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a. Identifying the problem
The writer identifies the problem before planning the action. The problem refers to students’ low speaking proficiency. It was known after the
writer interviewed with the teacher and did observation in the teaching- learning process.
b. Planning the action
The writer as the observe researcher prepares everything related to the action as follows:
1. Preparing materials, making lesson plan, and designing the steps in doing the action.
2. Preparing sheets for classroom observation. 3. Preparing teaching aids, like the paragraph or the storytelling
4. Preparing a test.
c. Implementing the action
The plan made is implemented in the teaching learning process. The activity of improving students’ speaking proficiency though paired
storytelling.
d. Observing monitoring the action
The writer observes all the activities in teaching-learning process while her collaborative observer helps to observe the teaching-learning
process conducted in the class.
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e. Reflecting the result of the observation
In conducting the evaluation process, the teacher gives pre-test before starting the action and at the end of cycle one, students are given post-
test. The test is in the form of speaking test. In this test, the students are asked to answer the following questions orally in order to know how well their
intelligibility, vocabulary adequacy and accuracy. After giving the test, the writer analyzes the result of the test to
know the students’ speaking proficiency. The teacher then makes an analysis based on the result of the test has been done by the students and her
observation during the action being carried out to make a reflection about what she has being done so far. It is also claimed to find the weaknesses of the
activities has been done. In this action research, there is a standard to stop the cycle. The cycle is
stopped when the indicator can be achieved. The indicator is that each student can improve their score and there is a significant difference between students’
speaking proficiency before and after the action. The grade of competencies of students’ speaking proficiency used in this study is adapted from the criteria of
assessment of speaking test in H. Douglas Brown page: 100:
a. Grammar
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