D. The Research Design
The Classroom Action Research procedure used in this research is Kurt Lewin’s design. It consists of two cycles in which each cycle contains four
phases; planning, acting, observing, and reflecting.
Figure 3.1 Kurt Lewin’s Action Research Design
CYCLE 1
CYCLE 2
Adapted from Wijaya Kusumah, 2009
Acting
Planning
Acting
Observing Observing
Reflecting
Planning
Reflecting
Based on the Kurt Lewin’s action research design above, the writer would like to describe further concerning the implementation of Classroom Action research
CAR in the cycle one and cycle two as following:
Figure 3.2 The phases of Classroom Action Research modified by the writer
CYCLE 1
CYCLE 2
Planning
After interviewing the writer, observing the class, and holding the pretest, then the
teacher the writer collaborate to prepare the instruments such as: lesson plan,
observational guidelines, and the posttest
Acting
The writer implements the lesson plan that has been made; that is teaching
speaking in
giving interpersonal
response by using role play
Observing
The teacher observes the teaching learning process in the classroom. It
includes the writer ’s performance, the
class situation, and the students’ response. Meanwhile, at last of cycle 1
the students are given the posttest 1. Furthermore, the teacher computes the
students’ speaking score result to find if there some students’ improvement
scores from the pretest or not.
Reflecting
The teacher and the writer discuss about the result of the implementation role play
in the action. Then, they prepare the new lesson plan for the next cycle and for
post-test II in order to know the improvement
of students’ score and to solve the problem unfinished yet.
Planning
The teacher and the writer collaborate to prepare some instruments such as: the new
lesson plan with some modifications of role
play strategy,
observational guidelines, and the posttest
Reflecting
The teacher and the writer discuss about the result of the implementation of the
modified action. If the Classroom Action Research target could not be achieved
yet, the action would be continued moved to cycle 3, but if the
students’ test result has completed the criterion of
the action success, the cycle would be stopped.
Acting
The writer implements the new lesson plan; that is teaching speaking in
giving interpersonal response by using role
play.
Observing
The teacher observes the writer ’s
performance, the class situation, and the students’ response. In the end of cycle
two, the students are given the test posttest 2. Next, the teacher calculates
the students’ speaking score result all at once the students’ improvement score
from the previous test.
E. The Classroom Action Research Procedures
The Classroom Action Research using Kurt Lewin’s design consists of four phases within one cycle. Those are planning, acting, observing, and
reflecting. After accomplishing the first cycle, it will be probably found a new problem or the previous unfinished problems yet. Therefore, it is necessary to
continue to the second cycle in line with the same concept of the first cycle. To make clear what happens in every phase. Here are the explanations:
1. Planning
In this phase, the writer design a lesson plan see appendix 11 from the syllabus which is consulted with English teacher, creating the topics that are
appropriate with the matter, Preparing materials that will be used at the cycle. The writer also makes the evaluation form to know about students’ achievements at
the end of this cycle.
2. Action
In this phase, the writer and observer collaborates to carry out the planned action . The writer gives explanation how plays a role, and give an example from
it. The writer also gives some related vocabulary items needed when students are do a role play activity. Then, the writer gives a role card that tells the students
who he is, something of his background, what his opinions about a given subject are, and possibly suggests a course of action that he should try and carry out, and
asks the students to practice in pairs or in a group. see page 36-43 for more detail.
3. Observation
In this phase, the observer the real teacher SMPN 251 observes the students
’ responses, participations, and achievements which are found during the teaching and learning process. Sometimes, the observer
asks some students’ opinions about the process of teaching and learning using role play activity. The
observer also takes the observation notes to write the real situation when the action is occurred see appendix 8.
4. Reflection
In this phase, the writer and the observer identifies the problems that are found by seeing the result of the observation which should be solved. Then, those
are used to make plan for further cycle and correct its weaknesses.
F. The Technique of Collecting Data
In completing the data, the writer uses qualitative data and quantitative data, qualitative data consists of observation, interview and quesionnarie,
quantitative data consists of pre-test and post test.
1
1. Observation
In this case, the writer uses the unstructured observation to get the information about the real condition in teaching learning activities. The
writer make the observation notes about situation in the class while teaching learning process occurred, teacher’s performance in teaching
speaking , and students’ speaking skills, such as; pronunciation,
vocabulary,grammar and their braveries in speaking lesson. for more detail see appendix 8
2. Interview
Before implementing Classroom Action Research, the writer interview the teacher about
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