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pronounce it by themselves. If the students make an error in pronunciation, peer correction will work.
Step 3
: Asks them to recognize if the pair of words that teacher said is same or different. This is hopefully useful for checking their listening
comprehension.
Step 4 : Selects the sounds that are seemed
similar with the students‟ native language, this is a comparison between the students‟ native language and
the language they are studying.
Step 5 : After drill the pairs of words, asks students to answer the questions
on worksheet in pair students A and B. Student A will read the sentences in the worksheet on him while students B choose an appropriate word that
student A mention.
Step 6 : Evaluates them using an oral test to check their progress in
pronunciation.
c. Observe
The observation aims to assess teachers‟ action during teaching learning activities.
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Kemmist and McTaggart 2003 suggested that in this phase the researcher observes the feedback of action, and the effects
that occur during teaching learning activity.
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The writer observes the classroom atmosphere when the teacher acts her teaching technique, the
students‟ responses of teacher‟s action and the outcomes of the intervention and reflecting on its effectiveness. These activities will be
recorded towards the implementation of the action using observation sheet and field notes.
d. Reflect
Reflection is done after the action and observation. In this cycle, the writer and the teacher reflect to know the effects of the action and to find
55
Michael J. Wallace, Action Research for Language Teachers, Cambridge: Cambridge University Press, 1998, p. 104
56
David Nunan, Understanding Language…, p.13
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out the progressiveness to the whole action. This reflection is held by unstructured interview the students through teaching learning activity and
reviews their feedback and their progress after doing Action. The teacher and the writer collaborate in evaluating what have been doing in the
previous phases. Then, they re-plan the phases in cycle 2.
2. Action Research in Cycle 2
After implementing action research in cycle 1, the teacher and the writer think the arrangement for cycle 2. The phases in cycle 2 are similar with
the cycles 1 which are re-plan, act and observe, and reflect.
a. Re-Plan
After doing reflection on cycle 1, the teacher and the writer arrange everything that is related to the phases in cycle 2. The first step is the
teacher and the writer re-plan the items that is required for implementing CAR. In this case, the teacher and the writer develop the idea that will be
implemented in the Action like the procedures of teaching, media, resources, instrument and evaluation.
b. Act and observe
In these phases, the teacher and the writer carry out the items which have been planned. The teacher establishes the action based on the
lesson plan systematically, while the writer observes the whole activities in the classroom, like teacher‟s action in implementing the action and the
students‟ responses. She also records the classroom atmosphere.
c. Reflect
Here, the teacher and the writer note the results of observation and evaluate it to know whether the implementing of the action process is held
appropriately with the preparation or not. Then, they evaluate student‟s feedback. One of the ways to evaluate it is by giving the test to the
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students. After doing the reflection of cycle 2, the writer and the teacher agreed to stop the action if the results of the action succeed.
G. Techniques of Data Collecting
The writer uses quantitative and qualitative approach for data collecting. The consideration in using quantitative is because the data can be measured
objectively and more valid by counting the data in which it inquires. While qualitative is considered subjective and used to describe the collected data and it
does not need to be counted.
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In this research, the students‟ pronunciation tests use quantitative approach. Meanwhile, the qualitative approach consists of
observation and interview. Here are the completely explanation about the data collecting used
quantitative and qualitative approach:
1. Tests
In this research, the writer uses tests to measure the students‟ pronunciation achievement. The test that is taken before treatmentaction
done, the writer use terminology “pre-test”, while “post-test” is terminology that the writer used to the test that is done after the treatmentaction. The
writer does pre-test and post- test to get the students‟ score of their
pronunciation by using the appropriate instrument. These tests are also to know the students‟ improvement for their pronunciation.
2. Observation
The writer observed what had been happening during teaching learning activities. She also observed the problem faced by students. The observation
was done collaboratively. The observer records her observation into observation sheet.
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Michael J. Wallace, Action Research …, p.38
