3.

1 Research design
Research method is concerned with how the design is implemented and how the
research is carried out. This research will be conducted based on classroom action
research. According to Kemmis and Mc Taggart (1988:5), Action research is a form of
collective self-reflective enquiry undertaken by participants in social situations in order
to improve the rationality and justice of their own social or educational practices, as well
as their understanding of these practices and the situations in which these practices are
carried out. It is called collaborative CAR because then researcher directly works
together with English teacher at the school to conduct the research as well as to cope with
the students‘problem concerning their speaking especially pronunciation that they
encountered in the class. In addition (Suhardjono 2005: 62) explains that the specific
characteristic of classroom action research is the real action. This action done in real
situation and it is intended to solve practical problem.
In the context of the study, classroom action research is aimed at the
implementation of process-genre approach in teaching writing business letter. This action
research consists of four basic steps in a cycle of research namely planning, acting,
observing and reflecting (Kemmis and McTaggart, 1988, as cited in Burns, 2010). The
cycle is illustrated as follows.

Figure 3.1 Steps of Classroom Action Research

Cyclical AR model based on Kemmis and McTaggart

(1988, as cited in Burns, 2010)
 In line with planning, the researcher conducts investigation first prior to
carrying out the research. It is done to identify what problems dealt with by the
teacher in teaching situation are and what potential improvements making
possible to solve those problems are (Kemmis and McTaggart, 1988, as cited
in Burns, 2010). Regarding action, it is the implementation of planning to the
teaching situation. In terms of the observing, it is conducted by the observer to
observe all the activities occurred during the research and the effects of the
action given during the research. Concerning reflection, the effects of the
action are reflected, evaluated and described to improve the situation in the
next cycle.
The classroom action research consists of several cycles in which each
cycle is composed of several meetings depend on the phases in process- genre
approach. The spiral of cycles will recur until a satisfactory result has been
achieved and stop until the time is felt enough (Kemmis and McTaggart, 1988,
as cited in Burns, 2010).

3.2 Research setting

A. Subject of the research
The subject of this research will be done in SMA N 18 Medan, students’ class XI-
IA1. This class consisted of 30 students. There are 10 male students and 20
female students. In order to make the students in pair, this number of students is
divided into 15 pairs. The reason of choosing this class because it is found that the
students in the class have some problems in speaking ability, especially
pronunciation. Therefore, it is needed to be improved by applying paired-
storytelling technique.
B. Location and time of the research
This research will be done in SMA N 18 Medan. It is located on Jl. Wahidin No.
55c, Medan. This research will be done at the beginning of second semester
during a month ahead.

3.3 Research procedure

 This study employed Classroom Action Research (CAR) in which the role
of English teacher is performed by the researcher while the observer is taken by
the English teacher. In implementing action research, this study presented two
cycles in which each cycle consisted of four meetings and every meeting is about
90 minutes. In this study, classroom action research involved in four phases
including planning, action, observing and reflection described as followed:

3.4.1 Planning
This phase is prepared before the action is given to the classroom. In
this phase, the concept of cycle is arranged. After finding out the students’
problems in learning English particularly in pronunciation, The Legend of
Toba Lake story will be given and in order to read the text.

3.4.2 Action
Action is the implementation of planning phase. This phase is
composed of a series of action conducted by practitioners in which the English
teacher acted as an observer and the researcher acted as the English teacher in
carrying out the teaching and learning process based on the lesson plan
prepared previously.

3.4.3 Observing
Observing is conducted when the action phase is taking place. It is
aimed at collecting the information as regard teaching and learning process in
class. The English teacher as an observer carried out the observation by filling
in the observation sheet and taking notes required for reflection.

3.4.4 Reflection
Reflection is made by both the teacher and the observer based on the
result of the observation during instructional process. It is done to examine,
analyze, describe and conclude the effects of the action in class. The
reflections then became the basis for creating the lesson plan and improving
the teaching and learning process in the next cycle.
3.4 Data collection
Technique for collecting data aims to support the research. It helped the
researcher to get the data and information about the process of improving students‟
pronunciation through paired story telling. The information will be collected as follows:
1. Observation
The observation is conducted during the implementation of action
research in the class. The observer carried out the observation by filling in
the observation sheet and taking notes required for reflection.
2. Interview

The researcher did interview to the students and the teacher to

know the English teaching learning process in the classroom and the
problem faced by them. The result of the interview could give
description about the teaching learning process, especially in
teaching pronunciation and the solution for solving the problems that
faced in pronunciation.
3. Test
Test was given to the students in order to figure out their
pronunciation ability. In this research, test was divided into two
categories; Pre-test and Post-test. The aim of pre-test was to find out the
students’ ability toward their pronunciation skill before the treatment is
conducted. On the other hand, post-test was to find out whether their
pronunciation skill improved or not after the treatment. The test was
conducted by using movie as a media, and in this time watching movie
was used. To collect the data of pre-test and post-test, the researcher
applied oral proficiency test. Oral proficiency scoring categories suggested
by Brown (2001:406) are employed in the test to score the students’
performance.
3.5 Data of analysis