CHAPTER III METHODOLOGY OF THE RESEARCH
3.4. Data Collection
The data were in forms of qualitative and quantitative. Qualitative data were gained by giving the description of the situation in teaching and learning process. Meanwhile, quantitative data were taken from the score of students’ performances in the end of cycle.
b. Data collection Technique and Instrument
In this research collected the qualitative data by using some technique as follows:
1. Observation
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Observation allows the researcher to gather the data. It gives the researcher the opportunity to see the situation. Observation guidelines were used as the instrument to collect the data. It was used to enable the observer to record behaviors during sessions of the research quickly and accurately. In completing the observation checklist, the researcher gave a tick to statements describing the teaching and learning process. Later, the data gathered through observation were presented in form of field notes.
2. Interview
Interviews were used in the reconnaissance and data gathering step. The interview guidelines are used to help the researcher keep the discussion on the track. It helps the researcher to conduct the interviews systematically and to check that the needed information had already been elicited. The results of the interview were interview transcripts.
3. Video Recording and Camera
The researcher recorded the English teaching-learning process by using HP while doing observation. Camera helps the researcher to take a picture the activity that students do in teaching and learning process.
4. Speaking Rubric
On the other hand, the quantitative data was gathered through test.
The test used speaking rubric for speaking test. Those test would result in scores that would be compared later to find the improvement of the students’ speaking ability.
Scoring Rubric Adaptation
Fluency Content Appearance
Pronunciati on
Intonatio n &
Stress
Comprehensi on
Gramm er
Vocabular y
Body Languag
e
expressio n
Max . Scor
e
10 10 20 20 20 10 10
Fluency Content Appearance
Pronuncia tion
Intonatio n &
Stress
Compreh ension
Gramma r
Vocabular y
Body Language
Expressi on
Score
1-4 (Errors in pronunci ati on are frequent but can be understo od by a native speaker used to dealing with foreigner s
attemptin g to speak his language.
1-4 (Not really paying attentio n to the stress and intonati on)
7-11 (Can understa nd simple question s and statemen ts if delivere d with slowed speech)
7-11 ( Errors in gramm ar are frequen t, but speaker can be underst oo d by a native speaker used to dealing with foreign er)
7-11 (Speaking vocabular y
inadequat e to express anything but the most elementar y needs.)
1-4 (Not using any body language )
1-4 (Flat expressi on)
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)
5-8 (Acce nt is intelli gible thoug h often quite faulty .)
5-8 (Payi ng attent ion to the inton ation and stress , even thoug h still maki ng sever al mista kes)
12-15 (Can get the gist of most conve rsatio n ones of non- techni cal subje cts)
12- 15 (Can usual ly hand le elem entar y y const ruct ones quite accur ately but does not have throu gh or confi dent contr ol of the gram mar.)
12-15 (Has speakin g vocabu lary sufficie nt to express him simply with some circuml ocution ions.)
5-7 (Eno ugh body lang uage in parti cular parts of the dialo gue)
5-7 (Alre ady havin g enou gh expre ssion s in about 50%
of the dialo gue)
8-10 (Errors in pronu nciatio n on are quite
8-10 (Goo d inton ation and stress in almos t 70%
16-20 (Com pare tensio n is quite comp lete at a norm
16- 20 (Co ntr ol of gra mm ar is goo d.
16-20 ( Able to speak the langua ge with sufficie nt
8-10 (Go od and appr opri ate body lang
8-10 (Goo d and appr opria te expre ssion s in
rare.) of the word s prono unced )
al rate of speec h)
Abl e to spea k the lang uag e with suffi cien t stru ctur al accu racy )
vocabu lary)
uage in all over the dialo gue)
all over the dialo gue)
In analyzing the numerical data, the writer tries to get the average of students’ speaking skill per action within one cycle. It is used to know how well students’ score as a whole on speaking skill. To find out the mean score of each test, the researcher uses the following formula:33
X =
N
X
Notation:
X = The mean score
x = Total number of the students score N = Total number of the students33 Sudjana. (2002). Metode Statistika. Bandung: P.T. Tarsito
44
The results scores of the pre-test and post-test were compared. The results of the students’ performances were analyzed by using Excel program to find out the mean of the students’ speaking performance. By comparing the students’ means in the first performance and the second performance, the improvement of the students’ speaking ability of the second year student of SMKN Paku
Table 3.1 : Instruments of the Research
No Instruments Data
1 Observation guideline Field Note
2 Interview guideline Interview Transcripts
3 Video Recorder Video
4 Camera Photographs
5 Speaking Rubric Test Score
3.5. Data Analysis Technique
The qualitative data would be analyzed by following steps proposed by Burns
34 as follows.
