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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
As stated in the previous chapter, this research was categorized as Action Research. In this research, Talking Chips was used to improve speaking ability of
VII A students of SMPN 1 Trucuk. This chapter discusses the research procedure, findings, and discussion.
A. Procedure of the Research
This research was classroom action research. The objective of the research was to improve speaking ability of VIIA students of SMPN 1 Trucuk. In
conducting the research, the researcher did some steps. The steps of the research were reconnaissance, planning, action and observation, and reflection.
The first step before conducting the research was reconnaissance. It was identification of the field problems which happened by conducting observations
and interviews. The next step was planning. After the problems had been identified, the researcher designed actions that were feasible to be implemented in
the field. The third step was action and observation. In this step, the researcher implemented the actions that had been done. Next, the researcher observed and
evaluated the data whether Talking Chips was able to improve the students’
reading comprehension or not. The last step was reflection, the English teacher as the collaborator and the researcher identified the successful and unsuccessful
actions so that the researcher could design the better plans for the next cycle. Every step conducted in this research is explained further as follows:
1. Reconnaissance
The research began with finding problems in the field. Interviews with the English teacher and students were conducted to gain information about the
problems of teaching and learning speaking. The researcher also observed the classroom to get the descriptions of the speaking teaching and learning process.
Firstly, she conducted an interview with the English teacher to know the problems whichoccurred in the English teaching and learning process at school
based on teacher’s perspective. From the interview, the researcher knew that there were many problems, which occurred, in the seventh grade class. It is proven by
the Interview Transcript 1 below.
Interview Transcript 1
P :
“Lalu apa kesulitan terbesar yang anda hadapi dalam mengajar
Bahasa
Inggris?” Do you find any difficulties when teaching English?
GBI : “Kesulitan ya, satu, masih suka ramai. Biasanya kurang
memperhatikan, itu tadi tidak mau memiliki kamus sendiri, males. Jadi kan untuk translate kesulitan.
The difficulties are, first, they tended to be noisy and less attention. And then,
they didn’t want to have their own dictionary.
P :
“Oo begitu. Tapi untuk vocabnya, mereka sendiri kosakatanya sudah lumayan atau gimana, Bu?”
Oh, I see. How about their vocabulary mastery? GBI :
“Ya, masih kurang.”
They were still lack of vocabulary mastery
P :
“Lalu selanjutnya, biasanya bagaimana anda mengajar Bahasa
Inggris ke anak-
anak bu? “ Next, how did you usually teach them?
GBI : “Secara garis besar ya, selama ini memakai metode biasa, ceramah,
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