4. Reflection
In this phase, the writer and the observer identifies the problems that are found by seeing the result of the observation which should be solved. Then, those
are used to make plan for further cycle and correct its weaknesses.
F. The Technique of Collecting Data
In completing the data, the writer uses qualitative data and quantitative data, qualitative data consists of observation, interview and quesionnarie,
quantitative data consists of pre-test and post test.
1
1. Observation
In this case, the writer uses the unstructured observation to get the information about the real condition in teaching learning activities. The
writer make the observation notes about situation in the class while teaching learning process occurred, teacher’s performance in teaching
speaking , and students’ speaking skills, such as; pronunciation,
vocabulary,grammar and their braveries in speaking lesson. for more detail see appendix 8
2. Interview
Before implementing Classroom Action Research, the writer interview the teacher about
students’ difficulties in speaking skill, students’ condition in speaking activity, and the kinds of strategies usually
adopted by the teacher in teaching speaking. The writer also carried the interview after accomplishing Classroom Action Research to know the
teacher’s response toward the idea of role play technique see appendix 7.
3. Questionnaire
The structured questionnaire was given to the students of VII.2 grade of SMPN 251 Cijantung in order to know their responds toward the
process of teaching and learning speaking by using role play technique and also about their motivations and problems in learning speaking before and
after they were taught using role play technique see appendix 9.
1
Suharsimi Arikunto, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara, 2009, p. 127- 132.
4. Test
The writer uses oral test for the students see appendix 3. The test used in this study is pre-test and post-test. The pre-test is done before
implementing role play technique. It is to measure students’ speaking
ability at first. Meanwhile, the post-test is implemented after using role play technique.
The students did the oral test by role play technique, the students asked to choose one of the envelopes of role card that provided by the
writer see in appendix. Then, the students perform their role play. The students need to do the test in groups.
The students’ test will be scored by using the rating scores of oral test by David P. Harris as followed
2
Table 3.1 The Rating Score of Oral Test
Rated qualities Points
Behavioral statments Pronunciation
5 Has few tarce 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
2
David P. Harris, Testing English as a Second Language, Bombay: Tata McGraw-Hill Publishing Company ltd., 1977, p. 84.
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