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giving chance to the English teacher and the students to deepen their understanding on the use of conversational videos in the speaking teaching
and learning process. 5.
Dialogic validity Dialogic validity parallels the processes of peer review which are
commonly used in academic research. To reach the dialogic validity, the researcher did reflection with the English teacher and the students to improve
the next action. To avoid the subjectivity in analyzing the data and to get trustworthiness, the
researcher used triangulation through interviews with a collaborator and observation, as Burns 1999: 63 said that triangulation is a way of arguing if
different methods of infestigation produce the same result. The data are trusted to be valid.
H. Research Procedure
1. Reconnaissance
The first step of the research was reconnaissance. The researcher collected the information to identify the problem by observing the teaching
and learning process and interviewing the teacher and students. Based on the observation and interview, the researcher found and identified the existing
problems. Some problems found by the reasercher related to the students speaking skill in SMP N 2 Kalasan were pronunciation and vocabulary. In
reference to the interview with the teacher and students, there were some major problems. Those problems were students’ difficulties in pronunciation,
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low vocabulary mastery and low motivation in learning English. Besides, the English teacher also had difficulties to grab students’ attention and to create
fun and comfortable learning condition The researcher then, thought that the use of media in the teaching and
learning speaking was needed to help both the teacher and students. The media used was conversational videos.
2. Planning
After the problems were identified, the researcher and the collaborator made some planning to decide the actions that were feasible to be
implemented in the field. In this stage, the researcher worked together with the English teacher as the collaborator. They prepared the way to solve the
problems they face, prepared the teaching materials and prepared the instruments to collect the data.
3. Action and Observation
After the planning was agreed, the actions were implemented in the class. The actions were implemented in two cycles. Cycle I conducted in two
meetings, and Cycle II conducted in three meetings. The researcher and the collaborator observed and took notes of anything happened in the class during
the action. Based on the observations, notes, and records of the students’ responses in the actions, the researcher and the collaborator discussed the
implementation of the actions.
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4. Reflection
The researcher made a reflection in every cycle. The reflection was important to do because it was used to measure whether the actions were
successful or not. When the action was successful, the researcher would continue the action. If the action was unsuccessful, the researcher revised it in
the next cycle. The reflection was got from the observation and the interview with the English teacher and the students. They gave their comments of the
actions. The reflection was done to see what was happening in the first action, whether the objectives were achieved or not.
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CHAPTER IV RESEARCH FINDINGS
Chapter IV presents the process of the research conducted in Cycle I and Cycle II, the result of the research and the interpretation of the findings. Each
cycle in this research consists of planning, action and observation, and reflection. This chapter also presents the quantitative data obtained during the research to
support the qualitative data. The details of the processes are presented below.
A. Research Process 1. Identification of the Problems
The researcher started the planning by doing an observation on the speaking teaching and learning process on Saturday, January 14th, 2012. The
description of the speaking teaching and learning process is presented in the following vignette.
Class VIII E The lesson was started at 07.00. When the bell rang, the students
immediately went into the classroom. When the English teacher entered the classroom, all students had sat down on their own chairs. The teacher came
calmly, she then greeted the students. The students replied her. The teacher asked one of the students to lead the prayer, but he could not do it. Then, the
teacher asked another student to do it. After thanking to the students, she called the roll. The students made much noise. Not long afterwards, there
came a late student.
He asked her permission to join the class. She then let him sit. The teacher checked their homework, while some students were noisy. She asked
a student to answer a question from the homework in front of the class. The other questions were answered by the other students in turn. The class
condition was still noisy so the teacher raised her voice and asked the students to pay attention to their classmate. While the teacher checked the students’
homework, she found that some students had not finished their homework yet. Then, the teacher asked them to finish it. After that, she checked the
homework in front of the class and asked the students to correct their works.
