Since everything had been planned carefully, it was expected that the process of delivering the materials would run well during the teaching and
learning process. However, sometimes there were some unexpected events that appeared during the lesson. Therefore, it would be better if we as the researcher
prepared not only one plan but also several back up plans just in case if something went wrong during the lesson then the teacher already knew what to do and how
to handle the situation. The situation in the classroom was sometimes unpredictable. Having more preparation before entering the class was an
important thing to do.
3.3.2 Acting
In this phase, the researcher would execute the lesson plan and introduced to the students about the non-projected visual media. The researcher would apply the
lesson plan carefully and try not to go out of the track except unpredictable situation happened in the classroom. Therefore, the researcher as the classroom
teacher should be ready for any possibilities. The use of non-projected visual media in teaching and learning process only
had one main purp ose which was to improve the students’ speaking skill. The
researcher would explain carefully about how to use them in the learning process. The researcher would divide the students into some groups and then each group
would use non-projected visual media with the same members of the group.
3.3.3 Observing
In this phase, the researcher would conduct the observation toward the teaching and learning process using non-projected visual media. The researcher
paid attention carefully to the students’ behavior while they were studying English
using the non-projected visual media. The researcher took note and wrote anything which was necessary for the improvement in the next cycles.
The researcher monitored how the way the students used non-projected visual media to improve their speaking skill. Whenever there was a difficulty or
question, the researcher should be ready. Looking from the students’ behavior toward the non-projected visual media, when the researcher thought that the use
of the media was not satisfactory, then the researcher had to think another better form of non-projected visual media for the next cycles which could improve the
students’ speaking skill significantly.
3.3.4 Reflecting
In this phase, the researcher would analyze the data taken from the first cycle
. The data was taken from the students’ speaking score in the first cycle after the first action had been implemented. Besides that, the researcher also analyzed
the use of the non-projected visual media during the teaching and learning process. What the advantages and the weaknesses of the media were. Those notes
would be the basic to prepare the next plan for the next cycles. Since the main purpose of this research was to improve the students’ speaking skill, so when the
data showed that there was no significant improvement, then the researcher had to be ready for the next cycles. However, when the data showed that there was
significant improvement toward the students’ speaking skill, then the action might be stopped. It meant that the action had completed.
3.4 Data Gathering Instrument
For the purpose of this study, the researcher used two kinds of data collecting which were qualitative data gathering and quantitative data gathering.
The qualitative data were taken from the result of the observation and also the interview. Meanwhile, the quantitative data were taken from the result of the need
analysis questionnaire, and also the result of the pre-test, and the test score from each cycle.
Observation was one of the most important aspects in doing action research. The purpose of this activity was to find out what was going on in the learning
process. From the observation, the researcher would find if there was something wrong and what it was that needed to be fixed during the learning process.
Therefore, the first observation was conducted before action research was applied. The purpose of this first observation was to find out the problems which happen
during the learning process. The continuously observation also conducted in the middle of the actions. The purpose of this observation was to find out whether the
actions that the researcher did during the learning process were effective or not. If it was found that the actions were
not effective enough to improve the students’ speaking skill, then the next action should be carried out and it should be more
effective than the previous one. Therefore, the researcher had to prepare the notes to record the situations that happen during the learning process.
Another way to collect the data was to interview the research participants. In this research, the researcher conducted several interviews to gain more useful
data. The first interview or pre-research interview was done before the researcher conducted the treatments to the students. The purpose of this interview was to find
out the students’ opinion about the teaching and learning process in previous semester and the effect of those teaching and learning process toward the
students’ speaking skill. The other interviews were conducted in the end of each PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
cycle. The purpose of the interview was to find out the students’ reflection toward
the activities that had been conducted during the treatment. It was also to gain some information about the use of non-projected visual media during the teaching
and learning process and whether the media gave some improvement to the students’ speaking skill. From the result of this interview, the researcher would
find the advantages and the weaknesses of the action and it could help the researcher to improve the next treatment. In this research, the researcher used
free-guided interview in which the questions might be developed from the students’ answers.
