Data and source of data in classroom action research consist of some resources:
1. Students The writer gets the data about students’ achievement. Besides that the
researcher has to record all students’ activities in teaching learning speaking process.
2. Teacher The teacher here is the writer. She has to see the improvement of teaching
speaking through communication games technique and the result of students’ achievement and also students’ activity in teaching learning
process. 3. Collaborator
Collaborator in this research is the real English teacher of SMP Yayasan Miftahul Jannah YMJ, he is Mr. Misbahuddin, S.Pd. He acts as an
assessor or observer, to see the implementation of classroom action research comprehensively, both from teacher and students’ side.
F. Instruments and technique of data collection
Before conducting the research, the researcher prepared some instruments. The instruments in this study were observation notes, interview,
questionnaire, and test pre-test and post-test. 1. Observation notes
Observation was conducted before and during the implementation. Observation before the implementation was carried out to reveal the real
condition of teaching learning speaking process and the problems that face by the students in their speaking skill. Moreover, the observation during
implementation was carried out to reveal students’ speaking development by using communication games.
In conducting the classroom action research, the writer use observational note for record all activities that happen in teaching learning
process. It was used to find the instructional activities in the class during
the method were implemented. In addition, it is used to know the good point from the student and the teacher view and things to consider for the
next meeting. The writer and observer record a description of classroom atmosphere, the setting of the class, and the students’ activities and also
the teacher activities during the teaching and learning of speaking by using communication games.
2. Interview The interview was about problem in speaking lesson before and
after using communication games technique in speaking lesson. Interview before implementing the CAR was aimed to know the students’ difficulties
in learning speaking, students’ condition involving in speaking activity and the strategy or method that the teacher usually uses in teaching
speaking in the classroom. Furthermore, interview after implementing the CAR was carried out to know the students’ speaking development after
they given the communication game method and to know the teacher’s and students’ response toward the idea of communication game activities in
speaking lesson. 3. Questionnaire
In conducting this study, the writer use questionnaire to know the students responds toward the process of teaching and learning speaking
and also about their motivations and problems in learning speaking before and after implementing the communication games. This activity took all
students in the seventh grade of SMP YMJ as the respondents. 4. Test
Test was used to find out the students’ knowledge or ability in a certain field. In this study test was used to measure the improvement of
students’ speaking ability. In order to get enough data, the researcher conducted pre test and post test.
The pre test is directed to know students’ existing knowledge of speaking ability before implementing communication games activities.
Meanwhile, the post-test is implemented after using communication games
activities. It was used to know students’ final speaking skill improvement in the last of the cycle in implementing the method. In this research, the
writer conducted an oral test. The content of the test would require the students for develop their speaking skill through four points in the oral
English rating scales, according to Harris namely: pronunciation, grammar, vocabulary and fluency.
To measure this step of test the teacher categorizes the score into criteria which referred to Harris as these following
6
:
Table 3.2 Analytic Scoring Rubric of Speaking Skill
Rated qualities Points
Behavioral statements Pronunciation
5 Has few traces of foreign accent.
4 Always intelligible, though one is conscious of a
definite accent 3
Pronunciation problems necessitate concentrated listening and occasionally lead to misunderstanding.
2 Very hard to understand because of pronunciation
problems. Must frequently be asked to repeat. 1
Pronunciation problems so severe as to make speech virtually unintelligible.
Grammar
5 Makes few any noticeable errors of grammar or
word order. 4
Occasionally makes grammatical and or word order errors which do not, however, obscure meaning.
3 Makes frequent errors of grammar and word order
which occasionally obscure meaning 2
Grammar and word order errors make comprehension d must often rephrase sentences and
or restricts himself to basic patterns.
1 Errors in grammar and word order so severe as to
make speech virtually unintelligible.
Vocabulary
5 Use of vocabulary and idioms is virtually that of a
native speaker. 4
Sometimes use inappropriate terms and or must rephrase ideas because of lexical inadequacies.
6
David P. Harris, Testing English as a Second Language, Bombay: Tata McGraw-Hill Publishing Company ltd., 1977, p. 84.
3 Frequently uses the wrong words; conversation
somewhat limited because of inadequate vocabulary. 2
Misuse of words and very limited vocabulary make comprehension quite difficult
1 Vocabulary limitations so extreme as to make
conversation virtually impossible.
Fluency
5 Speech as fluent and effortless as that of a native
speaker 4
Speed of speech seems to be slightly affected by language problems
3 Speed and fluency are rather strongly affected by
language problems. 2
Usually hesitant; often forced into silence by language problem.
1 Speech is so halting and fragmentary as to make
conversation virtually impossible
Comprehension
5 Appears to understand everything without difficulty.
4 Understands nearly everything at normal speed,
although occasional repetition may be necessary. 3
Understands most of what is said at slower-than normal speed with repetitions.
2 Has great difficulty following what is said. Can
comprehend only “social conversation” spoken slowly and with frequent repetitions.
1 Cannot be said to understand even simple
conversational English.
Note: maximum sore = 25
Cited from Harris, 1969: 18
Score = the result of score x 100 Maximum score
G. Technique of Data Analysis
