECTIVENESS OF GIST (GENERATING INTERACTIONS
BETWEEN SCHEMATA AND TEXT) AND KWL (KNOW, WANT, AND
LEARNED) STRATEGIES TO IMPROVE READING ACHIEVEMENT
OF MALE AND FEMALE STUDENTS.

INTRODUCTION
In this study, the researcher wants to find out the effectiveness of GIST (Generating Interactions between Schemata and Text) and KWL (Know, Want, and Learned) strategies to improve reading achievement of male and female students. GIST is a teaching strategy used to teach expository and narrative texts (Richardson,2000). It provides students with a way to summarize information by discarding unimportant information and focusing on the key words or ideas of the passage. KWL strategy is was firstly developed by Dona Ogle in 1986, and is used to guide students through text (Corner, 2006: 1)Considering the benefits of using GIST and KWL strategies mentioned above, the researcher wants to find out the effectiveness of both strategies to improve students’ reading comprehension with low and high achievement. The result of this study may help English teachers to use innovative strategies in teaching reading classes especially in teaching genres.

METHOD
 The researcher using experimental study. Nunan (1992: 24) states that experiment is carried out in order to explore the strength of relationship between variables. There are three variables in this study namely independent variable, dependent variable, and moderator variable. The independent variables are GIST and KWL strategies. The dependent variable is achievement, and the moderator variable is motivation.
The population of this research is the eleventh graders of senior high school 2 Demak. Two classes are chosen as the samples. They are XI IPA 4 and XI IPA 5. GIST strategy is used to teach XI IPA 4 as the first experimental group, while KWL strategy is used to teach XI IPA 5 as the second experimental group.
Tests are used in this study as the instruments. Tryout, pretest, and post test are conducted to answer the statements of problem. T-Test is used to answer statements of problem number one up to four. While ANOVA is used to answer statements of problem number five up to seven.

RESULTS AND DISCUSSIONS
 After doing pretest and post the researcher find that the score of male student is reading is getting better after applying Gist strategy. Not only for male student but female student also get the better score between pre test and post test its mean the using of gist strategy can increase the score of male and female student in reading comprehension.
Than for KWL, in pre test using expository text male student  mean score is 50.41 after applying KWL strategy in post test the mean score is 70.00. for female student in pre test the mean score is 50.52 and in post test the mean score is 70.20 its mean that KWL strategy is effective to improve reading achievement for male and female students.

CONCLUSION

The conclusion of this study is GIST and KWL strategies are effective to improve male and female students. In addition, there is no significant difference of the use of GIST and KWL strategies to improve reading achievement of male and female students. Furthermore, there is no significant difference of gender in using GIST and KWL strategy to improve reading achievement. Finally, there is no interaction among GIST, KWL, reading achievement, and gender.