To obtain more information about the thoughts, feelings, attitudes, personality, and perceptions of the research participants, a questionnaire was used
in this study. Johnson Christensen 2012 defines a questionnaire as a self- report data-collection instrument which each research participants fills out as part
of a research study. Arifin 2011 mentions some advantages in using the questionnaire as the data collection, they are 1 freely to answer by the
respondents without any interfere relation between the respondent, and the researcher; 2 the information or the data collection is easier to collect because
the data is homogen; 3 it can collect the data from numerous respondents. The respondents in here are the people who give respond about the questions given
and the respondents at least must have enough educational background to read and answer the questions. In this study, the respondents would be the eighth grade
students of Junior High School. The last way to collect the data was the test. In this research, the researcher
conducted several tests to recognize the improvement of the students’ speaking PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
skill before and after they used non-projected visual media during the learning process. The first test or pre-test was conducted in the beginning of the research
before non-projected visual media were applied in the learning process. The other tests were conducted right after a cycle had finished. Since the researcher
conducted the research in three cycles, there would be cycle 1 test, cycle 2 test, and cycle 3 test.
Since action research is concerned with gaining insights in one specific situation that may be useful or relevant in solving problems for other teachers,
there are five validities to evaluate the quality and acceptability of this research namely democratic validity, outcome validity, process validity, catalytic validity,
and dialogic validity. Burns 1999 states that democratic validity relates to the extent to which the research is truly collaborative and allows for the inclusion
several voices. Outcome validity relates to the notion of actions leading to outcomes that are successful within the research context. Process validity relates
to the dependability and competency of the research. Catalytic validity relates to the extent to which the research allows participants to deepen their understanding
of the social realities of the context and how they can make changes in it. Dialogic validity relates to the processes of peer review which are commonly used in
academic research.
3.5 Technique of Data Analysis
In this research, the researcher used two methods to collect the data, which were qualitative and quantitative method. The qualitative data were the
observation and the interview. The quantitative data were the questionnaire and the test. Those data later on would show the connection between one to another.
There were several observations conducted in this research. The first observation was conducted before the research started. The purpose of this
observation was to discover the situation of the teaching and learning process in the classroom without using non-projected visual media. The next observations
were conducted in the middle of the actions. The purpose of these observations was to discover the effect of the use of non-projected visual media in speaking
activity. Later on, the results of the observations were used to repair and to improve the actions in the following cycles.
The questionnaire was made for the need analysis data. There were twenty- five statements in the questionnaire based on a Likert scale, sequentially assigning
values of 1, 2, 3, 4 and 5 to options of strongly disagree, disagree, less disagree, agree, and strongly agree. The questionnaire was written in Indonesian and not
written in English in order to avoid the students’ misinterpretation especially when the stu
dents’ vocabulary in English was very limited. The questionnaire was given to the students at the beginning of the research, it meant before the
treatments were applied in the learning process. The purpose of this questionnaire was to discover the students’ ability in speaking English based on their own
opinion, the importance of speaking skill, the regular situation of the teaching and learning process before the research was conducted, were there any kinds of
media that the previous English teacher used in teaching and learning process to improve their ability in speaking. Later on, the result of the questionnaire would
be used as a guidance to improve the students’ speaking skill. The blueprint of the need analysis questionnaire could be seen further on appendix 1, page 133.
The researcher also conducted some interviews during the research. The pre-research interview was conducted before the researcher applied non-projected
visual media in the teaching and learning process. The purpose of this interview was to find out the students’ thought about the learning speaking situation so far
in the classroom, how the learning situation might affect the students’ speaking
skill, how far was their ability in speaking English, what were their problems so far in learning speaking, what did they need to improve their speaking ability. The
other interviews were conducted in the end of each cycle as the reflection of what the students had learnt during the teaching and learning process. The purpose of
these interviews was to discover the effect of the use non-projected visual media toward the students
’ speaking skill during the teaching and learning process. In this research, the researcher and the students worked together to find the
solution of the problems that the students faced in improving their speaking skill during the learning process. The interview was about their opinion in learning
speaking by using non-projected visual media, did they gain any improvement in speaking after learning English by using non-projected visual media, and what
were their suggestions about non-projected visual media that they used in the learning process. The blueprint of the
students’ reflection interview could be seen on appendix 2, page 140.
