CHAPTER III

RESEARCH METHODOLOGY

A. Research Type
Action research is the type of this research. This action research tries
to identify the problem that happened in the teaching and learning class, then
decides an action to overcome the problems. In this research, the researcher
identified some problems related to the students' speaking skill. Thus, she
formulated the actions to solve the problem. In improving the students'
speaking skill, the researcher decided to conduct action research based on
Kemmis and McTaggart model as cited in Burns (2010:7-9).

Figure 1: Scheme of Action Research by Kemmis and McTaggart

From the processes in Figure 1. the researcher used the action research
model developed by Kemmis and Mc. Taggart. This model consists of four
main steps in each cycle : 1) planning; 2) acting; 3) observing and 4)
reflecting.

B. Research Setting
This study took place in SMP Muhammadiyah 1 Pontianak which was
located on Ahmad Yani Street, Pontianak, West Kalimantan. The location of
the school is located at the center of Pontianak city. The school has 10 classes
(three classes of the ninth grade, three classes of the eighth grade, and four
classes of the seventh grade). There are two English teachers in the school.
The research conducted at grade VII A of SMP Muhammadiyah 1 of
Pontianak and guided by one male English teacher named Mr. Yusuf Syawal.

C. Research Subjects
The subject of the research was the students of VIII A of SMP
Muhammadiyah 1 Pontianak who were in the first semester by the academic
year of 2023/2024. There were 39 students in the classroom. The research
also observed English Conversation class in the afternoon (3.30 PM to 5 PM),
which was an extracurricular session for Muhammadiyah 1 Junior High
School students, besides the main class activity during fixed class timetables.
They were chosen based on the observation that some of them were having
problem in speaking and also there were several students who had improved
their English speaking ability.

D. Time of the Research

The research study was conducted in the first semester of the academic year
of 2023/2024. The actions were carried out in November 20 th – November
24th 2023. The observation was done on November, 24th 2023.

E. Data Collection Technique

The data collected were in the form of qualitative and quantitative data.
Qualitative data consist of observation, interview and questionnaire and
quantitative data consist of pre-test and post-test.
1. Observation
In this case, the researcher uses the unstructured observation to get the real
condition in teaching learning process. During the observation, the researcher
make the observation notes about situation in the class, covers teacher’s
performance in teaching speaking and students’ speaking skills (such as;
pronunciation, vocabulary, grammar, and their bravery to speak) and take
photograph and video.
2. Interview
Before implementing the research, the researcher interviewed the teacher
about students’ difficulties in the speaking skill, students’ condition in
speaking activity, and the kinds of strategies usually adopted by the teacher in
teaching speaking. The researcher also carried the interview after
accomplishing the research to know the teacher’s response toward the idea of
implementing the role
play technique in improving students’ ability in speaking.
3. Test
The researcher used the oral test for the students. The test used in this
study is the pre-test and the post-test. The pre-test was done before
implementing role play technique. It was used to measure students’ speaking
ability at first. Meanwhile, the post-test was implemented after using the role
play technique.
The students did the oral test by playing a role. They were asked to
choose one of the envelopes of role cards which are provided by the
researcher. Then, the students performed their role play. The students needed
to do the test in pairs.

F. Instruments
The instruments consisted of several documents. According to Burns
(1999: 17), documents in action research are relevant to the research
questions which can include the students written works, student records and
profiles, course overviews, lesson plans, and classroom materials. The
documents used in this research were course overviews, lesson plans, and
classroom materials. In order to gain the valid data on the students’ speaking
performance, some instruments were used such as field notes, observation
checklists, interview guidelines, and a speaking performance rubric.
In gaining the data of the teaching and learning process, the researcher used
the field note. Field notes helped her to record everything happened in the
classroom during the actions. The collaborators also noted the field situation
that could not be seen by the researcher. By using the field notes, the
researcher was able to see the weakness and the strength during the
implementation of the actions.
The observation and interview guidelines were used in the
reconnaissance and the observation during the implementation of the actions.
In the reconnaissance, the observation and interview guideline were used to
find out the existing problems. In the actions step, the observation guidelines
were used to see the implementation of the actions.
 In order to gain data about the students’ speaking performance, the
researcher used speaking performance tests. The tests were pretest and post-
test so she was able to know the improvement in students’ speaking skills. To
collect all the data, a camera were utilized to record the students’ performance
in the teaching and learning process.

