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results were transferred into field notes. After that, I and English teacher crosschecked the data to see the similarities of the data.
G. The Procedure
To carry out the actions, I used the procedure of action research proposed by Kemmis and McTaggart in Burns 2010. The procedure of this research could be
seen below.
1. Reconnaissance
In this step, I found out valuable information concerning the students’ speaking skill. I identified the existing problems and obstacles in the English teaching
learning process by observing and interviewing the teacher and the students.
2. Planning
After doing the observation and interview in reconnaissance stage, I made some plans to determine feasible actions to be implemented in the field. In planning
the actions, I worked together with the English teacher. The plan for this action research was using videos to improve the students’ English speaking skill.
3. Action and observation
In this stage, I carried out the actions that had been planned before. The actions implemented in two cycles. All activities in the classroom during the
implementation of the actions were recorded and analyzed.
4. Reflection
I made some notes and reviews on the changes during the implementation of the actions. The reflection was carried out to decide whether another cycle was
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needed or not. If the actions were successful, I continued to implement the actions to the next cycle. However, if the actions were not successful, the actions were modified
or other suitable actions were implemented in the next cycle to solve the existing problems.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
This chapter copes with explanation and discussion of the research findings. It consists of three main parts: research procedure and findings, the implementation of
the action and discussion, and result of pre-test and post-test on the students’ speaking skills.
A. Identification of the field Problems
To give clear understanding on the research process, the description of steps in action research suggested by Kemmis and McTaggart 1988 with some
modification is presented as follows:
1. Reconnaisance
The research process began with the formulation of the problems identified in the field. To identify the field problems, I conducted some observations and interview
with the English teacher and the students. The observations were conducted in two meetings. The observations were done on 31th October 2013. The field problems
occurred during the teaching and learning process could be seen in Table 4.1.
2. Identification of the field problems
From the observation and interview, it could be identified that there were many problems in the process of teaching and learning at class X of SMK PI
Ambarrukmo 1 Sleman. The problems were related to both the teacher and the