After received the students’ reflection during the interview session in the end of each cycle, the researcher would gather the data. Later on, the result of the
interview would provide the researcher some feedback which was very helpful in improving the next action for the next cycle.
Tests were also conducted in this research. The pre-test was conducted at the beginning of the research. The researcher interviewed the students one by one
in order to know their ability in speaking so far. The result of the test was used as a reference to improve the students’ speaking skill in the cycles. The next tests
were conducted in the end of every cycle. Since there were three cycles, then there would be three tests. Test in cycle 1, test in cycle 2, and test in cycle 3. The
function of the tests in each cycle was to measure the students’ achievement in speaking. In the test of each cycle, the researcher interviewed the students one by
one by showing some pictures and asking several questions related to the material given.
3.5.1 Analyzing Qualitative Data
According to Burns 1999 there are five stages in analyzing the data. The first step is assembling the data. The second is coding the data. The third is
comparing the data. The fourth is building interpretations. The fifth is reporting the outcomes.
In this research, the researcher would gather all of the data started from the first interview until the last interview. Next, the researcher would count the results
of the need analysis questionnaire. After that, the researcher would compare the data from the results of the interview until the need analysis questionnaire. Then
the researcher would interpretate the results and the last was giving the report.
3.5.2 Analyzing Quantitative Data
There were two kinds of quantitative data, they were questionnaire and test. The questionnaire would be presented in tables and it would have the scale from 1
to 5. Each statement would be answered by a scale. Scale 5 meant strongly agree, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
scale 4 meant agree, scale 3 meant a bit disagree, scale 4 meant disagree, and scale 1 meant strongly disagree.
Table 3.1 The Template of the Students’ Need Analysis Result No
Statements Mean
Meaning
Average
From the tables above, after all the data had been counted based on their mean and separated into their own category, there would be some interpretations.
The first category was the students’ speaking skill. If the value was between 1.00-
1.99, it indicated that the respondents strongly disagreed with the statements. It meant that the stu
dents’ speaking skill very needed to be improved. If the value was between 2.00-2.99, it indicated that the respondents disagreed with the
statements. It meant that th e students’ speaking skill needed to be improved. If the
value was between 3.00-3.99, it indicated that the respondents agreed with the statements. It meant that t
he students’ speaking skill did not need to be improved. If the value was between 4.00-5.00, it indicated that the respondents strongly
agreed with the statements. It meant that the studen ts’ speaking skill really did not
need to be improved. The second category was about the need of speaking skill. If the value was
between 1.00-1.99, it indicated that the respondents strongly disagreed with the statements. It meant that the mastery of speaking skill was not really important. If
the value was between 2.00-2.99, it indicated that the respondents disagreed with PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
the statements. It meant that the mastery of speaking skill was not important. If the value was between 3.00-3.99, it indicated that the respondents agreed with the
statements. It meant that the mastery of speaking skill was important. If the value was between 4.00-5.00, it indicated that the respondents strongly agree with the
statements. It meant that the mastery of speaking skill was very important. The third category was about the atmosphere of learning speaking in the
classroom. If the value was between 1.00-1.99, it indicated that the respondents strongly disagreed with the statements. It meant that the learning atmosphere very
needed to be improved in order to improve the students’ speaking skill. If the
value was between 2.00-2.99, it indicated that the respondents disagreed with the statements. It meant that the learning atmosphere needed to be improved in order
to improve the students’ speaking skill. If the value was between 3.00-3.99, it indicated that the respondents agreed with the statements. It meant that the
learning atmosphere of speaking skill does not need to be improved. If the value was between 4.00-5.00, it indicated that the respondents strongly agreed with the
statements. It meant that the learning atmosphere was already perfect and did not need to be changed or improved.