G. Data Analysis Technique

The collected data in this research were analyzed in the form of
qualitative and qualitative data. It means that all data gathered from the
observations during the teaching learning process, field notes, tests, and
interview before and after the research were analyzed qualitatively.
The quantitative data of this research were obtained from tests. There
were supporting data. The results of the students’ speaking performance were
analyzed to find out the means, medians, and the class percentage of the
students’ speaking performances. The researcher tried to get the class
percentage which pass the target score of the minimal mastery level criterion
(Kriteria Ketuntasan Minimal). The last, the researcher analyzed the students’
speaking score from pre-test up to post-test. It was used to know whether
students improve their score or not.

H. Validity and Reliability of the Data

The validity in qualitative research was used to measure the quality
and acceptability of the research. Anderson in Burns (1999) state that there
are five criteria of research validity. They are democratic, outcome, process,
catalytic, and dialog validity. The democratic validity fulfilled by having
discussion with the collaborators. The discussions were not only done in the
beginning of the cycle, but also during the research. The collaborators were
given chances to give ideas, comments, and suggestions toward the research.
At then of every cycle, some discussions were held to evaluate the actions
had been implemented and to plan the actions in the next cycle.
The outcome validity is related to the notion of actions leading to the
result that are successful with the research context. To fulfill this ability, the
researcher formulated some indicators that measure the improvement of the
students’ speaking skills. The catalytic validity is related to the extent to
which the researcher allows the participant to deepen their understanding of
the social realities of the context and how they can make change with it.
Within the process of the research, the researcher and the collaborators had
chances to learn more about the realities in the teaching and learning process.
Also, it also included the English teacher and collaborators as the people who
monitored the research. The process validity is related to the criterion to make
the action research believable. To gain this validity, the collaborators, as the
observer, collected the data by observer and video-clipping, taking
photographs and field notes during the research. The notes were about
anything that happened in the learning and teaching process.
The dialogic validity is the process of peer review that is commonly
used in the academic research. This validity was fulfilled by discussing the
research finding with the collaborators. The members of the discussion had
the same opportunity to express their opinion and gave suggestion for the
sake of the improvement of the research. In addition the researcher also used
triangulations which are time triangulation and investigators triangulation.
Time triangulation used because the data were collected over period of time
to identify the factors involved in the change of processes. Regarded to the
investigators triangulation, she used more than one observer in the same
research setting. The aim of triangulation is to gather multiple perspectives on
the situation being studied (Burns, 1999:163). In order to ensure the
reliability, the researcher took the scores of the students’ speaking
performance. She also analyzed the data that are in the form of interview
transcripts and field notes to get the same results. Besides, she interviewed
the collaborators and the students after the class to obtain the data about the
teaching and learning process,. Moreover, the researcher used content validity
to get the validity of the quantitative data. Content validity can be fulfilled if
the researcher can clearly define the achievement that she are measuring
(Brown, 2004:22). To gain the content validity, she conducted the speaking
performance test according to the standard competence and the basic
competence of the Merdeka curriculum which was started from 2022 in
Indonesia.
The researcher applied inter-rater reliability, where two raters who
were the researcher and the collaborator take the score of the students’
speaking performance to get the reliable score in the test. The researcher
correlated the total score taken by the researcher and the collaborator.
I. Research Procedures
The research would use the procedure of action research proposed by
Kemmis and McTaggart model as cited in Burns (2010:7-9). The procedure is
as follows:
1. Reconnaissance
The objective of this stage was to find facts and information on the
problems that were existed in the field about the students’ speaking ability.
There were three main processes in this stage. They are identifying the field
problems, determining the research, and determining actions to overcome the
problems. The first thing the researcher did was conducting an observation
and interviewing the English teacher and some of the students. The data
gained from the observation and interviews were done to find the existing
problem. The problem found was related to speaking. After that, the
researcher planned an action to overcome the problem. The researcher tried to
implement the role play technique to solve the problem.
2. Planning
At this stage, the researcher made a general plan of all aspects related
to the classroom action research, and made a specific plan for each cycle.
After knowing the problems that existed in SMP Muhammadiyah 1 Pontianak
related to the teaching learning process, the researcher made some action
plans which would be implemented to improve the speaking learning process.
In that case, the researcher used a method to make students involved and
pleased in the speaking learning process. Because the students have not been
taught speaking English with this method, the researcher would implement it
gradually.
3. Action and Observation
In this step, the researcher implemented her action plans. While
implementing the actions, the collaborator observed what is going on in the
classroom to know the occurring problems and the successes of the action. To
record what has been observed, the collaborator wrote field notes about all
events in the classroom. The action would be implemented in the classroom
during the speaking learning process. The researcher implemented the action
and the English teacher monitors the activity. After that, the researcher and
the collaborator evaluated the result together. Every plan was implemented
that one, at least twice. The researcher implemented the actions and as a
result, these actions can improve the speaking teaching learning process.
After implementing the effort, the researcher interviewed the teacher to know
the result of the action, whether it increased or decreased. The researcher also
interviews the students to know how far they participated in the speaking
learning process.
4. Reflection
The researcher evaluated the teaching activity that had been carried
out. The researcher reflected to the field notes in order to find out the
strengths and weaknesses of the teaching activity that had been carried out.
The weaknesses were refined in the next cycle, so the success of the action
learning technique to improve students’ speaking ability was determined.
 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS

