The process of this research involved direct observation and the data was taken from the students‘ role play performance in table manner, in each meeting in the classroom. The researcher used direct observation, questionnaires, and interview to collect the data. The collaborators observed the condition of the students, together with the researcher. He also used video camera to take the students‘ action role play in table manner.
The procedure of this research followed the model of classroom action research developed by Kemmis and McTaggart (1988) that propose the model is well-known as the action research cycle, each cycle consists of four stages.
They are plan, act, observation, and reflection. Based on this theory, this research will be done in three cycles (cycle 1, cycle 2 and cycle 3). Every cycle consist of six meeting equals two hours (3 x 40 minutes). The cycle 2 need to excuse about the improvement in cycle 1 was so far from the expectation. So it was needed some revised plans to do some actions in cycle 3.
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Role play in table manner given at each meeting was aimed to train the students in practicing English naturally for role play in table manner. The model is as follows:
Cycle 1
Cycle 2
Cycle 3
(Kemmis and McTaggart, 1988:11) Reflect
Act and observe
Plan
Revised plan
Reflect
Act and observe
Expected Condition Revised plan
Reflect
Act and observe
Revised plan
The researcher began with pre-observation (diagnose) to know the situations and identifying or defining a problem. The researcher observed the students at the level of diagnoses, related to the problems of students‘
motivation and speaking skill by observing English. The first cycle was the beginning with an action. The research was conducted in three cycles with six meeting in each cycle. Each cycle consist of diagnosing, plan, action and observation, evaluation and reflection. In this stage, the observer also observed the improvement of the students speaking skill through role play in table manner.
1. Plan
In this stage, the researcher identified the problems found to determine the alternative of problems solving, and to prepare everything related to the research application. The problem will find the speaking class dealt with the low motivation of the students to speak English. The students have lack of vocabulary and poor in English grammar. They have lack of background knowledge about the topic discussed. They have problems in pronunciation and intonation. They have limited time to practice English. They have lack of self confident to speak English. They also think that the final English examination is not oral test, but it is given in written test. When the researcher explains the lesson using English in the class, many students do not understand, therefore the researcher prefers to use the Indonesian language. The students have lack of vocabulary and poor in English grammar. So in this stage, the researcher determines the material of teaching based on the material stated in English
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curriculum for the first semester at grade X year‘s students. Second preparing lesson plan based on strategy used. Third preparing research instruments, fourth arranging research schedule, discussing with the collaborator about what to do and how to do in the classroom.
Other English teacher involved as a collaborator, they help the researcher to take the students‘ performance with handy cam, to interview the students, observing the class, planning the lesson, giving a command about the students‘ presentation. In this case, the researcher will give information to the school principle and other teacher that the researcher would conduct a classroom action research at this school.
2. Action
First the researcher gave observation sheet to the collaborator and let her sit at the back. Then, the researcher doing teaching and learning process;
researcher started the lesson as usual, such as checking the students‘ attendance and let the students to the topic in pre teaching activity. After practicing the Role Play in Table Manner, researcher asks to other group about their command of the performance. Other groups should give the concept that they prepared before in their group about the strange and lack thing.
3. Observation
There were some activities had been done by a team (the researcher and his collaborator) during this research. First the collaborator will fill in the observation checklist for researcher and students activities. The observer also helps to the researcher to check the students‘ preparation in group before their
performance for the next meeting. For the second cycle the other teacher help the researcher to take a handy camp. So the researcher and the collaborator can observe the students‘ performance and desire, while discussion and performance.
4. Reflection
The researcher and collaborator discussed about the result of observation. Based on the result of speaking test, observation sheet, interviewing, and field notes, the weakness found in the first cycle was discussed together with the collaborator to find the solution to be continued in the second cycle. If there is positive point, the researcher will continue and give more improvement to students speaking motivation by revising their members of groups. Here, the researcher decided to move to another cycle because he still find problems and would better to improve the students‘
speaking skill.
From the model above, the researcher conducted the research for each cycle as follows:
Cycle 1, Cycle 2 and Cycle 3 A. Plan
The researcher‘s preparation:
a. Designing teaching learning activities by applying role play in table manner for speaking class. The writer went through three phases:
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1. Pre-activity:
a) In pre-activity the researcher started with greeting and checking the roll of the students in his class.
b) Review the previous lesson, the second step the researcher try to make review the previous lesson for all students in his class to know about the student ability in speaking class.
c) Motivating the students to know about the student‘s motivation in learning English, the researcher create the test of English.