1. Assembling the data
The researcher collected all data that had been got, reviewed the initial or revised questions, and started to look for broad patterns, ideas, are trends that seem to answer the questions.
2. Coding the data
34 Burns, A. (1999). Collaborative Action Research for English LAnguage Teachers. Cambridge University Press
In this step, the data were grouped into more specific categories and identified the data sources that might code as qualitative or quantitative.
3. Comparing the data
The researcher compared the categories across the different sets of data to see whether there contradictions or not.
4. Building meaning and Interpretation
To make sense of the data, the researcher analyzed the data several times to pose question, rethought the connections, and developed explanation of the situation.
5. Reporting the outcomes
The researcher described the context of the research, outlined findings, and organized the whole research not only the analysis and findings.
3.1. Validity and Reliability of Data
A research data ought to be valid and reliable. To make the data valid, the researcher used five kinds of validity proposed by Anderson in Burns35. They are explained as follows:
1. Democratic validity
It is related to the extent to which the research was truly conducted collaboratively and included multiple voices. This validity was about how the researcher worked together with other parties in the research to get more perspective and concerned with the topic of the research.
To get validity, the researcher interviewed the students of the second
35 Burns, A. (1999). Collaborative Action Research for English LAnguage Teachers. Cambridge University Press
46
year students’ in SMKN Paku and discussed the problems with teacher to find out the students’ problem in speaking class.
2. Outcome validity
It is related to the nation of actions leading to outcomes that are
“successful” within the research context. The solution of the problem was not only the main goal of this research, but also the reframe of the problem into questions. In this research, the processes were related to the improvement of students’ speaking ability by using Visible Thinking Technique.
3. Process validity
Process validity is closely related to the dependability and competency of the research itself. In order to get this validity, the researcher observed the teaching and learning process by using observation checklist, field note, interview the students and the teacher, and also the teacher had discussions with collaborator.
4. Catalytic validity
It is related to the extent to which the researcher allows participants to deepen their understanding of the social realities of the context and how they can make change in within it. To achieve this validity, the researcher asked the students and the teacher’s response after the implementation of the actions.
5. Dialogic validity
It parallels the process collaborative enquiry or reflective dialogue with
“critical friends” or other practitioners. It was obtained by conducting dialogues with the English teacher and the collaborator. The dialogues
used to get the comments about the implementation of the technique in every meeting.
3.2. Procedure of Research
This research used Kemmis and McTaggart model. According to Kemmis and McTaggart36 , action research typically involved four phases in a cycle. Each step is elaborated as follows:
1. Reconnaissance
In this stage, the researcher found out valuable information concerning the students’ speaking ability. The researcher identified the problems and obstacles in teaching speaking by observing in the class and interviewing the teacher and students.
2. Planning
The researcher identified a problem or issue and developed a plan of action in order to bring about improvements in a specific area of the research context. She identified problems in students’ speaking ability and she used Visible Thinking Technique to improve the students’
ability
3. Action and Observation of action
The researcher conducted the research as planned by implementing the learning model Visible Thinking Technique of the competence of speaking ability. The researcher observed systematically the effect of using Visible Thinking Technique and documents the context, action, and opinions of those involved.
4. Reflection
36 Kemmis, S., & McTaggart, R. (1988). The action research reader (3rd ed. ed.). Geelong: Deakin University Press
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In this phrase, the researcher made same notes and reviews on the changes during the implementation with the collaborator. The reflections were used to find the successful actions in solving the problem. The reflections showed whether the actions were successful or nor to improve students’ speaking ability. The successful actions were used and reapplied in the next cycle, but those which were unsuccessful would be changed or improved into more suitable ones.
