planned action. The teacher uses the determined strategy as she is teaching while the writer observes the class condition during teaching and learning
activity.
3. Observing Phase
Observing was the activity of collecting data to supervise to what extent the result of acting reach the objective. It was carried out to find and
obtain the development of the learning process and the effect of the action.
39
The data being taken were quantitative and qualitative data. The quantitative data covered the students’ progress the students’ score while
the qualitative data comprised the students’ interest and students’ response.
4. Reflecting Phase
After collecting the data, the writer analyzes the data of teaching learning process. Then, the writer reflects herself by seeing the result of
the observation, whether the teaching learning process of speaking using role play technique is good to imply in teaching and learning process at 8.1
grade students of SMP PGRI 2 Ciputat or not. If the first plan is unsuccessful, proven by students’ achievements, the writer will make the
next plan replanning to solve students’ problems and to get a better score in order to achieve at least 75 students who passed KKM 65 sixty-five.
G. The Technique of Collecting Data
Technique of collecting data in this research using qualitative data and quantitative data. The qualitative data consists of observation. Meanwhile, the
quantitative data uses questionnaire, pre-test and post-test.
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The completely explanation as follows:
1. Observation
39
Susilo, Penelitian Tindakan Kelas, Yogyakarta: Pustaka Book Publisher, 2007, p.22.
40
Suharsimi Arikunto, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara, 2009, pp.127- 132.
Observation was done to identify teaching and learning activities, especially speaking activities directed by the real teacher, and to reveal
problem of speaking activity in classroom. It may be about the teacher’s performance during Classroom Action Research and students’ response
concerning the use of role play technique. The teacher’s performance during Classroom Action Research will
be observed by using Communicative Orientation of Language Teaching Observation Scheme by Genesee and Upshur as follow:
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Table 3.1 Communicative Orientation of Language Teaching
Observation Scheme
School :
Teacher :
Subject :
Date of Visit : Coder
: Teacher Verbal Interaction
Target Langu
age Information
Gap Sustained
Speech Reaction
to Form message
Incorporation of Teacher Utterances
Asking Info L
1 L
2
P re
d ic
t Un
p re
d ic
t
P se
b o
R eq
u es
t
Ge n
u in
e R
eq u
es t
M in
im al
S u
st ai
n ed
F o
rm M
es sa
g e
C o
rr ec
ti o
n
R ep
et it
io n
P ar
ap h
ra se
C o
m m
en t
E x
p la
n at
io n
C la
ri fi
ca ti
o n
R eq
u es
t
E la
b o
ra ti
o n
R eq
u es
t
41
Fred Genesee and John A. Upshur, Classroom-Based Evaluation in Second Language Education, Cambridge: Cambridge University Press, 1996, p. 78.
On the other hand, to measure students’ progress in speaking during Classroom Action Research, the writer will use observation table
according to Mattews as follow:
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Table 3.2 Assessing Students’ Progress
Skills Progress
Participation in class Participation in conversations
Participation in discussions Giving oral presentations perform
Pronunciation Fluency
Feeling confident about speaking Then, the writer will use the following key to complete the table above:
+ = satisfactory progress, but need a little more practice √ = some progress, but need much more practice
–= little or no progress, need to pay special attention to improve this skill
2. Questionnaire