The fourth category was about the use of non-projected visual media in the teaching and learning process. If the value was between 1.00-1.99, it indicated
that the respondents strongly disagreed with the statements. It meant that the students really did not need non-projected visual media in the learning process. If
the value was between 2.00-2.99, it indicated that the respondents disagreed with the statements. It meant that the students did not need non-projected visual media
in the learning process. If the value was between 3.00-3.99, it indicated that the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
respondents agreed with the statements. It meant that the students needed non- projected visual media in the learning process. If the value was between 4.00-
5.00, it indicated that the respondents strongly agreed with the statements. It meant that the students really needed to use non-projected visual media in the
learning process. The next quantitative data was the result of the speaking test which was
conducted at the first meeting before the cycles were begun pre-test, and then continued to the next speaking tests in cycle 1, cycle 2, and cycle 3. Each score of
the speaking test from pre-test and three cycles would be compared to measure the progress that had been achieved by the students so far.
For the calculation of the test score, the researcher used the dependent samples t-test or paired-samples t-test. Sudijono 1987 says that in comparative
research when there are two variables to compare, t-test was the right analysis technique. T-test could find whether those variables were different because by
chance or by nature was different. Hall 2010 states that t-test can answer a very simple question whether the two scores are the same or different. A t-test might
tell us the difference between the scores at time 1 to time 2. If the differences were not big enough we would assume that there were no differences between the
scores at time 1 and time 2. The dependent samples t-test or paired-samples t-test was used when we had conducted an experiment and we had two mean scores but
the groups were not independent of each other. This situation happened because we measured the same group at two different time periods and we wanted to see if
they performed better or worse at the second time period. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
To see whether the use of non-projected visual media was able to improve the students’ speaking skill, the mean scores were compared start from the pre-
test, cycle 1, cycle 2, and cycle 3. The hypotheses were as follow:
H :
t c
H
1
:
t c
H or Null Hypothesis was accepted if the mean of gain score in previous
tests were lower than the following tests. On the other hand, H
1
or Alternative Hypothesis was accepted if the mean of gain scores in the previous tests were
higher than the following tests. The formula of t-test was established as follow:
__ X : sample mean
: population mean s : standard deviation
n : sample size Later on, t-test was used to compare the differences of the mean score from
cycle 1, cycle 2, and cycle 3. To compute the data, the researcher used statistical computer software SPSS 22. As Miller, Acton, Fullerton, and Maltby 2002 state
that SPSS was able to analyze the empirical mode with accurate efficiency through its procedure to produce tables in several formats. It helps the data
manipulation and it can be used for several classification analysis procedures. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3.5.3 Triangulation
Triangulation is one of the best ways to check the validity. The purpose of triangulation is to collect various perspectives on the situation being studied. R. B.
Burns 1994 in Burns, 1999 explains that triangulation is a way of arguing about if different methods of investigation may produce the same result that make the
data are likely to be valid. Meanwhile, Best Kahn 2006 mentions that triangulation is the use of multiple data collection techniques. It can be used to
verify and validate the qualitative data. It is the process where the data are verified by agreement with other data taken from other sources, different researchersdata
collectors, or different procedures in gaining the data. Triangulation can give the credibility and the trustworthiness of the finding of the research.
