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gathering the information from the object and it is done before the writer comes to the real research. In the research, it is divided in to two cycles; they are first and
second cycle. The writer chooses action research because by using action research, it
can enable the writer to find out a solution to the teaching problem. Action research encourages the writer to be a reflective in her own practice in order to
develop the quality of the education for the teacher itself and for the pupils.
2. Concept of Action Research
Kemmis and Mc Taggart 1988 in Burns 1999:32 state that action research occurs through a dynamic and complementary process which consists of
four fundamental steps in a spiralling process. They are as follows: a.
Planning In this step, the researcher develops a plan of critically action to
improve what was already happening. The researcher makes lesson plan about certain topic, material, media, time, schedule and
instrument for observation. b.
Action The researcher acts to implement the plan. In this step, the
researcher implements the activities written in the lesson plan. c.
Observing The researcher observes the effects of the critically informed action
in the context in which it occurs. The researcher observes how the
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process of the teaching learning runs. The researcher also monitors and writes the responses of the pupils in the class. In this step, the
researcher is helped by teacher. The teacher notes events happening in the teaching learning process.
d. Reflection
Reflection seeks to make sense of processes, problems and issues in strategic action. If the researcher finds some difficulties unsolved
during the teaching learning process, the researcher prepares the re- planning steps. The researcher reflects on these effects as the basis
for further planning, subsequent critically inform action and so on, through a succession of stages. The researcher tries to formulate the
conclusion of the previous steps. The result of observation is analyzed and evaluated.
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Based on Kemmis and Mc. Taggart’s view of action research 1999:32, the concept of action research can be illustrated as follows:
Figure 1: The Concept of Action Research Based on Kemmis and Mc. Taggart’s
The researcher used action research because 1 action research approached education as unified exercise, seeing a teacher in class as the best
judge of the total educational experience, 2 the theory and practice of education for the teachers were encouraged to develop the teacher’s theories of education
from their own practice, 3 as the teacher understand the situation and the problems of the students, therefore the teacher was able to choose a good solution
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to be applied in the classroom, 4 the result of the research could improve the quality of education for the teacher and the students.
In this action research, there is a standard to stop the cycle. The cycle is stopped, when 75 of the students, who get score one, have reached score two.
The grade of accuracy and fluency is taken from criteria of assessment of speaking test Ur, 1996:135 as follows:
ACCURACY FLUENCY
Little or no language produced 1
Little or no communication 1
Poor vocabulary, mistake in basic grammar, may have very
strong foreign accent 2
Very hesitant and brief utterances, sometimes difficult to understand
2
Adequate but
not rich
vocabulary, occasional grammar slips, slight foreign accent
3 Get ideas across, but hesitantly
and briefly 3
Good range of vocabulary, occasional grammar slips, slight
foreign accent 4
Effective communication in short turns
4
Wide vocabulary appropriately used, virtually no grammar
mistakes, native-like or slight foreign accent
5 Easy
and effective
communication, uses long turns 5
Total score is 10 Table 2: The Criteria of Speaking Assessment
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D. Action Research Procedure