This chapter deals with the research findings obtained through the
instruments used during the research. Then, the research findings will be
taken into discussion to answer the research problems. In this case, the
researcher discusses the result of the research improving the speaking ability
of grade VIII A students of SMP Muhammadiyah 1 Pontianak through the use
of the action learning strategy in the academic year of 2023/ 2024.
A. Reconnaissance
1.Identification of the Field Problems
In order to identify the field problems, the researcher conducted
observation and interviews. The process of reconnaissance can be read from
the following explanation. The class observation was done on Monday,
November 20th , 2023 at 09.00 a.m. – 10.00 a.m. in class VII A of SMP
Muhammadiyah 1 Pontianak. The situation during the teaching and learning
process of speaking could be seen from the field note. It is presented below.
The YS (the teacher) arrived at school at 06.30 a.m. and went to the teacher’s
office to wait the PDS (the researcher). Then the YS asked the PDS to wait
until the English lesson started. The class started at 09.00 a.m. The YS
together with the PDS went to the class at that time. Then, the YS told the
PDS to sit in the back of the room. The YS opened the class by praying
session and greeting, then asking the Ss’ condition and calling the roll. After
that, she asked the Ss to open the LKS page 14. There were some of students
who did not bring the LKS book. The teacher asked the students who did not
bring the LKS book to join their friends who brought. As the students move
next to their friends, the class became noisy. Then, the YS asked them to pay
attention and said “Have you ever visited to an interesting tourist
destination?” There were no answers from the Ss. After, one of the Ss gave
the meaning of the sentence. He continued by asking several questions about
teenagers activity during their spare time.
He also gave several conversation texts so the students must find speaking
partner to practice their English speaking. Some students could answer and
cope with the teacher question by mentioning the name of places. Some
students can’t pronounce the word correctly, such as the word “Amusement
Park”, the YS and the Ss still pronounced it wrong, and also when the YS
asked the Ss “What kind of things that you saw while you were there?”, one
of the Ss answered with incorrect pronunciation and forget to express the
correct vocabulary, like “Carousel.”. Then, the YS gave the correct answer.
The materials was taken from the from the LKS book then there were
listening and writing exercises, the teacher used media such as a laptop and
audio speaker, then he read a text and the students wrote down the text by
listen to the teacher. In task 1, the students were asked to fill in the blanks.
After they finished doing the task, some of the Ss to wrote their answers on
the whiteboard. During this activity, most of them were noisy and they
chatted with their friends. “I no see” said a student who sat in the back while
was trying to see the whiteboard but his vision got blocked by one of his
friend. (Here, he tried to speak English but because of his lack of vocabulary,
he mixed the use of English and Bahasa Indonesia). The YS then corrected
the incorrect answers. She also corrected the mistake on the grammar. After
that, the YS and the Ss discussed the answer. In the task 2, they choose True
or False statements, and in the task 3 they did fill in the blanks again. They
cannot understand some vocabulary that was pronounced by the teacher. In
the task 4, the students were asked to find the Indonesian version of some
English words. The YS pointed some students to give answers. Some students
are too shy to speak, so the YS asked the other students to answer. In the end
of the lesson, the YS gave homework to the students. Meanwhile, The bell
rang and she permitted the Ss to leave the class.
(FN.2, Monday, November 20th,
2023: See Appendix A: 01)
The field note indicates that the students were ready to start the lesson.
It could be seen from the situation that quite active in the class even though
some of them didn’t bring the LKS book. Most of them also quite focus with
the class materials They paid attention during the teaching and learning
process. Many of them discussed the questions and answers with their friends
and did their exercises but more often they were shy and they spoke
hesitantly when the teacher asked a question. In addition, the interaction
between the teacher and the students was good. When the teacher asked a
question, sometimes the can answer and sometimes they were silent and often
they rarely asked questions when they found some difficulties.
 The researcher also conducted an interview with the English teacher
to confirm the problems found during the observation. From the interview, it
can be concluded that the teacher also realized that the students have
difficulties in pronunciation, vocabulary and also lack of self esteem to build
a conversation with somebody. He also said that there were some students
who were less motivated since they kept silent. This condition was happened
because the student has lack of experience in social conversation. The teacher
also used a certain technique to teach speaking which was reading a text or
dialogue and answering the comprehension questions. The technique used
was interesting technique since the teacher also combined with ice breaking
method such as put measured humor to make the class became interesting for
the students. He did some discussions and question answer sessions.
However, the overall activity encouraged the students to involve in the
speaking activities even for some students had difficulty to cope with the
materials. He rarely used the media to support the teaching and learning
process because he thought that the material would be more effective in direct
delivering. The situation can be seen in the following interview transcript. R
stands for Researher and T stands for Teacher.