In this research, the researcher used triangulation to support the finding of the qualitative data and the quantitative data. The qualitative data were taken from
the result of the questionnaire and the interview. Meanwhile, the quantitative data were taken from the results of the pre-test, cycle 1 test, cycle 2 test, and cycle
3test. The researcher used the results of the questionnaire and the pre-interview to decide the plans in cycles. Meanwhile, the researcher used the results of the
observation during the lesson, the results of the interview in the reflection session, and the results of the test in the end of each cycle to make better plans and better
non-projected visual media for the next cycle. To present the interview data, the researcher used coding in order to make
the data easier to present. Coding also made the data simpler to analyze based on its category. How the researcher made the coding of the interview data was
described on the following table. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Table 3.2 The Coding of the Interview Data Code
Explanation
[trans.na] Transcript of Students’ Need Analysis
[trans.ref.1.Daniel] Transcript of Daniel’s 1st Reflection
[trans.ref.2.Daniel] Transcript of Daniel’s 2nd Reflection
[trans.ref.3.Daniel] Transcript of Daniel’s 3rd Reflection
[trans.ref.1.Khrisna] Transcript of Khrisna
’s 1st Reflection [trans.ref.2.Khrisna]
Transcript of Khrisna ’s 2nd Reflection
[trans.ref.3.Khrisna] Transcript of Khrisna
’s 3rd Reflection [trans.ref.1.Nathania]
Transcript of Nath ania’s 3rd Reflection
[trans.ref.2.Nathania] Transcript of Nath
ania’s 2nd Reflection [trans.ref.3.Nathania]
Transcript of Nath ania’s 3rd Reflection
[trans.ref.1.Sekar] Transcript of Sekar
’s 1st Reflection [trans.ref.2.Sekar]
Transcript of Sekar ’s 2nd Reflection
[trans.ref.3.Sekar] Transcript of Sekar’s 3rd Reflection
[trans.ref.1.Timothy] Transcript of Timothy
’s 1st Reflection [trans.ref.2.Timothy]
Transcript of Timothy ’s 2nd Reflection
[trans.ref.3.Timothy] Transcript of Timothy
’s 3rd Reflection [trans.ref.1.Yoseph]
Transcript of Yoseph ’s 1st Reflection
[trans.ref.2.Yoseph] Transcript of Yoseph
’s 2nd Reflection [trans.ref.3.Yoseph]
Transcript of Yoseph ’s 3rd Reflection
[trans.ref.1.Yulius] Transcript of Yulius
’s 1st Reflection [trans.ref.2.Yulius]
Transcript of Yulius ’s 2nd Reflection
Code Explanation
[trans.ref.3.Yulius] Transcript of Yulius
’s 3rd Reflection R
Researcher D
Daniel S
Sekar N
Nathania K
Khrisna Yl
Yulius Ys
Yoseph T
Timothy Pr
Problem Sl
Solution Limp
Learning Improvement Bft
Benefit Sggs
Suggestion PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
64
CHAPTER 4 RESULTS AND DISCUSSIONS
The results of the study will be discussed in this chapter. The discussion of the study will also be explained thoroughly. The results section will explain about
the planning for the action, and the cycles of the Action Research. These data will consist about the activities that have been done during the research in order to
gather the data from the participants. Those data are useful to find the real problem that have been happening so far, not to mention also the activities of
action research cycles. The action certainly will explain about the use of non- projected visual media to improve the students’ speaking skill. There are three
cycles in this action research and each cycle will include the material that have been taught, the situation of the learning process, the reflection of the students, the
results of the test, and the last will be the next plan for the next cycle. Meanwhile, the discussion section will explain about the improvement of the learning and also
the result of the learning using non-projected visual media.
4. 1 Results
The results of the study consist of two important things, namely initial data analysis and the cycles of the action research. Those two things will explain about
the action that the researcher did during the research.
4. 1. 1 Planning for the Action
There were several activities that the researcher conducted before doing Action Research in the eighth grade of Bhinneka Tunggal Ika Junior High School.
Those activities are pre-observation, giving questionnaire, conducting the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
interview, and giving the pre-test. The purpose of those activities was to discover the real problem that actually happened in the classroom.
4. 1. 1. 1 Pre-observation
Pre-observation was conducted on Tuesday, February 2016. The researcher needed to do this observation because it was very important to analyze the
situation of the classroom before implementing the action research. This observation was needed to discover the characteristics of the students, the
situation of the learning process, and what kind of material that would interest the students most. However, the researcher only conducted the pre-observation once
because she had taught this class for one month, meanwhile, her colleague had taught this class since the seventh grade. Therefore, if there was anything to share
or to ask about the situation in the classroom which was connected with the needs of the students, then her colleague would be the first person to turn to.
