In the discussion session, the teacher should provide some terms to observe. For example:
• The appearance of the performers. Whether they are natural or not. • The way they express their feeling.
• Behavior • Problem solving
• Diction, accuracy, and fluency. g. Repeating the role play
This repetition can be done more than once. The teacher and students may exchange their ideas or suggestion to the role play.
h. Expressing experiences The purpose of this step is trying to see the relation between the situation
and the students’ experiences in the role play. The advantage of this step is that students can apply the principle of the game and the way to solve problems if it
really happens in real life.
B. Theoretical Framework
This section summarizes and synthesizes some theories presented previously and relates those theories to the study. From the theory of interactive
language learning, it can be inferred that in learning speaking students need to interact with each other through oral or written discourse to enhance their abilities.
According to the theory, the ability to speak will be a good point for anybody in the communicative nuance. In the theory of speaking, students need to know how
to articulate sounds appropriately, students need enough vocabulary, and need master syntax. However, the students of the twelfth grade of SMA Stella Duce
Bantul are less capable of speaking English. The researcher has noticed this problem and wants to find an immediate solution through conducting a classroom
action research. The research problem concerns what the appropriate technique to improve
the English speaking ability of the students. The researcher should have some criteria to determine whether the techniques in teaching speaking can improve the
students’ English speaking ability or not. The theories in procedures of communicative language teaching and the interactive language teaching will form
the basis for determining the success or failure of plans. In which, the teacher has basis in ways to teach speaking in interactive and communicative procedures.
Furthermore, speaking is one of the English skills. Therefore, researcher applies techniques in accordance to the curriculum of education for the twelfth
grade students to meet the indicators of English speaking. The researcher will improve the students’ English speaking ability through a classroom action
research. As the theory of classroom action research, researcher should apply one or more teaching techniques that can be successful in improving students’ English
speaking ability. In this action research, the researcher should be creative in designing
various materials as well as choosing suitable sources and media. According to theories of teacher’s role and student’s role, students as the subject of study
should participate actively in teaching learning process. A good relationship PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
between the teacher and the students will build the students’ motivation, which is very meaningful in solving the problems. The willingness to practice their English
speaking both inside and outside the classroom will make them more successful in improving their English speaking ability. The collaboration between the school,
the students, and the researcher is essential in conducting classroom action research. Then, the steps in conducting classroom action research and the
representation of the cycle can bee seen in the figure below:
DIAGNOSING
SPECIFYING LEARNING ACTION PLANNING
EVALUATING ACTION
TAKING a
Figure 2.2 The Action Research Cycle Baskerville, 1999: 9
To conduct the first cycle of an action research, there are five steps as follows:
Diagnosing: Diagnosing corresponds to the identification of the primary problems that are the
underlying causes of the research for change. Diagnosing involves self- interpretation of the complex organizational problem in a holistic fashion.
Action Planning: The researcher then acts in the next activity, action planning. This activity plans
actions that should relieve the primary problems. The discovery of the planned actions is guided by the theoretical framework, which indicated both some desired
result for the participants, and the changes that would be achieved. Action Taking:
The researcher implements the planned actions. This step causes change to occur and leads to an improved situation.
Evaluating: After the actions are completed, the researcher evaluate the outcomes. Evaluation
is used to see whether the actions taken can relieve the problems. Where the change is successful, the evaluation must critically question whether the action
undertaken is the sole cause of success. Where the change is unsuccessful, some framework for the next iteration of the action research cycle should be established.
Specifying Learning: The success or failure of the actions provides important knowledge to the
researcher for dealing with future research settings. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III RESEARCH METHODOLOGY
This chapter presents a discussion of the method used in the research. The discussion includes research method, research participants, research instruments,
and data gathering technique, data analysis, and research procedures.
A. Research Method
The research was an action research. According to Elliot 1991: 54 action research is concerned with the everyday problems experienced by teachers, rather
than the ‘theoretical problems’ defined by pure researchers within a discipline of knowledge. He also says that “action research combines diagnosis with reflections,
focusing on practical issues that have been identified by participants and which are somehow both problematic yet capable of being changed.” It can also be
defined that action research is designed to bridge the gap between research and practice. Somekh 1995: 340 explains that “action research should contribute not
only to practice but to theory of education and teaching which is accessible to other teachers, making educational practice more reflective.” Mills 2003
explains that action research is any systematic inquiry conducted by teacher researchers to gather information about the ways that their particular school
operates how they teach, and how well their students learn. The information is gathered with the goals of gaining insight, developing reflective practice, effecting
positive changes in the school environment and on educational practices in
33 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