RESEARCH FINDING AND DISCUSSION
This chapter reveals the findings and discussion which refer to the efforts to the use of Visible Thinking Technique to improve speaking ability of the student. They are presented in three heading: research process action, research finding and discussion.
4.1. Findings or Research
This research was an action research study. It aimed at improving students’ speaking ability by using Visible Thinking Technique. There were some steps undertaken in conducting this research. They are reconnaissance, planning, action and observation of action and reflections.
In the reconnaissance stage, several steps were done to identify the problems of the research in the field. The first step was conducting a preliminary observation in the English teaching and learning process, especially in the speaking skill of the second year students of SMKN Paku.
The second steps was holding interviews with the English teacher (Collaborator) of SMKN Paku to find out the problems occurring during the teacing and learning process, and re-interviewing the teacher to confirm the data gained from the observation. The third step was interviewing the second year students of SMKN Paku to indentify their attitude toward learning English anf their difficulties in learning English especially in learning speaking. A speaking pretest was also conducted at the beginning of Cycle I to measure the students’ speaking ability.
The next phase was identifying and selecting the problem to be overcome.
Then the researcher planned some actions to be implemented to overcome the
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problems. Finally, she discussed the planned actions with the Collaborator and implemented them in the class.
Then, the main phase of the action research was conducting the teaching learning process of speaking in the class. Based on the previous stages, Visible Thinking Technique was chosen to be applied as the technique in this action research. The action research was conduct in two cycles with two meetings in Cycle I and Cycle II. In the action phase, Visible Thinking Technique was applied in the teaching and learning process of speaking.
In identifying the problem, the researcer carried out two activities, namely observing the English teaching and learning process in the classroom and interviewing the students. There were two problem identified. The problem came from students and the media and technique.
First, it was related to students.
1. The students were shy and had difficulties their ideas.
Pastimi, Bu. Maluki sama teman kalau salah bicara Of course Mom, We shy if you talk wrong
2. The students lacked confidence and had low motivationin learning speaking
“Kalau speaking masih kurang sekali ya. Soalnya pengucapan bahasa yang dipelajari siswa bahasa Indonesia berbeda dengan cara pengucapan di dalam bahasa Inggris jadi logatnya berbeda. Itu susah sekali. Masih sangat rendah.
Mereka juga kurang motivasinya dalam bahasa Inggris.
(They have low ability skill it can be seen from their pronunciation. They find difficulty. Their ability is still low.
They have low motivation.)
3. The students found difficulties in pronunciation
: Ini juga sulit Ibu, soalnya kata sama pengucapannya beda.
(It is also difficult because the words are different from the pronunciation).
4. The students had poor vocabulary mastery Kalau mau ki bicara tidak tau kata katanya.
(If I want to speak I don’t know the words in English) 5. The students had insufficient ability in grammar
Grammarnya agak rendah, terus siswa kurang mengerti vocab.
Siswa kurang aktif dan kreatif. Beberapa siswa pandai dan sebagian memahami grammer.
6. The teaching and learning of speaking was monotonous and boring
Berdua saja, berpasangan supaya ada timbal balik biar sama sama bicara.
(Just the two of us, in pairs so that there is reciprocity, so they can talk together.)
7. The topics of the material were not quite interesting.
Disuruh baca dialog trus dipraktekkan. Jarang speaking, paling membaca dialog
(The teacher asked to read the doalogue and practice it. Rarely spoke, most read dialogue)
1. Selection of the Problems to solve.
This research was aimed at the used Visible Thinking Technique to improve speaking ability. Therefore, the researcher decided to deal with the field problem related to the speaking aspects. In selecting the problems, she applied the democratic validaty by having discussions with
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the Researcher and collaborator to overcome the problems and find the solutions that would be applied in the class.
Table 4.1. The Feasible Problems to Solve in the English Teaching and Learning Process at Second Class of SMK Negeri Paku
No Field Problems Code
1 The students were shy and had difficulties in expressing their ideas
S 2 The students lacked confidence and had low motivation in
learning speaking
S 3 The students had poor vocabulary mastery S 4 The students found difficulties in pronunciation S 5 The teaching and learning of speaking was monotonous
and boring
TT, Md S: Students Md: Media TT: Teaching Techniques
2. Determining the Actions to Overcome the Problems
Based on the selected problems to be overcome, the researcher and collaborator agreed to do some following actions to improve the students’
speaking skills.
