C. Research Subject
The subjects of this research were the students of Grade VII A at SMP Negeri 1 Kasihan Bantul in the 20162017 academic year. The class consisted
of 32 students. Among those 32 students there were 16 males and 16 females. Their ages were around 12-13 years old.
Most of the students in the class were from Yogyakarta, particularly Bantul and Kasihan. All of them were native speakers of Bahasa Indonesia.
They learned English as a foreign language. Based on the interview, the students were interested in learning English
particularly in speaking. The students stated that they wanted to speak English fluently. For that reason the researcher facilitated the students to
improve their speaking skill.
D. Time of the Research
The research was conducted from the last week of July 2016 to the second week of October 2016. Cycle 1 and 2 were done in September 2016
which lasted 2x40 minutes for each meeting on Monday at 11.10 am – 12.30
p.m. and Wednesday at 07.10 – 08.30 a.m.
E. Data Collection 1. Data Collection Techniques
The data in this research consists of qualitative and quantitative data. The qualitative data were collected during the classes by using observation
checklist and outside the classes by distributing questionnaires and having interviews. Meanwhile, the quantitative data were collected by assessing the
students’ speaking performance before and after the action research was carried out. In collecting the data, the researcher worked collaboratively with
her collaborator. The data above were collected starting from the research-planning step
to the research-reflection step. Those collected in the planning step were for planning the research actions to be carried out in order to achieve the research
aim that was improving the students’ speaking skill. Those collected during the research action and observation step were to see the success of the
research implementation as well as to identify things to be improved further. Lastly, those collected in the research reflection step were the base of the
consideration in planning the action in the next cycle as well as to decide whether to have another cycle or to end the research.
In the planning step, the data were taken from the observations in the English class handled by the English teacher, the questionnaires distributed to
the students, the interviews with the students, the English teacher and her collaborator. Vignettes, interview transcripts and questionnaire results were
made to support the finding of the field problems. In the research action and observation step, the data were collected from the observation. The
observation was done by the researcher by observing the teaching and learning process happening in the class helped by the observation checklist.
Vignettes were made to support the process of data analysis. At the end of
each cycle, in the reflection step, the data were collected by having interviews with the students, the English teacher and my collaborator. Besides, the
interview transcripts and vignettes collected during the cycle used to be analyzed wholly.
Additionally, the post- action implementation questionnaires distributed to the students to reveal the students’ comments toward the teaching and
learning process in the research. Quantitative data were collected to support the research findings and interpretations and to complement the qualitative
data. It was done by assessing the students’ speaking performance. The researcher worked collaboratively with her collaborator to assess th
e students’ speaking performance. An assessment rubric was used to guarantee the
assessment validity.
2. Data Collection Instruments
Four kinds of instruments used to gain the valid data during the research. They were observation checklist, questionnaires, in-depth interview
guidelines, and speaking assessment rubric. The use of these instruments will be elaborated later in this point. Additionally, a camera was used to capture
the process of the research implementation. Besides, a voice recorder was also used to record the interviews with the students, the English teacher and
her collaborator. An observation checklist was used to get the data based on the
observation while the process of the research was happening. In this
instrument, there was a list of indicators of the expected condition. If the indicators existed, it indicated that the expected condition was met. However,
if there were still some dashes indicating the absence of indicators, it meant that there were some things to be improved in the next cycle in order for the
expected condition to be reached. This instrument was used in the reconnaissance step to observe the teaching and learning process handled by
the English teacher and in the research action and observation step to observe the teaching and learning process she handled.
In addition to this, questionnaires were distributed to the students. There were two kinds of questionnaires in the research. The first one was the
pre- action questionnaire which revealed the students’ comments toward the
English teaching and learning process they had with their English teacher as well as their expectation on the teaching and learning process. This was
distributed to the students before the research was carried out. Meanwhile, the second questionnaire was the post-action questionnaire which revealed the
students’ comment on the teaching and learning process during the research as well as their opinion toward their speaking skill improvement. This was
distributed to the students at the end of each cycle in the research. Furthermore, interview guidelines were used to direct the interviews
with the students, the English teacher and my collaborator. The interview guidelines to interview the students primarily focused on revealing their
comments on the research implementation and their feeling of how the action research helped them improve their speaking skill. Meanwhile, the interview
guidelines to interview the English teacher and my collaborator primarily focused on revealing their comments on the success of the research
implementation, the things to be improved in the research, the students’ learning behavior change, and of course, the students’ speaking skill
improvement. The last but not least, a speaking assessment rubric was used to assess
the students ’ speaking skill quantitatively. It focused on the students’
pronunciation and intonation, vocabulary and expression, speaking fluency, grammar, and interactive skill. The score of each aspect ranged from 1 to 4
with a certain indicator for each score. The highest score i.e. 4 had the most demanding indicator. This instrument was used three times. At the first time,
it was used to get the students’ speaking score before the action implementation. Meanwhile, at the second and third time, it was used to get
the students’ speaking score after the action implementation of each cycle. By doing so, the students’ quantitative score on their speaking performance
could be identified.
F. Data Analysis Technique
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