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E. Data analysis technique
The qualitative data were analyzed from field notes and interviews during the research. Meanwhile, the students’
speaking tests
were scored by using
speakingrubric.The data were analyzed in five stages proposed by Burns 1999. The first stage was assembling the data. In this stage the data were collected to be reread
in order to state important points to show up the broad pattern and to classify them. The second stage was coding the data in which the data can be specified. The next
stage was comparing the data that had been specified to see the repetition of the data pattern and the connection among the different data sources. The next stage was
building interpretation. This stage developed explanation why particular patterns of interaction and attitude had come up in this project. The last stage was reporting in
which the data were presented to others.
F. Procedure of the research
1. Reconnaissance
In this step, the researcher began to find out information concerning on the students’ speaking skill. The researcher observed and interviewed the English teacher
and the students of grade IV to identify the existing problems on the students’ speaking skill. She also collected the information by observing the English teaching-
learning process in gradeIV. The problems existing based on the interview and observations were:
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a. The speaking class was seldom conducted in the class. b. The students also had a problem in pronunciation.
c. The students had poor pronunciation and limited vocabularies. d. The students had low motivation in learning speaking.
After identifying the problems found, the researcher determined some plans to solve the problems on the students’ speaking skill.
2. Planning
The researcher and the English teacher planned the solution based on the problems. The solution should be in line with the nature of the problem and based on
the relevant theories. In this case the researcher identified the problems related to the students’ English speaking skill. After identifying the problems, the researcher and
the English teacher made a plan about what kind of action would be carried out and prepared the instruments dealing with the action research.
3. Action and Observation
After the lesson plans were agreed by both the teacher and researcher, the actions would be implemented in the class. The teaching and learning process was
observed and recorded in the form of field notes and observation sheets. In this stage the researcher also identified some problems found during the teaching and learning
process. During the teaching and learning process, the implementations were observed by the teacher to give the researcher feedbacks on her teaching technique.
Then, they evaluated the implementation to improve the next action.
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4. Reflection
The reflection would be done to know what happened in the actions and to know whether the objectives were achieved or not. If the actions carried out were
successful, they would be continued. The reflection was from the observation and the interview with the English teacher and six students of grade IV. Based on the
observations, notes, and records of the students’ responses in the action, the research members discussed the implementation.
G. Validity and Reliability of the research data
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