lvi To support those definitions above, here are the key points of action
research: 1. Action research is an action, which is taken as a result of reflection on
phenomenon done by the researcher. 2 Action research always arises from some species problems or issuing arising
out of the searchers practice. 3 Action research can be done by one person or individually but will be
rationally empowering when undertaken by participant collaboratively. 4 Action research stars with small cycle of planning, acting, observing and
assumption more clearly. 5 Action research is a systematically learning process in which people at
deliberately, though remaining open to surprise and responsive opportunity. 6 The aim of action research is to improve the quality of the system in certain
social circumstances including educational system.
D. The Procedure of the Research
The model of action research below is the framework in undertaking a classroom action research, so four steps planning, implementing, observing and
reflecting of the model below are included in the procedures of action research. The description of each stage in one cycle is as follows:
Planning
Reflecting Implementin
g
Observing Reflecting
Implementing Planning
Observing
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1 Planning
In this stage, the writer firstly identified the problem referring to the teaching-learning process that will be studied. In this case, of course, the
problems were related to the speaking ability. Secondly, the writer made a plan about what kinds of action will be carried
out and prepared everything dealing with the action research requirements such as the material that is going to be taught to the class, made lesson plans, gave pretest,
prepared some observation sheets to record the stud ents‘ activities, teaching aids
and test instruments, etc. In applying the first cycle, the writer observed the teaching and learning
process. At the end of the first cycle, she analyzed and evaluated the improvement of students‘ speaking ability. The result of the evaluation is used to
make a plan for the next cycle. Cycle 2 and Cycle 3 are applied by considering the result of the previous cycle.
2 Implementing
The researcher carries out the lesson plan in the classroom. She does step by step of the teaching-learning activities based on her lesson plan. In this case,
the teacher implements the teaching learning activity using project work to the first grade students of network computer technique program. The lesson plan is
arranged based on the s tudents‘ need and the time allocation which is suitable for
the discussion. The steps include: 1 Opening, 2 Presenting Main activity, 3 Closing.
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3 Observing
The researcher records the important activities during the learning- teaching process. She is
also helped by her collaborator to observe students‘ activities during the teaching-learning process, so that, she can give some inputs
or suggestions. She notes the strengths and weaknesses of the implementation of the teaching-learning process using project work in teaching speaking.
4 Reflecting
After carrying out the teaching learning activities using project based activity, the writer recites the activities in the classroom as the effect of the action.
She evaluates the process and the result of the implementation of project based activity in teaching English. The evaluation gives advantages in deciding what
the researcher should do in the next cycle.
E. Technique of Collecting Data
