2. Acting
In this phase, the researcher implemented the teaching scenario in the teaching learning process. The researcher thought about speaking
through the interpretive skills by the use of photograph and paintings. These research actions were carried out in two cycles. In the action stage,
the lesson plans and the materials and other teaching media were used in the classroom. In this stage, the English teacher acted as an observer
abbreviated T, while the researcher acted as the action taker R and the students acted as the subject of learning St.
In this stage, the plans were carried out in the classroom. Besides, the researcher also made some changes and revisions in the use of game
and the grouping techniques as solutions of the problems.
3. Observing
When the action was done, the researcher and observer observed the teaching learning process, and also the teacher and students’ activities
based on the observation checklist to give the researcher feedback on her teaching techniques.
4. Reflecting
The result of the observation and other data were analyzed by the researcher and collaborators. Since this research was done
collaboratively, the reflection session was carried out collaboratively too. It means that the research team came to the deep thinking on how to
improve the effectiveness of the teaching-learning process so that the
improvement desired by the researcher and the teacher could be achieved. The reflection session was expected to be useful in revising the plan and
actions so that the efforts could be done in a better way. Meanwhile the evaluations were done in three ways. The first was
a short term evaluation which was done in every meeting. The second one was a long term evaluation which was done in every cycle. The last one
was the evaluation of the overall practices which was done in the end of the second cycle. The evaluation involved the researcher and the English
teacher.
5. Re-Planning
The result of the reflection, then, was used to determine a new plan.
E. Data Collecting Techniques
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