3. Action and Observation
The plan was the one which was carefully considered involving a number of thoughtful interventions of the teaching
situation that was put into action during an agreed period of time. After the plan was put in action, the researcher did a systematic
observation regarding the effects of the action and document, the context, actions and opinions of the involved ones. The data were
analysed to find the parts that were not good or the parts that could be done better. When the plan worked as the researcher expected,
the researcher re-used it in the next cycle. However, when the plan did not work as expected, the researcher modified the plan with the
data of the observation as the consideration and adjusted it to be suitable for the situation and condition in the field. The adjusted
plan was used in the next cycle. 4.
Reflection In this step, the researcher needed to reflect on, evaluated
and described the effects of the action so as to acknowledge of what had happened and to understand the issue that had been
explored more clearly. We could also state that the action that was done was successful
or not to improve the students’ speaking ability.
D. Data Collection Techniques
The data for this research were collected by using several techniques. The techniques were:
1. Observation
It was used to observe carefully the way the teaching- learning process happened, in order to learn more about it and to
collect the required data. 2.
Interview Interview was used to analyse the problems and
expectations of the students and teacher about speaking ability and how to improve them.
3. Test
There were two kinds of tests in this research. They were a pre-test and post-tests. Below are the explanations of both tests.
a. The pre-test was used before the action. It was used to
identify the students’ speaking ability and to know how well they performed spoken English before the action
was given to them. b.
In the post-tests, the students were given an evaluation. It was used to check whether playing detective games
could improve students’ ability in speaking or not.
4. Documentation
Documentation was a method of collecting data that was used to save all information of the research. Documentation could
also be used to monitor all the research process. In this research, documents that were used we
re the result of assessment, students’ attendance, photos, videos, and other relevant documents.
E. Data Collection Instruments
The instruments that were used in this research were field notes, observation checklists, interview guidelines, the speaking scoring rubric,
and the tests. Field notes were notes taken by the researcher during observation. It was used to document all the occurrences during the
teaching and learning process, what the strength and the weakness of the teaching method,
the students’ performance and many more. Observation checklists were used by the researcher to take notes of
all the facilities that are available in the classroom or the school while interview guidelines were the lists of questions that would be asked by the
researcher to the teacher and students during interviews. Speaking scoring rubric wa
s the rubric used to score the students’ performance during the pre-test and post-tests.
Interview guidelines contained the questions or the things that the researcher needed to know about the teacher, students, media, situation,
and other required data of the research subjects and research setting. It was
