52 would do pre-test, observation and interviews with the students and English
teacher to identify the existing problem in class related to the students‘ speaking skill. After that, the researcher determined the research concern.
2. Research Cycle
In this process, the researcher implemented the actions in two cycles depending on the need of the research. There were three procedures
implement in this action: planning, the action, implementing the action and doing reflection. The procedure was described as follows.
a. Planning the cycle
In this phase, the researcher identified problems or issues and made some plans to choose the actions that were feasible to be implemented in
the field, based on the results of the reconnaissance. In the action plan, the researcher worked together with the English teacher of class. In this
step, the researcher prepared the lesson plans, the materials and the research instruments. Then, the research instrument such as the interview
guideline, the test scoring rubric, the questionnaire were designed by considering the kinds of data needed. The plans per cycle were described
as follows. 1
Planning The Pre-Test In the planning of the pre-test, the researcher considered the
materials which would be the material of test reviewing the basic competency. In this part, the researcher did not use any
53 implementation method yet. The researcher conducted a test as
the students‘ condition.
2 Planning Cycle 1
In the planning of the first cycle, the researcher considered the materials which would be taught by reviewing the basic
competency. 3
Planning Cycle 2 In the planning in the cycle 2, the research reviewed the result
of the discussion and the plan based on the problem appearing at the first cycle. The dialogues and songs were planned to be
included in the same types and forms as in the first cycle.
b. Action and observation of the cycle
In this step, the researcher was got involved in observing the effects of the actions and took note on how the students reacted to the
actions and some obstacles in implementing the action. 1
Action and Observation of Pre-Test In this stage, no lesson plan was implemented in the class as
the teacher was. The teaching and learning processed were observed and recorded in the form of field notes. In this stage, the
researcher and the collaborator noted some problems appearing during the test.
54 2
Action and Observation of Cycle 1 In this stage, the lesson plans were implemented in the class,
the teaching and learning process were observed and recorded in the form of field notes and video. The some changes were made in
relation to the students‘ learning progress. Even though, in this stage, the researcher and the collaborator noted some problems
appearing during the teaching and learning process. In this cycle, there was a topic that was discussed in two meetings. It was
―Expressing Sadness‖. A post-test was conducted in the end of the meeting, and they asked by the researcher to join with the interview
after class. 2
Action and Observation of Cycle 2 As what the researcher done in the second stage of the first
cycle, in this stage the researcher implemented the revised method decided in the planning session and observed its progress. The
mistakes, weaknesses, changes and improvements were recorded as a consideration to draw the conclusion about the whole teaching
and learning process. In this cycle, the researcher was taught one topic, it is ―expressing love‖. It was delivered in two meetings. The
second meeting of the second cycle was delivered for doing post- test 2. The researcher asked to the students to join interview and do
the questionnaire.
55
c. Doing the reflection
