55 Jaelani 2014. In his research, he found that those supportive activities could
prepare the students to perform the communicative activities. Wiratsih 2011, after her second cycle found out that pictures helped the
students in doing communicative activities. The students were assigned as being enjoyed in the teaching and learning processes, attracted to join the activities,
responsive to the teacher ’s questions and instructions, and accustomed to use
classroom English. Pratiwi 2013 used the group activities in performing the research.
Moreover, Ilmi 2012 emphasized on cooperative learning in conducting the pre- communicative and communicative activities. This model was proved to be
effective to be applied in a large classroom because the students could help each other in performing the activities. It helped the students to build their confidence.
It also improved the students’ understanding of the materials and the teacher’s classroom management.
C. Conceptual Framework
The speaking skill is one of the productive skills that is very observable and is highly required for communicating. Speaking needs spontaneous ability, while the
other skills can be prepared during the time given. However, nowadays students still have difficulties in doing oral communication. It usually happens because in
the end, the ones which will be examined are the ability to read, to write, and to listen although in the curriculum, the the ability to speak is also obviously
demanded. Students are usually good at receptive skills but not at the productive
56 ones. In fact, students need to be able to perform the productive skills too to
communicate in the real world. Previously, some underlying ELT theories have been mentioned previously.
Those theories were used to decide on how the research should be directed. Thus in this research, they were used. The theories include the legal basis from the
government, the conceptual basis from the ELT experts, and the situational basis from the real happening things to the students. These three things were considered
to design the action of this research. The pre-communicative and communicative activities would be conducted
and collaborated with the classroom management factors. By collaborating these three factors, it was
expected that the students’ speaking skill would be improved and they would be able to speak fluently, accurately, and interactively. The
conceptual framework could be seen in the following figure.
57
Figure VI : The conceptual framework of the research
58
CHAPTER III RESEARCH METHOD
This chapter is broken down into eight parts. The first part is the description of the research setting. The second part is the research design. The
next is the description of the research subject. The fourth is about the types of the data. The fifth is about the research data collection. The next is about the research
validity and reliability. The last part is the research procedure.
A. Research Setting
The research was conducted in SMA N 1 Godean. It was situated in Sidokarto Street No. 5, Nogosari, Sidokarto, Godean, Sleman, and Yogyakarta. It
was a suburb, in the middle area of paddy field area. It was around 10 km from the heart of the Yogyakarta city. The students came from the nearby area such as
Kalibawang, Moyudan, Girimulyo, Tempel, Mlati, Gamping Minggir, Seyegan, and Godean itself. They came from various background of family, which mainly
are from middle to high level economic background. The school consisted of three grades which were grade X, XI, and XII
comprised of natural science and social science major. Each grade comprised of 6 groups of learners. Grade X consisted of 2 social science group and 4 natural
science groups. Grade XI and XII consisted of 3 social science groups and 3 natural science groups. The maximum number of students in each group was 32
students. To accommodate around 576 students’ learning processes, the school
had 52 teachers and staff.
