source of data, namely the researcher, and the students of VIII G class. The researcher triangulated the data by analyzing them using field notes of the teaching learning
process, the interview transcripts, some expert’s theories and scores from the English teacher in doing pre-test and post-test during process. The researcher took field notes
of what the researcher does in the class and kept the supporting documents such as lesson plan, the students’ work and some checklist of what the researcher wanted to
do in the class. After that, the researcher interviewed the students to know what they felt during the class activities. The researcher also interviewed the teacher to get some
comments, perceptions and suggestion about the action. Lastly, in getting the scores of tests, the researcher and the English teacher together scored the students’ reading
fluency performance in order to reduce the subjectivity of the researcher
H. Steps of the Research
1. Reconnaissance
In this step, the researcher begun to find out information concerning the students’ reading fluency. The researcher observed and interviewed the English
teacher and the students of class VIII G in order to identify any existing problems on the students’ reading fluency. She also collected the information by observing the
English teaching-learning process in class VIII G.
2. Planning
The researcher planned some solutions based on the problems. The solutions should be in line with the nature of the problems and based on the relevant theories.
In this case the researcher identified the problems related to the students’ English
reading fluency. After identifying the problems, the researcher made a plan about what kind of action would be carried out and prepared any necessary instruments
dealing with action research.
3. Actions
After the teacher and researcher reached an agreement on the lesson plan, the actions were implemented in the class. The teaching and learning process were
observed and recorded in the form of field notes and observation sheets. In this stage the researcher also identified some problems that appeared during the teaching and
learning process. On the other hand, the English teacher also gave some feedback concerning the researcher’s teaching techniques. Based on the data
obtained from the observations, during the implementation of the action, the researcher and the collaborators held a discussion. Then, they evaluated the
implementation of the action in order to improve any existing weaknesses in the next action.
4. Reflections
The reflection was done to know what happened in the actions and to know whether the objectives were achieved or not. If the actions carried out were
successful, they would be continued. The reflection was got from the observation and the interviews with the English teacher and some students of grade VIII G.
CHAPTER IV RESEARCH PROCESSES AND FINDINGS
This chapter presents the processes of the research and the findings. There are three sections in this chapter. The first section presents the reconnaissance steps. The
second section reports the implementation of the actions and discussion. The third one presents the result of pre-test and post-test of
the students’ reading fluency.
A. Reconnaissance
In this step, to identify the field problems, I conducted some activities. First, I observed concerning the English teaching and learning process in class VIII G of
SMPN 1 Jogonalan. Second, I interviewed the English teacher to get the information about the condition of the research field.
I. Identification of the Problems
I began to identify the problems by interviewing English teacher and students. It was conducted to gain information about the problems of teaching and learning
process of reading fluency. The problems were shown in the extracts of interview below:
Line Interview Transcript
29 R: Biasanya ada permasalahan apa bu dalam mengajar reading aloud?
What problems do you usually face in teaching reading aloud?
30 T: Masalahnya banyak ya mba. Misalnya masalah tugas, ada anak yang
rajin ada anak yang kurang rajin. Ada yang sudah membuat, ada yang belum. Terus di dalam kelas, ada yang betul betul memperhatikan, ada
yang agak ngantuk ngantuk. There are several problems. For example, there are dilligent and not
dilligent students in doing tasks. Some students do not submit assignments.
