To fulfill the theoretical triangulation, the researcher used more than one theory in analyzing the data. She analyzed the data with more
than one technique. The quantitative data were collected through pre-test and post-test. The researcher compared the result of pre-test and post-test
scores through T-test in SPSS and analysis of means scores in each speaking skill aspects. Furthermore, the qualitative data were collected
through observation and interview. The results of qualitative data were in the form of field notes and interview transcript.
G. Data Analysis Technique
In this research, the researcher collected the data from the observation, the interview, and the test. The observation is used to find out the result of the
first statement of the problem. The researcher used an observation checklist helped by the teacher to observe how the researcher used video record in the
classroom. The observation was conducted in every meeting of the treatment. The answers were obtained by giving thick on yes or no column on the table
of observation checklist. And for more detail description, it was noted and explained on the note column. It shows how each component was
implemented. It was supported by the observation checklist and documentation.
By conducting the interview with the teacher and the students in reconnaissance and during the research, the researcher got complete proved
evidence that implementing video recording project would give significant
improvement to the students’ speaking skills. To make sure that she gained complete information, the researcher listed some question in interview
guidelines. After having interviews with the English teacher and the students, she typed the result in interview transcript.
Meanwhile, the tests were used to find out how video recording project improves
students’ speaking skill. The researcher used rubric speaking skill adapted from Brown 2001
to score the students’ speaking skill. The tests consisted of pre-test and post-
test. The students’ pre-test and post-test scores were analyzed through T-test and analysis of means scores in
each speaking skill aspect. T-test was used to measure the average score of post-test that increases from the pre-test average score. Afterward, the
analysis of means scores was conducted to observe the improvement score in each aspect including vocabulary, grammar, fluency, and pronunciation.
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This research was aimed to improve XI IIS 3 students’ speaking skill through the video recording project. In this chapter, the researcher describes the
processes as well as the result of the research. It consists of some sub-chapters. First, there are Reconnaissance which describes the field problems, the
identification of the problem to solve, and the actions to solve the feasible problem. Second, the researcher explains the planning, actions, and reflection of
Cycle I. The last sub-chapter is the report of Cycle II which comprises planning, action, and reflection of the cycle. It is the final review of the research.
A. Reconnaissance
In this stage, the researcher gained data to find out the field problems related to students’ speaking skill by conducting observation and interview in
XI IIS 3 class of SMA N 1 Wonosari. The interview was done twice. The first interview was done with the English teacher, while the second interview was
done informally with the students when they were enjoying their second break. The observation and interview were conducted on February 13
th
, 2016. The situation of the English teaching and learning could be seen in the
following Field note. The ET entered the classroom, and then she greeted all Ss. All the Ss
replied. The ET asked who was absent that day, and Ss replied there were two students absent on the English class because of the school competition
participation. The ET asked the Ss whether they were ready for that day
lesson. The Ss politely answered the ET’s question. Before the teaching and learning started, there was weekly
performance by a student. The performer was chosen randomly and that day was Dea’s turn. She did a presentation entitled “The Easy Ways to Learn
English ”. She did it well but still had some problems related to her speaking
skill. She still used the mother language that is Javanese, she also mispronounced some words, and the last mistake was she used many types
of fillers such as uh, mm, um. But it was good enough for Ss in her grade. Dea delivered her presentation for 5 minutes and she asked other Ss to come
into the front of the class to explain who their idol is. She promised if there were two Ss participating in her quiz, they deserved a unique reward. The
volunteers were Rama and Haikal. They explained and described their idol in turn. As mentioned in
Dea’s problem, they did the same mistake in pronouncing some words and they still used the same mother language to
explain some words they did not know in English. Both of them could not found suitable words to express what they wanted to say, but they delivered
the explanation bravely. The ET invited the Ss to come to the main topic of that day which was
“Stating and Expressing Conditional Sentence”. She opened English course book and said, “Alright, now open your book chapter 12, there are several
activities you are going to learn today and now please do the first exercise that is listening activity. I will play it twice, listen carefully on this
recording, and try to answer the questions listed on your book”. She played the recording which was about the conversation between two people in a
shopping situation. After that, the ET and the Ss discussed the listening exercise. There were some students participating in this discussion. They
tried hard to express ideas in English. The ET also explained some types of conditional sentences and she asked the Ss to pronounce some difficult
words. After they had done the first exercise, the ET asked the Ss to finish the
next exercise provided in the course book. Some boys sitting in the back rows looked sleepy. There were two boys laying his head on the table. Some
