47 2. Planning
The researcher identified a problem or issue and developed a plan of action in order to bring about improvements in a specific area of the
research context. She identified problems in students’ speaking ability and she used Think-Pairs-Share to improve the students’ speaking ability.
3. Action and Observation of the Action The researcher conducted the research as planned by implementing the
learning model of Think-Pair-Share on the competence of speaking ability. The researcher observed systematically the effect of using Think-Pair-
Share and documents the context, action, and opinions of those involved. 4. Reflection
In this phrase, the researcher made some notes and reviews on the changes during the implementation with the collaborator. The reflections
were used to find the successful and unsuccessful actions in solving the problem. The reflections showed whether the actions were successful or
not to improve students’ speaking ability. The successful actions were used and reapplied in the next cycle, but those which were unsuccessful
would be changed or improved into more suitable ones.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter reveals the findings and discussion which refer to the efforts to improve students’ speaking ability using Think-Pair-Share of cooperative learning.
They are presented in three headings: research process actions, research finding and discussion.
A. Research Process This research was an action research study. It aimed at improving students’
speaking ability by using think-pair-share of cooperative learning. There were some steps undertaken in conducting this research. They are reconnaissance,
planning, actions and observation of action and reflections. In the reconnaissance stage, several steps were done to identify the problems
of the research in the field. The first step was conducting a preliminary observation in the English teaching and learning process, especially in the
speaking skill of class VIII C MTSN Karangmojo. The second step was holding interviews with the English teacher of MTSN Karangmojo to find out the
problems occurring during the teaching and learning process, and re-interviewing the teacher to confirm the data gained from the observation. The third step was
interviewing the students of VIII C MTSN Karangmojo to identify their attitude toward learning English and their difficulties in learning English especially in
learning speaking. A speaking pretest was also conducted at the beginning of Cycle I to measure the students’ speaking ability.
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The next phase was identifying and selecting the problems to be overcome. Then, the researcher planned some actions to be implemented to overcome the
problems. Finally, she discussed the planned actions with the English teacher and implemented them in the class.
Then, the main phase of the action research was conducting the teaching learning process of speaking in the class. Based on the previous stages, TPS was
chosen to be applied as the technique in this action research. The action research was conducted in two cycles with two meetings in Cycle 1 and Cycle II. In the
action phase, TPS was applied in the teaching and learning process of speaking.
1. Identification of the Field Problem
It was important to have a look at the facts on the teaching and learning process of speaking in class VIII C based on the observation done on 1
st
of September, 2014 as a part of identifying the problems of the field. The
situation during the teaching and learning process of speaking could be seen from the field notes. The field notes became the initial data which was needed
to be taken into account before implementing some actions in class VIII C MTSN Karangmojo. It is presented below.
No : FN.03
Day, Date : Wednesday, September 1
st
, 2014 Time
: 09.00 WIB Place
: Class VIII C Activity
: Preliminary Observation Respondent, R
: researcher Ss
: students ET
: English Teacher
