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B. THE IMPLEMENTATION OF THE RESEARCH 1. Process of the Research
In this classroom action research, the researcher was an active participant teacher and observer. Before conducting the research, the
researcher told the teacher R as the English teacher in class VIII C that the researcher would conduct an action research for her thesis. She wanted to
know her students’ improvement through the research. Teacher R and the researcher worked together in implementing the study. Teacher R was the
observer while the researcher was the practitioner and the observer too. The researcher conducted the action research in two steps. First, she did
the pre-research observation and then she conducted the action research. In this research, the implementation was held in two cycles. During the process
of the research, the researcher noticed that cycle one was through stages of planning, implementation, observation, reflection and revising plan. Cycle two
was through stages of planning, implementation, observation, reflection of observation result and final reflection. The whole process of this study can be
seen in Table 1.
Table 1.The Whole Process of the Research
I. Pre research a. Observation
b. Pre Test c. Interview
Identifying and focusing the problems during TL process.
Identifying the students’ speaking skill Identifying and confirming teacher’s and the students’
difficulties in teaching and learning English especially speaking.
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II.Research Implementation Cycle 1
a. Planning a. Action
a Meeting 1 bMeeting 2
c Post-test 1
b.Observation
c.Reflection
d.Revising Plan
Cycle 2 a. Planning
b. Action a Meeting1
bMeeting 2 c Post-test 2
Preparing the materials, lesson plan, teaching aids, pictures, camera, texts, worksheet and everything related
to the Action Research. The teacher used text to explain descriptive genre
The students played the picture card games Preparing the test for identifying the students’ speaking
skill by using card games after conducting cycle 1. - Students enjoyed the activity of the class
- Students could interact with their friends in studying of descriptive text and they were also active during TL
English. - Positive result: improvement of students’ speaking
skill - Weaknesses: some students spoke loudly, some
students were passive, some students were still mistakes when they pronounce some words
Focusing on managing the students to memorizing and pronouncing the vocabulary.
Preparing lesson plan, picture card games, text and everything related AR.
The teacher used descriptive text about people in speaking class.
The students played the game Preparing the test for identifying the students’ speaking
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c. Observing d. Reflecting
e. Final Reflection skill by using card games after conducting cycle 2.
Students were active and responsible in the class. - Positive Result: the improvement of class situation, the
improvement of the students’ achievement. - Weaknesses: some of students still had problem in
pronouncing the words. - Positive Result: the improvement of students’ speaking
skill by using card games The students’ score from pre test 5,7; post test one 6,7;
post test two 7,1 Weaknesses: the students get bored without various
activities. More detailed explanation of the procedures of the study is described in
the following section:
2. Cycle 1
a. Planning Before implementing the action, the researcher was gave the students
of class 8C doing the pre test. It was conducted on Tuesday, October 12
th
2010. The aim of the pretest was to know how well student’s speaking skill as the average score was 5,7. Having identifying the students’
problem, the indicators and the causes of the problem, the researcher chooses a teaching material and technique to solve the problem. She
applied card games to teaching speaking, and used games for the technique applied in the speaking class.
In the first cycle the researcher made a preparation to conduct the research. She made a lesson plan. She prepared teaching material based on
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