headmaster‟s room, a teacher‟ room, a room for guidance and counseling, an administration room, a Physics lab, a Biology lab, a language lab, a computer lab,
a library, a school health unit, an art room, a basketball court, a parking lot, two
canteens, a mosque, toilets, a library, an OSIS room.
The research was held in class VIII F. The class is big enough for having 34 students in it. Moreover, it is facilitated with an LCD, a whiteboard, a wall-clock,
some posters, and the like. Unfortunately, there is no adequate English exposure for the students in this school.
The study was carried out in the second semester of the academic year of 20132014. It was done from January to February, 2014. The actions were carried
out according to class VIII F‟ schedule for English subject which was on Tuesday and Friday. Each meeting is for 80 minutes.
C. Subjects of The Research
The study involved students of VIII F class as the subjects of the research. The class consisted of 34 students 16 male students and 18 female students.
They were about 13 - 14 years old.
D. Techniques and Instruments of Data Collection
The data gathered in this research were both qualitative and quantitative. The qualitative data were in the form of opinions, obstacles, preferences, and
expectations of the participants. They were used as the main data. Meanwhile, the
qualitative data were in the form of scores. They
were used only to support the qualitative ones.
To get the data mentioned earlier, the following data collection techniques were employed:
a Observation
Observation was conducted by the researcher together with the English teacher to get a better insight of what was actually happening in the speaking-
teaching learning process. During the implementation of the actions, the collaborators helped the researcher to record what happened in the classroom
using narrative style. The observation included the contents of the SK and KD as well as the course books that were used in the teaching-learning process.
b Interview
The researcher also interviewed the teacher and some students to collect more detailed information about their opinions regarding the teaching and
learning of speaking before and after the actions being implemented. Theinterviewwas planned but unstructured. It means, the researcher asked some
questions but she gave opportunities to the students and teacher to say everything related to teaching and learning process of speaking.
c Test
There were two types of tests. They are pre-test and post-test. Pre-test was very important to diagnose learner
‟s weaknesses while post-test was used to measure the learner
‟s achievement and mastery. It was also used to find out whether there is an improvement or not.
d Documentation
Recording students‟ performances on video or audio allowed the researcher to review them more than once if necessary. She could also involve the
collaborators in the assessment by showing the video or audio that had been recorded, thereby increasing inter-rater reliability. As through the photos that were
taken, the researcher could remember the classroom conditions
during the implementation of the actions.
Instruments used in this research are described as follows: a
Observation Checklists Observation checklists containing many different categories were prepared
beforehand to observe the teaching and learning of speaking in the classroom. Here, the researcher used observation form adopted from Brown 2001: 432-434
which captures five aspects: preparation, presentation, executionmethods, personal characteristics, and teacher-student interaction.
b Interview Guidelines
The interview guidelines were used to know the collaborators‟ opinion
toward the plan of the implementation and the students‟ responses and feeling after the implementation.
c
Speaking Rubric
In assessing students‟ speaking skill, the researcher used oral proficiency
scoring categories proposed by Brown 2004: 172-173 consisting of five aspects: grammar, vocabulary, comprehension, fluency, pronunciation.
d Camera Recorder
Besides the three main instruments above
, the researcher also used a camera, an audiorecorder, and a video recorder to get more complete data.
The camera was used to capture the classroom conditions during the implementation of the actions
while the recorder was used to record students‟ performances while taking part in the speaking activities and students‟ responses toward the actions that had been
implemented
. To record students‟ performances during pre-test and post-test, the researcher chose audio-recorder instead of video-recorder since it is less
noticeable to the students so that they may act or speak as they would normally do.
Table 3: Types of Data, Data Collection Techniques, and Instruments of the Research.
E. Techniques of Data Analysis
