Conceptual Framework LITERATURE REVIEW

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CHAPTER III RESEARCH METHOD

A. Type of research design

This research isaction research. This research is aimed at finding andimplementing some actions to improve the speaking skills of grade VIII students of SMP N 3 Mertoyudan. This research adapts cynical action research model proposed by Kemmis andMcTaggart 1996. The research and the other research team members collaboratively found obstacles and weaknesses of the speaking learning process, identify the problem, plans and implements the actions. After that, they make evaluation, reflection, and discussion related to the action implemented.

B. Setting of the research

This action research was conducted in grade VIII of SMP N 3 Mertoyudan on Jl. Mayor Unus km 3 CitranDonorojoMertoyudan, Magelang. The teaching learning activities in SMP N 3 Mertoyudan are generally classified into intra and extra-curricular. Intra-curricular activity is the formal teaching and learning process starts from 07.00 to 12.50. 36 The school was chosen based on an observation conducted by the researcher. In the observation, it was found that there were problems in the teaching and learning process of English lesson. The problems came from both teacher and the students. Based on the identified problems on that school, the researcher attempted to solve the problem by conducting this research. There are four English teachers in SMP N 3 Mertoyudan. In the teaching and learning process, the teachers provide students with English modules.

C. Subject of the research

The subjects of the research are the students of grade VIII D of SMP N 3 Mertoyudan. This class consists of 12 female and 17 male students. The research was conducted in VIII Dclasses as the subjects of the research based on the discussion between the English teacher and the research.

D. Time of the research

The research was conducted in the first semester of the academic year 20132014. Then the action was conducted from July to September 2013. The research carried out the actions based on the school schedule, especially the English schedule of VIII Dclass. The schedules were on Thursday at 08.20 – 09.55 and Saturday at 08.20 – 09.55. 37

E. Instruments of the Research

To gain the valid data, the research uses three instruments. They were observation guideline, interview guideline, and photograph.The instruments of the research are presented in the table below. Table 4: Instruments of the Research No Technique Instrument Data 1 Observation Observation guideline Field Notes 2 In-depth Interview guideline Interview Transcripts 3 Taking pictures Camera Pictures 4 Test Test Task Instrument Assessment Rubric Scores a. Observation guideline The observation guideline was used in the reconnaissance, action, and observation steps. In the reconnaissance step, the observation guideline was used to find out the existing problems. Meanwhile, in the action and observation steps, the observation guideline was used to see the implementation of the actions. The guideline covers three main parts which were the opening, the core, and the closing of the lessons. The opening part covers the way the teacher greets the students and opens the lesson. The core part covers several points such as the activities during the 38 lesson, the technique used by the teacher, the students’ involvement in the teaching and learning process, and the students speaking ability. In the closing part the guideline focuses on the way the teacher reviewed the material and closed the lesson. b. Interview guideline In-depth interview guideline was used in the reconnaissance and reflection steps. The in-depth interview guideline was used to find the existing problems in the field. The reflection step was used to see the students’ and collaborator responses to the implementation of the action. There were two kinds of interview guidelines: for the English teacher and the students. In the teacher interview, the focuses were the teacher’s perception of the students’ English competence, the students’ involvement during the lesson, the technique and activities the teacher used, the materials, also the facilities and media in English teaching learning. The focus of students’ interview was to identify the students’ perceptions of the English lesson, the difficulties in learning English, and activities during the English lesson. c. Camera The class observation was also provided with the camera which was used to take the pictures of the teaching and learning process. The photograph was one of the 39 references to support the notes about what happened. It assisted the members of the action to arrange the action plan.

F. Data Collection Technique

The data of the research were qualitative and quantitative. The qualitative data were obtained by observing the English teaching-learning process in the classroom and interviewing the English teacher and students. The researcher observed the process and the problems related to the teaching and learning process in speaking and write down in the field notes. The interview was conducted to obtain the data about the problems related to the learning English in teaching and learning process in the class and the quality of the students’ speaking ability. From the observation, interview transcript and the pictures taken from the teaching and learning process, the researcherconcluded the successful and unsuccessful result of the action. The quantitative data were obtained through the test in the form of students’ speaking performance. The students’ speaking performance was done to take the students’ scores which were used to measure theirimprovement of the speaking skill