2. Main Activity
a) The teacher began the main activity by using appropriate questioning and conversational strategies by asking referential questions. Using appropriate questioning to calculate how far students‘ skill in speaking. And using conversational strategies by asking referential questions the researcher know that how far the student‘s motivation in learning English language.
b) The teacher exploited Role Play in Table Manner by asking the questions based on the students‘ condition. The researcher uses exploits question in the Role Play of Table Manner, because he wants to know about the students‘ condition especially in classroom activity.
c) The teacher gave the instruction to the students.
d) Divide the students into some groups.
e) Make script based on the example given before.
f) Decide the role of dialogs based on the script.
g) Practice about table manner service dialogue.
h) Make a report
i) Discuss about the difficulties of the role play.
3. Post Activity
a) The researcher reflected the process of teaching and learning to know about the students speaking skill.
b) The researcher emphasized the learned materials in English conversation. In class the researcher hopes that he know about the students‘ misunderstanding in learning English.
c) In the last step of post activity, the researcher and his collaborator informed the next materials in English.
b. Preparing instruments for observation of the students‘ activities and teachers‘ techniques in speaking class.
1. Find their own way, taking charge of their learning.
2. Organize information about language.
3. Creative, developing a "feel" for the language by experimenting with its grammar and words.
4. Make their opportunities to practice in using the language inside and outside the classroom.
5. Learn to live with uncertainty by not getting flustered and by continuing to talk or listen without understanding every word.
6. Use mnemonics and other memory strategies to recall what has been learned.
7. Make errors work for them and not against them.
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8. Use linguistic knowledge, including knowledge of their first languages, in learning a second language.
9. Use contextual cues to help them in comprehension.
10. Learn to make intelligent guesses.
11. Learn chunks of language as wholes and formalizes routines to help them perform ―beyond their competence.‖
12. Learn certain tricks that help to keep conversations going.
13. Learn certain production strategies to fill in gaps in their own competence.
14. Learn different styles of speech and writing and learn to vary their language according to formality of the situation.
c. Preparing speaking test in the form of interview.
Firstly, the teacher needs to diagnose learners' level of strategy.
The Strategy Inventory for Language Learning (SILL, Oxford, 1990:293-300) questionnaire can be utilized to determine learners' use of language learning strategies because questionnaires are "cost- effective and easy to administer". In this previous research study, shows that the students seldom use role play in table manner.
Therefore, the researcher is needed to pay attention particularly why learners neglect of utilizing role play in table manner.
Secondly, the teacher can offer learners‘ knowledge to know the characteristics, effectiveness, and applications of role play in table manner. In this stage, it is essential for the teacher to present each strategy with the specific explanation and help learners know how to use each strategy in a given situation. For example, the teacher can
teach learners to try to be relaxes when they are afraid of speaking English.
Thirdly, in order to offer hands-on practice for Asian students to use role play in table manner, collaborative works with classmates are effective in this phase. The teacher assigns students into several small groups consisting of at least one main speaker. Learners in each group can exchange opinions of different cultures, share their learning experiences, as well as complete a certain task. Another application in this stage is to encourage Vocational High School Students to have an individual meeting with the teacher. During the meeting, the teacher can have relaxed conversations with Vocational High School Students and try to understand the difficulties they encounter while studying abroad. The teacher provides opportunities for Vocational High School Students to express their feelings in English and to practice their English speaking skills that are the powerful ways in which to accomplish the use of role play in table manner.
Finally, the optimal goal of language learning strategies is to guide the students to become better, autonomous, and confident learners. In order to encourage students to depend more on themselves instead of the teacher, the teacher needs to ask students to use role play in table manner for the classroom contexts. Obviously, it takes time for learners to know how to incorporate role play in language learning successfully. Language teachers need to give language learning
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strategy instruction patiently, and the learners are required to use the strategy consistently. It is hoped that the learners can utilize role play in table manner, whenever they speak English even without the teachers' supervision by using lesson plan (see Appendix 1on pg. 105).
B. Action
The steps of teaching speaking skill through role play in table manner were as follows:
1. Decide what commitment to make to language learning 2. Set himself reasonable goals
3. Decide on an appropriate methodology, select appropriate resources, and monitor progress
4. Evaluate his achievement in the light of previously determined goals and expectations (Stern 1992:263).
C. Observation
The researcher and her collaborator observed the students‘
activities and teachers‘ activities in speaking and the implementing of table manner by using observation checklist of speaking skill.
D. Reflection
The researcher evaluated or interpreted the data collected and made a decision for revised plan in the next cycle by administrating the test at the end of meeting.
Cycle 2
The researcher revised the plan in order to get better result based on the data analysis of cycle 1 and then focus on the unsolved problem.
The activities are will be similar to those in cycle 1 and 2. The differences are stressing on the revised plan. This collaborative action research is planned consists of two cycles.
Cycle 3
The researcher revised the plan in cycle 3 the researcher continued in cycle 3. In cycle 3 the researcher got expected condition as the final result.