Planning Procedure of the Research

D. Procedure of the Research

The research design used in this research is the self-reflective spiral of planning, acting, observing, reflecting, re-planning as the basis for a problem solving maneuver as proposed by Stephen Kemmis and Robin McTaggart McNiff, 1992: 26. Figure 1: Steps in Action Research

1. Planning

In this phase, the researcher prepared the lesson plans, the materials, and the research instruments that would be used. Lesson plans were used as scenarios of the teaching and learning process. The materials designed were in the form of copied handout and the others were written on the whiteboard. Meanwhile the research instruments such as the interview guideline, the pretest, the questionnaire were designed by considering the kinds of data needed. The plans per cycle were described as follows: a. Cycle 1 a Reconnaissance The reconnaissance process is important in an action research. It is the process of getting information about the whole aspects of teaching and learning process in the classroom. In this step, the researcher and the English teacher discussed the field problems found in the classroom related to the teaching speaking. Then, they selected those problems based on the feasibility level. In this step, the researcher fulfilled dialogic validity and democratic validity. b Planning After the researcher and the English teacher selected the field problem most feasible to be solved, they discussed some planning. In planning the first cycle, the researcher considered the materials which would be taught by reviewing the Basic Competency. The researcher planned to have two activities using pictures in this cycle in three meetings. In this stage, the researcher decided the two activities by considering the type of the activity and the material that would be taught. In this step, the researcher fulfilled the dialogic validity and process validity. c Action and Observation Cycle 1 In this stage, the lesson plans were implemented in the class, the teaching and learning process were observed and recorded in the form of field notes, and some changes were made in relation to the students’ learning progress. It fulfilled process validity. Also, in this stage the researcher and collaborator noted some problems appearing during the teaching and learning process. It fulfilled democratic validity. In the end of the implementation, the researcher interviewed the students to get the data about the students’ responses. It fulfilled catalytic validity. d Reflection 1 In this stage, the researcher, the teacher and the collaborator discussed the problems and solutions in each meeting, and at the end of the cycle they discussed the whole stages of the cycle as a consideration to plan the next cycle. They also discussed the result of the interviews which was done by the researcher in the end of the action. Those activity fulfilled investigator triangulation reliability. b. Cycle 2 a Planning In the planning session of this cycle, the researcher reviewed the result of the discussion and planned the teaching techniques to solve the problems appearing in the first cycle. The researcher fulfilled dialogic validity and process validity. b Action and Observation Cycle 2 As what the researcher did in the second stage of the first cycle, in this stage the researcher implemented the revised method decided in the planning session, and observed its progress. The mistakes, weaknesses, changes and improvements were recorded as a consideration to draw the conclusion about the whole teaching and learning process. In this step, the researcher fulfilled process validity and catalytic validity. c Reflection 2 In this stage, the implementation and observation of the second cycle were reflected in the discussion between the researcher, the teacher and the collaborator. Furthermore, the whole problems, solutions, changes and improvements made in the first and second cycles were discussed to draw the conclusion about the overall teaching and learning process. In relation to reliability in this process, the researcher fulfilled both time triangulation and investigator triangulation.

2. Acting