CHAPTER III RESEARCH METHOD
D. Technique of Data Collection
In classroom action research, there were several procedures of activities that should be done. The writer outlines the procedure of Classroom Action Research in details as follows:
1. Diagnostic Test
In this research, the researcher did a diagnostic test to see the student prior ability in speaking before did the action. The diagnostic test was about the teacher gave the students a story of Indonesian folklore that was
“Mouse Deer and Tiger”. The diagnostic test was given in the first meeting. Then the students was asked to read first the stories, aftre that the students should understand each paragraph of the story that should be told.
They performed it without a text because the researcher want to see the students‟ prior ability. After doing a diagnostic test then the result observed that students‟ ability in speaking, especially their fluency that
was still under the KKM, then the researcher gave them a treatment about monologue perofmance of South Sulawesi folklore.
2. Cycle I a. Plan
Planning steps were one of the important features of research design that specified the sources and types of information relevant to the research problem. Furthermore, the researcher prepared and planed all sessions in each cycle. The classroom action research was planned by following instructional mean activities, as follows:
1. The researcher determined the speaking problems that were faced by the students of eleventh grade of MA Assalam Timbuseng and their speaking problem that was they could not speak fluently yet, in which they were not able to speak smoothly.
2. The researcher gave information to the students that they would use Monologue Performance of South Sulawesi Folklore when learning speaking. The researcher had explained to them what was monologue performance it self. Furthermore, to make them easy to understand, the researcher gave the students an example video about monologue performance.
3. The researcher prepared and arranged lesson plan for the classroom activity, and made research instruments which involved of speaking test. The researcher also had prepared three stories about south Sulawesi folklore to be choosen by the students.
b. Action
In line with the objectives of the study, action or classroom activities refered to what the researcher did in the classroom setting during the processes of learning and teaching. Action step is important to make sure that the data was collected in the appropriate procedure.
1. The following are the Main-Activities in Cycle 1
a. Showing the South Sulawesi Folklore to the students.
After explaining the monologue performance and showing them an example video about monologue performance, the researcher gave them three stories of south Sulawesi folklore.
There were about “Princes Tandampalik, Nenek Pakande, Ladana and the Buffalo”. Then the researcher asked the students to choose one of the stories to be performed. It happend in the second meeting of the implemetation.
b. Reading the story for the students.
The researcher read the story that had been chosen by the students. It was “Princes Tandampalik”.
c. Giving the students chance to read the folklore and understand the story
d. Asking the students what they got after reading.
After reading section, the researcher asked the students what the story talked about and identified the character, plot, and the
setting in the story. It helped to train the students to be more understood in detail.
e. Giving students chance to asking questions about the Folklore of South Sulawesi that they did not understand yet.
f. Answering the ambiguities terms that understood yet by the students.
g. Asking the students to make a script based on the story.
This part was held in the third meeting. In the process of making a script, the students had helped by the researcher. So the story that had been read and understood next was made a script according to the plot of story.
h. Giving the students time to prepare what should be prepared to perform in front of the class.
It was held in the fourth meeting. The proccess was about the students try to comprehend each character in the story and trained with the body gesture while they performed. During this meeting, the students had been trained in deep to stabilize their performance.
i. Performing the students Monologue Performance of South Sulawesi Folklore. It was running in the fifth and sixth meeting.
j. Paying attention to the students‟ fluency while they did the performance.
In this part, the researcher concerned to the students fluency which were about their speaking smoothness, payed attention if there was any hesitation or not, and their voice volume while performed.
k. Giving comment to students about their performance
In this section, the researcher informed the students about some of words that they did not spell well, and repeated the sentences that they did not fluent well.
l. Giving reward to the students who had the best performance
m. Giving motivation and advice to students who had low ability in speaking
c. Observation
This step had been done while the researcher implemented the actions. The research take notes in the backside of the class to observe the students‟ reactions and behaviors during the activities. In this section, , the researcher concerned to the students fluency which were about their speaking smoothness, payed attention if there was any hesitation or not, and their voice volume while performed.
d. Reflection
The researcher discussed what had been done in the implementation in order to evaluate the process and the result of the action. Then, the researcher analyzed students‟ weaknesses or the stduents who did not speak smooth, and many of hesitation activites in
performing the story such as their sound while speaking was inaudible.