The observation started from the first minute of the lesson until the last minutes. It took for about 80 minutes, means two hours teaching and each hour
consists of 40 minutes. The researcher came into the class and greeted the students as usual. Then she asked the students to open the textbook to continue to the next
material which was the report text. Since the report text contained the heavy material such as Past Tense, therefore the researcher decided to explain first about
the rules of past tense. The researcher might say that Past Tense was a heavy material because in this lesson, the students need to know the changes of the verbs
from present tense into past simple and that was definitely not easy since the students only had such limited vocabulary especially in verbs. Not to mention that
the next material would be narrative text, therefore, learning Past Tense as the basic would be the wise choice to make at that time.
Since this was pre-observation, so the researcher did not use any visual media to explain the material, but the text book which was only in the shape of
black and white papers. After explaining the material, then the researcher asked the students to do some written exercises from the textbook and in the end the
researcher asked the students to explain about the activities that they did yesterday.
The results of the observation shown that the students did not have much motivation to learn English not even to master speaking skill. They did not speak
English at all. Every time the researcher spoke in English, they always said they did not understand what the researcher said and they wanted the researcher to
translate those words in Indonesian. Of course, it was sort of dilemma for the researcher because it was an English class, not Indonesian language class. At first,
they paid attention to the researcher’s presentation, but after the researcher asked the students to open the textbook and conducted some written exercises they
seemed losing their interest to the lesson and started to do something else such as playing with their cellphones, talking to other friends, walking around the class,
asking permission to go to the toilet, or the worst, sleeping on their table. It was quite hard for the researcher to take the students’ attention since they did not even
care whether they would have a good score or able to master English. From the seventh students, only one student who really cared about the lesson and wanted
to do the written exercises that the researcher asked. And she was the only one who was in the end able to tell about her activities in the previous day although
her vocabulary was quite limited. This class was considered very unique with various characteristics of the students which would make the teacher went crazy
teaching in this class for months. Low motivation, low interest, low effort, even sometimes low respect to the teacher. It would be pretty difficult for the
researcher to help the students of this class to improve their speaking skill.
4. 1. 1. 2 Interview Before Action Research Was Applied
Seeing the unique characteristics of the students of the eighth grade, then the researcher went to her colleague for some advice about how to deal and to manage
the students during the lesson. About how to wake the students’ motivation up to learn English especially on speaking skill. Her colleague asked the researcher to
be patient because she knew it was not easy to handle those students. However, she mentioned that the students were actually nice if the teacher could take their
attention. Her colleague also said that the students need to improve their speaking skill because they were very low at speaking even maybe there were one or two
students who could speak a bit well, but the rest of them were pretty zero in speaking since the seventh grade. Even her colleague sometimes felt confused
about the teaching method that she had to do to improve the students’ speaking skill.
The researcher interviewed the students the same day after she conducted the observation. Since there were only seven students in this class, then it would
not take much time to conduct the interview. The researcher asked several questions to the students. The questions were about their ability in speaking
English so far since they had learnt English from the seventh grade or perhaps from the Elementary School. At least they should have made some improvement
between years or perhaps no improvement at all because they never practiced the language outside the classroom.
The results of the interview showed that the students still found great difficulties in mastering speaking skill. They would love to speak English fluently
but they did not even know how to do it. They actually had some motivation to master speaking skill because some of them would like to work in international
company in the future and some of them dreamt of studying abroad when they graduated from Senior High School. However, for them those only a dream since
learning speaking was not an easy way to do. Actually they wanted to learn, but sometimes the boredom that often happened during the learning process made
them ignore the lesson or even the teacher sometimes. When they found that the material was not interesting, they often ignored the lesson and chose to sleep for
the whole lesson. Seeing this condition, then the researcher offered the students to make the
situation of teaching and learning speaking more fun by using non-projected visual media. The students seemed excited about it and could not wait to learn
speaking by using non-projected visual media.
1. 1. 3 The Results of the Students’ Need Analysis
After the researcher conducted the observation and the interview, the researcher continued with the need analysis questionnaire. The researcher gave the
students the need analysis questionnaire in the next meeting which was on March 2016. The purpose of this questionnaire was to discover the problems that
happened during the teaching and learning speaking so far and also to develop the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
