19
c. Model of Classroom Action Research
Kemmis and McTaggart as cited by Nunan 1989: 12 states that, there are four developmental phases for carrying out action research. As seen in figure 2.1.
They are planning, acting, observing, and reflecting.
Figure 2.1:
Kemmis and McTaggart’s Model of Classroom Action Research Kusumah Dwitagama, 2010: 21
According to Kemmis and McTaggart as cited by Nunan 1989: 12, figure 2.1 illustrates the way those four phases recycle to form an action research spiral
as follow. Phase I
Develop a plan of action to improve what is already happening.
Phase II Act to implement the plan. Phase III Observe the effects of action in the context in which it
occurs. Phase IV Reflect on these effects.
Kemmis and McTaggart as cited by Nunan, 1989: 12
20 In order to conduct classroom action research, the researcher will follow those
four phases in every cycle.
B. Theoretical Framework
In this part the researcher relates the theory with this research. According to Nunan 1991: 43, speaking consists of producing systematic verbal utterance
to convey meaning. The speakers should know and understand the language and relate to the context. According to Rivers 1970: 160-162 “The teaching of the
speaking skill is more demanding on the teacher than the teaching of any other language skill. To teach speaking skill it is necessary to have a clear
understanding of the processes involved in speech.” The teacher should give more opportunity to the students to practice speaking. However, based on the
observation, XG students of SMA Negeri 1 Kasihan Bantul had difficulty in speaking. They could not build their own ideas to make a conversation. Therefore,
the researcher would use contextual teaching and learning to solve the problem. Contextual teaching and learning helps students relate subject material with their
real world. Teaching and learning activities in the classroom were developed from CTL. The activities used in the classroom must be interesting which could activate
students’ motivation to learn. The lesson plans used in this research in the first and second cycle were in accordance with seven components of CTL namely:
constructivism, inquiry, learning community, modeling, authentic assessment, and reflection. Based on CTL, the researcher provided problem-based learning and
cooperative learning as the methods used in the classroom. Topic materials used
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