Furthermore, the solution was continue to the next cycle.
3. Cycle II
After doing the cycle 1, then the researcher got the result that the students fluency still under the target score of English course, this became the reason to implement the cycle 2. There was a litle bit change in cycle 2 as described bellow:
a. Planning
In cycle 2, the researcher did not explain about what was monologue, but rather to inform the weakness when the students performed in the first cycle. The cylce 2 was planned by following instructional activities, as follows:
1. The researcher explained the students mistake or weakness in the first cylce. And the problem was they did not speak fluently yet, which was they were not speaking smoothly yet.
2. After discussing with the teahcer (observer), the researcher decided to take the same story with the first cycle that was “princess tandampalik”. Furthermore, this choise were taken to make the students esay and more fluent to tell the story.
3. The researcher prepared and arranged lesson plan again for the classroom activity, and made research instruments which involved of speaking test.
b. Action
Still regarding with the objectives of the study, action or classroom activities refers to what the researcher did in the classroom setting during the processes of learning and teaching. In cycle 2, the students was more trained to make the performance running well. Action step was important to make sure the data was collected in the appropriate procedure.
1. Below are the Main-Activities in Cycle 2
a. Showing the South Sulawesi Folklore to the students.
In this cycle, the students performed the same story that was Princess Tandampalik but before they performed, the researcher sitted the students in some group to discuss the wekaness in cycle 1 such as the hesitation sound to be mentioned like “daughter, accept, diseases, cured,decide, law, who, with, beutiful,cow (in the script)” and when they would like to speak, they had to think fist to express the idea, so there was many of “ e “ sound they made. So the reseracher did the repetition practice to correct the weaknesses in order to be more great. It was held in the seventh meeting.
b. Reading the story for the students.
Still in the seventh meeting, the researcher read the story about “Princes Tandampalik”. Regarding to the weakness of the students in cycle 1, the researcher did repetition of some idea that
difficult to expressed, and trained the students in repeating the sentence that was not smooth well.
c. Giving the students chance to read again the folklore and understand deep the story
d. Giving students chance to asking questions about the Folklore of South Sulawesi that they did not understand yet.
e. Answering the ambiguities terms that understood yet by the students.
f. Giving the students time to prepare what should be prepared to perform in front of the class.
The proccess was about the students try to comprehend each character in the story and trained with the body gesture while they performed. During this meeting, the students had been trained in deep to stabilize their performance. It was held in group discussion and in the seventh meeting. It was running in the eighth, ninth, tenth meeting
g. Performing the students Monologue Performance of South Sulawesi Folklore. It was running in the eleventh and twelvth meeting. In cycle 2 the students more practiced to make their performance better than cycle 1.
h. Paying attention to the students‟ fluency while they did the performance.
In this part, the researcher concerned to the students fluency which were about their speaking smoothness, payed attention if there was any hesitation or not, and their voice volume while performed. And surprisingly, after did some of repetation before perform, the students performance become more fluent.
i. Giving comment to students about their performance
In this section, the researcher informed the students that their performance had significant imrpovement. Their performance was smooth, lack of hesitation, and their voice volume was excellent.
j. Giving reward to the students who have the best performance.
c. Observation
This step was done while the researcher implemented the actions.
The observer took notes in the backside of the class to observe the students‟ reactions and weaknesses during the activities. In this section, the researcher concerned to the students‟ fluency related to their speaking smoothness, focus, confidence, and their voice volume in performing monologue. The result showed that their performance was good and the students spoke smoothly, confident, and their voice volume was excellent than in cycle 1.
d. Reflection
The researcher discussed what have done in the implementation in order to evaluate the process and the result of the action. Then, the researcher analyzed that after performing, all the students had achieved
the standard score of English subject and it proved when they did the performance, they spoke smooth,ly and no hesitation in performing the story. Furthermore, regarding to the improvement of the students in cycle 2, the researcher decided that there was no the next cycle again.