30 speaking rubrics as the instruments of the data collection. The brief information
about the data collecting techniques and instruments is presented as follows.
1. Class Observation
Class Observation was done to monitor the teaching and learning process in the class. During the observation, the researcher collected the data by observing
class situation. It was recorded in the form of observation checklist and field notes. Observation checklist aimed to obtain information about implementation of
the planning and the procedures of the actions. It was also used to gather data about the students’ activity during the teaching and learning process. In addition,
field note was used to record facts which could not be put in the observation forms.
2. Interview
Interview was used to know the effectiveness of the actions. In this research, the researcher interviewed the English teacher and the students about
comprehensive information related to the teaching and learning speaking process through role play. In this case, the data were gathered to know the students
’ feeling during the class activities. The results of the interview was recorded in the
form of interview transcripts.
3. Testing Students’ Performance
Testing students’ performance was done before and after implementing the actions. Before carrying out the action, the researcher conducted a pre-test to
identify the problems as the basic knowledge to do the research. At last, the
31 researcher conducted two post-tests to measure the development
of the students’ speaking skill after implementing the action, in the last of first cycle and second
cycle. A pre-test and post-tests were used to know and to measure the students’
speaking skill.
F. Data Analysis
The data collected was analyzed qualitatively and quantitatively. All of the data gather from observation checklist, field notes, questionnaire data and
interview transcripts and questionnaire data were analyzed qualitatively, while the data obtained from the tests pre-test and post-test were analyzed quantitatively.
The steps of the data analysis included collecting the data, comparing and cross checking the data from the observation checklist, interview transcript, field notes
and students’ tests.
G. Research Procedure
There are five phases in the action research, which include problems identification, planning, action and observation, and reflection. The researcher
used the procedure of action research proposed by Kemmis and Mc Taggart 1988 in Koshy 2005:4. The procedure is presented as follows.
32
1. Reconnaissance
This is the first step that has to be known by the researcher. In this first step, the researcher carried out the research collaboratively with the English teacher in
this school. In this case, the researcher collected information concerning the students’ speaking skill. The researcher did pre-test, observation and interviews
the students and English teacher to identify the existing problem in class related to the students’ speaking skill. After that, the researcher determined the research
concern. More formally, doing reconnaissance involved the time to reflect on the researcher’s belief and to gain a better understanding of the nature and context of
your research problem Mills, 2011.
2. Research Cycle
In this process, the researcher implemented the actions in some cycles depending on the need of the research. There were three procedures implement in
Figure 2: Action Research Process by Kemmis and McTaggart
