F. Research Procedure
The activities, which were carried out by the writer from the beginning until the end of this study, can be summarized in eight steps of procedures. First,
the researcher asked permission to the SMA Stella Duce Bantul principal to conduct the research. Second, the researcher conducted the initial observation to
the general situation of the class. From this observation researcher would obtain the general view of the problem. The teacher researcher observed the students’
ability in English speaking by conducting an English speaking course in one class, XII IPS 2 class. It would be the procedures of the diagnosing in the cycle.
Through the field notes and class observation the researcher gathered information about the personal identification and English education background, and also the
problems in learning English speaking that they have. Third, based on the result of the observation collaborated with sources,
human andor non-human; the researcher planned the most appropriate method to be implemented to the participants based on the problems. In other words, after
knowing the problems, the researcher planned teaching techniques to be implemented in order to solve the problems.
Fourth, the researcher took an action. The researcher stepped on the first general plan to be applied to the participants. In implementing the general plan,
the researcher should monitor the effect that rose in the first step action. The researcher evaluated the students whether the first technique planned and
implemented was successful or not. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Fifth, during the implementation the researcher observed and recorded the participants’ behavior, progress, and difficulties and also how the implementing
would go on in the speaking rubrics and field notes. The instruments were used to document the influences of the action dealt with the process. Besides, it was used
to get accurate data to revise the next cycle. In the research, an observer observed while the action was going on. The observer observed everything happened in the
class when the teaching learning was going on. The observer was someone who knew well about teaching learning activities and the materials.
Sixth, the researcher explained what she had done in the action. Then the researcher evaluated whether there were any weaknesses in the previous technique
while the problems were unsolved. The researcher and the observer discussed everything they felt in the action whether it was good or which part was not quite
good. The data identified in the speaking rubrics and field notes were used as a basis to implement the next cycle or teaching learning activities. The researcher
refined the teaching technique because there were weaknesses. She had to minimize it in the next cycle.
Seventh, the researcher planned another teaching technique to solve the problem since the weaknesses still exist from the first technique in the first cycle.
Then the researcher took an action and the technique was implemented to the participants. Similar to the first cycle, researcher and the observer observed and
reflected for the weaknesses. After the second cycle was done, the researcher found that the participants had achieved the indicators mentioned before.
Finally, after having two cycles of action research the researcher decided the most appropriate technique. The technique was applied to enhance and to
improve the speaking ability of the SMA Stella Duce Bantul. The technique was role play. In the research there were five stages in the action research that had
been passed. In doing the research, the researcher used five phases namely diagnosing, action planning, action taking, evaluating, and specifying learning.
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
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