effects of the action in order to make sense of what has happened and to understand the issue the researcher has explored.
The researcher might decide to do further cycles of action research to improve the speaking skills.
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CHAPTER IV RESEARCH FINDINGS
This chapter presents the process, the results and interpretation of research finding conducted in Cycle I and Cycle II. Each cycle consisted of planning actions,
observation and reflection.
A. Research Findings
This part describes the reconnaissance, planning, actions, observation, and reflection in Cycle I and Cycle II
1. The reconnaissance
To identify the problems of the process of teaching and learning speaking in VIII A class, the researcher conducted classroom observation and
interviewed the English teacher and students. The vignette below shows the process of teaching and learning speaki
ng, and the students’ behavior toward the speaking class.
Day date : Tuesday April 15, 2014 Time : 07.40
– 09.00 Place : Mts Wahid Hasyim Yogyakarta
Activity : Observation
The teacher started the class by greeting, checking students’ attendance, and
praying. Then the teacher checked the student s’ homework taken from LKS.
While doing these activities, the students talked with their friends and paid no attention to the teacher
s’ explanation. There were some students who are sleeping while the teacher explained the materials.
Continued
Continued In the middle of the teaching and learning process, the teacher gave the
task or activity taken from LKS, but there were only some students who did these activity. The time passed by, time to break came. The teacher
closed the class by apologizing and salam.
Appendix AField Note 3April 11, 2014
From the observation, the teacher did not provide any interesting media to attract the students’ interest. In the teaching and learning process the
students paid less attention to teachers’ explanation. Some of them talked to their friends. There were othe
r students sleeping in the class. The students’ involvement during the teaching and learning needed to be improved.
The researcher also interviewed the English teacher to support the primary condition of teaching and learning process. The following
inter viewed transcript shows the same condition of students’ behavior during
the lesson. R: Maaf ibu mau bertanya sebenta. sorry miss, I want to ask for a while
T : Oh iya mbak, gimana ?. Alright, what? R:Ibu, apa si kesulitan mengajar di kelas VIIA?.Miss, what are the
difficulties in teaching VIIIA class T : Kesulitannya banyak mbak. There are so many difficulties
R : Bisa di sebutkan contohnya ibu?. Could you mention the example? T : Iya, misalnya banyak yang tidur di kelas, suka ramai sendiri, sering tidak
memperhatikan seperti yang tadi mbak saksikan,maklum ya mbak udah tau sendiri kan, di pondok itu banyak sekali kegiatan yang dilakukan para santri
bahkan kegiatannya sampai malam. Yes, for the example there were so many students were sleepin
g in the class, they like crowded, often don’t paid attention like just now, there were many activities in the Islamic boarding
house even until late night
Continued
Continued R : Oh iya bu saya juga pernah di pondok jadi sedikit tahu kondisi dan
kegiatan yang di lakukan. All right, I ever stayed in the Islamic boarding house, so a little bit know how the situation are and what are the activities
T : Iya mbak seperti itu kira-kira, tapi beda kegiatannya dengan pondokan untuk anak kuliah kalau kegiatan di pondok untuk anak lebih terstruktur,
terjadwal dan ketat. Kebetulan saya juga Pembina kegiatan malam anak- anak ngaji.
Yes. it’s like that. But their activities are different with the Islamic boarding house to students in university, they have the structural
activities, and obedient R : Oh iya ya bu, terima kasih ya bu atas penjelasannya. Yes, miss. Thank
you for your explanations T : Iya sama-sama mbak. Yes, you are welcome
Appendix BInterview Transcripts 1April 15,2014
From the interview above, it can be found that the students faced some problems in speaking. However because there was no data on the students
speaking, the researcher held a pre- test to see the students’ ability in speaking
on April 5
th
2014. In referen
ce to the results of the students’ speaking pre-test before implementing the actions, there were several problems related to the
organization; most of students’ speaking was not well organized. They lacked logical sequencing and development. It can be seen on some students. They
did not use the right adverb of time indicating their past time story. In the end of the pre-test, they did not give the conclusion.
Apart from the students’ difficulties to speak, they also could not develop their words and sentences. It seemed that the students needed to be
