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students’ speaking ability through the aspects of grammar, pronunciation, vocabulary, comprehension, and fluency. Then, to ensure the reliability of
the data, some genuine data were provided in the forms of field notes, interview transcripts, photographs a
nd students’ speaking scores.
Meanwhile, to know the result of the students’ performance in
speaking, the researcher used a speaking rubric. In using the rubric, the researcher used inter-rater. It means that there were two or more raters who
evaluated the result of t he students’ speaking. By doing this, the reliability
of the research could also be achieved. Furthermore, to make the quantitative data reliable, as it used a collaborator, the data were analyzed
by using inter-rater reliability.
G. Research Procedure
According to Kemmis and McTaggart 1988 in Burns 2010: 7, action research occurs through a dynamic and complementary process which
consists of five fundamental steps in a spiraling process. They are as follows: 1.
Reconnaissance In this step, the researcher tried to find out the real problems
happened in the process of teaching and learning of English in SMK Muhammadiyah 3 Klaten Tengah by conducting a classroom
observation. Besides, a pre-test and an interview with the English teacher, as the collaborator, and some students were also carried out to
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gain the information about the students’ speaking skills and their
difficulties in speaking English. 2.
Planning After finding problems in the reconnaissance phase, the
researcher planned the action. In this step, the English teacher and the researcher discussed the implementation of role play that will be
used to solve the problems related to the stude nts’ speaking skills.
Then, the course grid, the lesson plans, and all of the instruments needed in Cycle I were created to be implemented in the actions.
3. Acting
In this stage, the researcher implemented role play technique in the teaching and learning process of English for students of grade X
Nursing programme in SMK Muhammadiyah 3 Klaten Tengah. The actions of Cycle I were conducted in two meetings.
4. Observing
As the researcher was teaching the students, the English teacher did the observation. In this step, together with the collaborator, the
researcher observed and documented the students’ activities during the
teaching and learning process. Observation checklists were also used, and the data gained from this step were in the form of field notes.
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5. Reflecting
After all actions of Cycle I were conducted, the researcher made a reflection on the implementation of the actions. The students and the
collaborator were interviewed to find out whether there were improvements or not during Cycle I. After that, based on the result of
the observations and the interviews in Cycle I, Cycle II was decided to be conducted to make significant improvements. The successful actions
would be reapplied and the unsuccessful actions were improved in Cycle II.
6. Revised Plan
Based on the reflection of Cycle I, there was a new topic that would be implemented in Cycle II. The new topic was expressions of
command and request. The course grid, the lesson plans and all of the instruments needed for the Cycle II that has been consulted with the
collaborator were made. Furthermore, to encourage students to more actively participate in the teaching and learning process, the researcher
planned to give rewards to those who were actively involved in the learning process.
7. Acting
The actions of Cycle II were also done in two meetings. In this cycle, a new topic was introduced, and the materials for the role play
were materials that had higher range of difficulties from those in cycle
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I. 8.
Observing Similar to Cycle I, the observation in Cycle II was also done by
observing and documenting the English teaching and learning process in the classroom helped by the collaborator. Observation checklists
were used to gain the data which were then written into field notes. 9.
Reflection The reflection stage was also conducted after all actions in Cycle
II were done. It was conducted by interviewing the students in order to know about their feelings toward the actions. Besides that, the
researcher also interviewed the English teacher, as the collaborator, i n o r d e r to obtain the opinions and the suggestions. Finally, the result
showed that significant improvements on the students’ speaking skills
were gained. Therefore, the research was considered to be successful and in this way the researcher ended the research.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
A.
Research Findings 1.
Reconnaissance
In this stage, the researcher carried out some activities that can be used to find out the field problems. First, a classroom observation on
Oct 24
th
, 2015
was conducted to gather the information about the English teaching and learning process in class X Nursing programme of SMK Muhammadiyah 3
Klaten Tengah. The researcher came to the classroom and observed the
English teacher in delivering the English materials to the students.
Second, some interviews were also done by the researcher on
Oct 24
th
, 2015
. The researcher interviewed the students in order to collect data about the students’ perspective on the English class. Then, to find out the weaknesses as
well as the suggestions related to the English teaching and learning process,
the researcher did an interview with the English teacher.
After conducting classroom observation and interview, on
Oct 29
th
, 2015,
the researcher conducted pre-test to strengthen the findings. The pre-test was carried out t
o find out about the students’ speaking skills; grammar, vocabulary, comprehension, fluency, pronunciation. The result of the pre-test
showed that the students still lacked in their speaking skills.
During the pre-test, most students were still shy to perform their dialogue. It was seen that they were afraid of making mistakes, especially in
