planned and implemented the actions, and finally evaluated and reflected the actions in a systematic way. Kemmis, 1996
B. Setting of the Research
1. Place of the Research
SMP N 3 depok is located in Sopalan, Maguwoharjo, Sleman, Yogyakarta. It is near INSTIPER Yogyakarta. There were three English teachers there and it had 12
classes; four classes for the first grade, four classes for the second grade and four classes for the third grade. There were 32 students in every class. There were not
many facilities for learning English and it was limited used. There was no language laboratory there, but each class had already an LCD.
2. Time of the Research
The research was conducted in the second semester of the academic year 20132014 and started from January up to May based on the academic calendar and
class schedule.
Table 3 : the Schedule of the Action Research
No Steps
Month
January February
March April
May Week
Week Week
Week Week
5 1 2
3 4
1 2
3 4
1 2
3 4 5 1
2 3
4 1.
Observation 2.
Planning 3.
Pre-Test 4.
Action 1 - Implementation
- Observation - Reflection
5. Planning for cycle 2
6. Action 2
- Implementation - Observation
- Reflection 7.
Post-test 8.
Analyzing Data and Reporting
C. Subject of the Study
This research involved the headmaster, the English teacher, the class teacher, the collaborator and the students of Class VIII C in SMP Negeri 3 Depok, Sleman,
Yogyakarta. The researcher implemented the action while the English teacher and the collaborator observed and noted the students’ reaction and condition on the class.
D. Research Instruments
The researcher played a role as an observer to collect the data and also the one who implemented the actions. While the researcher implemented the actions in the
classroom, the English teacher and the collaborator acted out as the observer. Meanwhile, in order to gain qualified data, the data were collected by using
questionnaire, observation checklist, interview guidelines, and a speaking scoring rubric.
1. Questionnaire
The questionnaire was used to select the video based on the students’ wants and needs. The questionnaire was given during the planning stage and preparation.
2. Observation Checklist
The main purpose in using the observation checklist was to enable the observer to record behaviours during sessions of the research quickly, accurately and
with minimal interviewer effect on behaviour.
