Triangulation takes place as a means to reach the trustworthiness. Burns 1999: 163 recommended four kinds of triangulation.
1. Time triangulation: the data are collected in one point in time or over period
of time to achieve the changes. 2.
Space triangulation: data come across different subgroups. 3.
Investigator triangulation: the research involves more than one observer to avoid bias.
4. Theoretical triangulation: involves more than one perspective.
In this research, the trustworthiness was reached through time triangulation and investigator triangulation. The time triangulation was obtained
by finding the changes through the implementation of the planned actions in one point in time. The research was done in a period of time instead of finishing it
over period of time to obtain the changes happened. The actions were done once in a certain time. The investigator triangulation was fulfilled by involving the
English teacher and a partner as observers. Discussing the obtained data and comparing them were done with the other research members to get trustworthy
data from some points of view of the collaborators.
G. Procedure of the Research
1. Reconnaissance
It was the first stage of the action research in which the possible problems that occurred in the grade X PM 1 SMKN 1 Depok were examined and identified
by conducting observations in the class and interviews to several students. The
result of the reconnaissance was used to determine the actions which were conducted in the research study.
2. Plan of Action
Based on the observation and the interview have been done, the main problem lied on the low ability of students’ speaking skills. This problem
occurred since the time allocation for speaking was very limited so that the students were not accustomed to speak English. The researcher and other research
members discussed what activities could be implemented to attract students to improve their speaking ability in teaching and learning activities.
The plan of actions which were taken included: a.
Actively using English in the classroom b.
Creating interesting media c.
Implementing interactive group activities. 3.
Action and Observation There were several actions which were carried out in this research study.
The actions in the research focused on the implementation of group work activities with the accompanying actions such as the use of media and games.
While the researcher conducted the teaching and learning activities, he and the research collaborators observed the situation in the class.
This observation aimed at maintaining and looking for the weaknesses when the interactive group work activities were implemented in teaching and
learning activities. When there were some weaknesses which did not support the success of the research, the observation was useful as a reference for arranging the
next cycle. The next cycle is needed if there is something to be improved from those actions in cycle I. Furthermore, the improvement both in the teaching
learning process and in the students’ speaking ability could be drawn through the observation.
4. Reflection
Reflection was used as a consideration whether it was necessary to plan for the next cycle or not. The reflection was done by analising the result of the
observations, questionnaires, and interviews. This step told the writer whether there should be other actions to do or not. If there were mistakes, weaknesses, or
unsuccessful actions in the previous cycle, the researcher would have been ready with Cycle 2.
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CHAPTER IV THE RESEARCH FINDINGS AND DISCUSSIONS
This chapter presents matters concerning research findings and discussions. These are presented in three headings: research procedures and
findings, the implementations of the actions and discussions, and results of pre- test and post-test on the students’ speaking ability.
A. The Sharpening of the Problem
To give clear understanding on the research process, the description of steps in action research suggested by Kemmis and McTaggart 1988 with
some modifications are presented as follows:
1. Reconnaisance
The research process began with the formulation of problems identified in the field which was derived by conducting some observations and interviews
with the English teacher and the students. The field problems occurred during the teaching and learning process could be seen in Table 1.