Table 4.2. The Determined Actions to solve the Problems of the English Speaking Teaching and Learning Process in Second Class SMKN Paku
No Problems Action Expected Result
1 The media and the technique used by the teacher were monotonus
The researcher gave various media and Visible Thinking Technique
The students were not bored with the activities in the class.
They would be active in class
2 The students were not confident to
The Students got more exposure from
They actively participated in the
speak English.
They rarely expressed their ideas in English
the researcher by using classroom English
classroom activities.
They were able to appropriately. They were confident enough to speak in front of the class.
3 The students lacked vocabulary so they could not express mearning in English
Vocabulary practice was used to improve the students’
vocabulary mastery.
The students got more chance to find the mearning of the new words by using the list of new words and their mearning
4 The students were shy and had difficulties in expressing their ideas
The students got more chance to speak in class by using Visible Thinking Technique
The students had more opportunities to share their idea. Visible Thinking Technique helped them to build their confidence and express their ideas.
5 The students’
pronunciation was still weak
Giving feedback to the students’
pronunciation and pronunciation driling to improve the students’
pronunciation.
The students got more pronunciation driling and got the feedback of their pronunciation to improve their pronunciation.
4.1.1. Report of Cycle 1
4.1.1.1 Treatment of Research a. Planning
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Considering the problems identified above, some efforts were planned to solve the problems in the teaching and learning process.
They were used to improve the students’ speaking ability through the Visible Thinking Technique. According to the discussion with the collaborator, the action plans of the first cycle were presented below.
1) Applying Visible Thinking Technique
The Visible Thinking Technique was applied in this research. The students were encouraged to work in pairs to finish the tasks given. They were given time individually and then they would share their ideas. They worked together to create a dialogue based on the situation given. A cue dialogue was provided to help them arrange the conversation. Moreover, they could use Visible Thinking Technique sheet to write what they would say in the dialogue. Later, they practice it with their pairs before sharing it in front of the class.
2) Using the classroom English during the teaching and learning process.
During the actions, the researcher acted as the teacher in the class. She decided to use classroom English during the teaching and learning process in order to make the students more familiar with the English words. It could also give them opportunities to speak English. She planned to use
English at class for several functions such as to greet the students in the beginning of the lesson, to explain the materials, to give instructions, to give feedback, to review the materials, and so close the lesson. Based on the interviews with some students, they did not clearly understand the teacher’s explanation when the teacher used English in the class all the time. Therefore, the researcher planned to use Bahasa Indonesia in some difficult aspect like explaining the materials and giving the instructions so that they could get the point.
3) Giving feedback to the students’ pronunciation
The researcher gave feedback to the students’ pronunciation in all meetings in Cycle 1. It was implemented using several ways as suggested by Harmer (2001:106-107) in the form of comments, the researcher showed the students’
mistake by repeating the words, asking the questions, and giving facial expression. The feedback would cover both fluency and accuracy. It was given during the teaching and learning process covering the opening, main activity, and closing.
4) Vocabulary practice
In the reconnaissance process, the researcher interviewed some students and asked them about their obstacles in
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learning speaking. Most of them said that vocabulary was one of their obstacles in learning English.
Based on the interviews, it could be concluded that students lacked vocabulary. As a result, they had difficulties in expressing the meaning in English. Vocabulary practices were planned in each meeting to enrich their vocabulary mastery and familiarize them with the vocabulary used in the tasks.
5) Pronunciation drill.
Pronunciation was one of the major obstacles in learning speaking. Since English has different pronunciation from the spelling of the words, it was hard to pronounce the words correctly. In Indonesia, English is a foreign language so it is rarely used in the daily conversation. As a result, the students were not familiar with English pronunciation. The pronunciation drill was the follow-up activity from the vocabulary practice. After they got the activity, they need to practice on how to pronounce the words. Pronunciation drill would give them more opportunism to learn speaking.
b. Action Implementation and Observation in Cycle I
The action of Cycle I was carried out in two meetings on October 9th and October 12th, 2020. The schedule of Cycle I can be seen in the table below.