50 2.
Action a
Planning Action In this step, the researcher made some plans to be implemented in the
action research. The researcher collaborates together with the collaborator and the English teacher. The aim of the actions was to improve the
students’ speaking skills using Talking Chips strategy. b
Implementing Action The actions were implemented in two cycles. Each cycle was done in two
meetings. The topics used were adapted from internet, English course book for grade XI, and other sources which we
re relevant for the students’ needs. The researcher, the collaborator, and the English teacher observed
and recorded the students’ reactions during the activities.
3. Reflection
The reflection was done every time after the actions implemented. The reflection was made by all involved members of the research. The successful
actions were continued in the teaching and learning process. However, those which were not successful were modified into the more suitable actions.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents the process of the research, its findings, and interpretations. This chapter contains three sections; the reconnaissance steps, the reports of
actions, and the discussion.
A. Reconnaissance
In this step, some activities were conducted to find the problems in the field. First, the researcher did some observations concerning the English
teaching and learning process of class XI IPA 1 at SMAN 1 Pengasih. Second, the English teacher and the students were interviewed to get some input about
the weaknesses and suggestions related to the English teaching and learning process. A pre-test was done before conducting the cycles to measure the
students’ speaking skills.
1. Identification of the Field Problems
The finding of the problems was based on the observations, and results of interviews. The researcher did the observation during her
PPL
activity on July 30
th
2013. Based on the observation, the researcher found problems in the English teaching and learning process. The detail situation and condition of the
English teaching and learning process was in the following vignette.
52
continued
Vignette 1 Date
: Tuesday, July 30
th
2013 Time
: 07.30 a.m. – 08.40 a.m.
Activity : Observation
Place : XI IPA 1 class
Respondent : R
: Researcher ET
: English Teacher Ss
: Students The ET entered the classroom alongside the R. The ET greeted the Ss.
“Assalamu’alaikum wr.wb.” “Wa’alaikumsalam wr.rb.” answered the Ss. “Good morning, how are you today?” “I’m fine, thank you. And you?” said
the Ss. “I’m fine too, thank you.
Hari ini ibu ditemani oleh mbak KKN di sini. Sudah tahu namanya?
Today, I am accompanied by someone. She is doing her community service. Do you know her name?” “
Belum
No” said the Ss. Then, the ET asked the R to introduce herself. ”
Nah, besok-besok, mbak Tatik ini akan membantu ibu untuk mengajar kalian, tapi untuk hari ini, mbak
Tatik mau melakukan observasi dulu bagaimana mengajar di kelas. Siap ya semua?
Later on, she will help me to teach you, but for today, she is doing her observation. Are you ready?” “
Ya
Yes” The ET then asked the R to sit in the back of the classroom.
ET started the lesson by asking the students about the previous materials,
“Kemarin kita sudah membahas materi apa? What have we learnt yesterday?”” “
Narrative bu
Narrative” shouted a student. “
Contohnya narrative apa saja? ada yang tahu?
What are the examples of narrative text? Anybody?” “Malin Kundang” shouted a student. “
Apa lagi?
What else?” “Cinderella” “
Ada lagi?
What else?” But the Ss remained silent. “
Kalau social function dari narrative text apa?
What is the social function of narrative text?” No one answered. “
Tujuan dari narrative text apa?
What is the purpose of narrative text?” “
Menghibur
To entertain the readers” Shouted a student, but most of the students were hesitant to express their
ideas. Then the ET continued the lesson by explaining the generic structure of Narrative text. The ET wrote the generic structure of Narrative text on the
white board, and then the Ss wrote them down on their note book. The ET explained the generic structure using Bahasa Indonesia. Some Ss looked
uninterested and chatted with their friends. After the ET gave explanation about the generic structure, she then gave an
example of Narrative text.The text entitled “The Thirsty Crow”. The text was taken from the student’ worksheet LKS. “
Coba sekarang lihat LKS yang halaman 8. Itu ada contoh teks narative. Judulnya apa?
Now,look at your worksheet page 8. There is an example of narrative text there. What is the
title?” asked the ET. “The Thirsty Crow” answered some Ss. However, some
