and giving opinion expression. The other research team captured some pictures during the presentation and also observed all emerging activities in the classroom. To
make the class conducive, another research team assisted the researcher in handling the class. The changes and obstacles of the students‘involvement were written in the
field notes with the result to be evaluated in the next step. The actions would be implemented with some modification after looking at result the first cycle. Any
document record guided the researcher to do the next step.
4. Reflection
Based on the observation, the researcher and collaborator made a reflection of the implementation of the action. The reflection was conducted by interviewing the
students and the collaborator about their responses to the actions. The reflection was useful to show the effectiveness of the action conducted in the teaching and learning
processes. At the end of the actions, the researcher and the collaborator discussed the results of the implementation of the actions and the problems occurring during the
actions that seemed ineffective. The collaborator gave contribution to the reflection on the action that was taken. It was aimed to find out whether the actions were
successful or not. The successful actions were used and reapplied in the next cycle, but those which were unsuccessful would be changed or improved into the suitable
one.
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Research Procedure
There were some stages that were conducted in this research to solve the problem. Those are planning, observation and action and also reflection. Each phase
will be presented further in this chapter. The first phase was planning. The researcher worked collaboratively with the
English teacher to determine the problem related to the speaking skill in the class. The researcher conducted the observation to know the real situation in the classroom
and took a field note. The observation was done in class XI IPS 2 based on the English teacher suggestion. To complete the data in identifying the teaching and
learning process, interview with both English teacher and some students was conducted after doing observation. The interview was aimed to switch the found
problem by the researcher from the field note and to add clear description about the speaking skill problem.
After that, the researcher discussed and planned the actions to solve the identified problem with the English teacher as collaborator. In the action stage,
Directed Discussion Games was implemented during the teaching and learning process of speaking in English classroom. The actions were conducted in two cycles
and each cycle consisted of two meetings. While implementing the Directed
Discussion Games technique, the researcher and the collaborator also observed the condition of the class to know students’ responses.
Finally, the reflections were done in each meeting in every cycle to evaluate the actions. Reflections were needed to find out the problem that might arise during
the teaching and learning process and then to be overcome in the following meeting.
1. Identification of the Field Problems
Identification of the field problems was done after conducting observation and interviewing both English teacher and some students of class XI IPS 2 of SMAN 2
Sleman for one a half hours on Wednesday October 30
th
2013. The situation and condition of the teaching and learning process was described in the following field
note observation below. After Mrs.S entered the class and introduced P to the students in the class
XI IPS 1, P sat behind observing the teaching and learning process on that day. While waiting for students who came late to the class, Mrs.S played some jokes to
the students. When the students were complete, Mrs.S started to begin the lesson by having a praying and greeting the students. After that, Mrs.S asked the
students to seek difficult words in the listening transcript that has been distributed before. Then, Mrs.S discussed the words and translated it before playing the audio
recording. After discussing the difficult words, Mrs.S played the audio recording for about twice up to third time. When Mrs.S finished playing the audio, she
asked the students to write their answer in the white board and it could be different each other. After Mrs.S gave the explanation about the material, some
students answered in the Indonesian language but most of them were sleepy and did not pay attention to the teacher’s talk and even interacted with others. Bahasa
Indonesia and English were used by Mrs.S during the English classroom. According to Mrs.S, listening session was the material that she delivered on that
day in order to save the energy. It could be seen that some students who were given the questions from Mrs.S looked having a hesitation to answer and even
they pointed another students to do it. There were some students answering the questions from Mrs.S in wrong choice of words and mispronouncing the words.
The words that were often mispronounced by the students were foreign, low,