R : Kira kira masalah anak-anak di speaking itu apa ya? (What are the
obstacles that often happen in speaking?)
T: Ya gini ya Mbak Paradina, saya kalau untuk ngajar speaking ada cara
khusus, jadi kalau ngajar itu speaking-nya anak-anak itu wajib mencatat
setiap vocabulary terbaru setiap harinya dan diminta untuk dihapalkan lalu
menjawab pertanyaan saya, sesekali ya baca dialog dari LKS. Ya anak- anak
itu sebenernya mau ngomong kalau pas speaking tapi jawabnya pakai bahasa
Indonesia, ada juga yang kurang percaya diri mau ngomong. Ya mungkin
mereka kurang dalam vocabulary-nya juga, Mbak. (Actually I usually teach
English speaking specifically, so I ask them to write down and memorize the
new vocabulary which has been added and ask them by questioning and
answering process, and I also often ask them to read dialogues from the
English LKS book. Actually they wanted to speak out when I taught speaking
but they answered using Bahasa Indoensia. There were also lack of confident
students if they wanted to speak maybe because of their lack of vocabulary.)
R: Lalu bagaimana caranya bapak mengatasi problem itu? (So, what do you
do to solve the problems?)
T: Diawal semester dan juga seringkali saya memotivasi para siswa untuk
lebih mempraktekkan kemampuan berbicara dalam bahasa Inggris mereka.
Saya selalu memberikan contoh dalam pengucapan dan juga membuat teks
percakapan yang menarik seperti mengenai lagu, film, dan tema-tema yang
menarik bagi anak seusia mereka. (I motivate the students to practice their
English speaking ability in the early semester meeting and I often repeat it in
every session. I always give the example how to pronounce words and how to
speak the conversation in proper way, and I choose the interesting topics for
the conversation such as about movie, song, etc which might be interesting
for students in their age.)
R: Lalu untuk yang vocabulary, pak? (What do you think about their
vocabulary mastery, sir?)
T: Biasanya dari LKS itu ada beberapa vocabulary baru setiap ganti topik,
dari situ saya suruh mereka mencari artinya. Dan meminta mereka untuk
mencatat di buku catatan khusus untuk vocabulary lalu meminta mereka
untuk menghapalkannya (I usually use the LKS, there were new vocabularies
in every topic, I asked them to find the meaning from it then I ask them to
write it down in their vocabulary notebook before I ask them to memorize it.)
(Interview 1, Monday, November 20 th , 2023:
See Appendix A; )

The researcher also conducted some interviews to some students to

know their attitude toward English. From the interview, it can be concluded
that they had difficulties in performing English speaking, especially in public
speaking conversation. They sometimes had difficulties in expressing the
meaning in English so quite sometimes they were stuttering during the
conversation. They also said that they sometimes had difficulties in
pronouncing the words since the words and their pronunciations are different.
The situation can be seen in the following interview transcript. R stands for
Researher and S stands for Student.

R : Emang kenapa berbicara dalam bahasa Inggris itu sulit bagi kalian? (Why
do you think that Speaking is difficult for you guys?)
S : Sebenarnya tidak sulit, miss. Paling cuma baca dialog. Kami hanya kurang
percaya diri apabila harus berbicara dihadapan orang yang baru dikeal atau
dihadapan orang ramai (Actually it isn’t difficult to speak in English. We just
have lack of confidence to speak with someone that we just meet or speak in
front of large audience)
R : Apakah ada rasa gugup atau gimana? (Do you often feel nervous?)
S :Iya mbak dan kadang juga kesulitan dalam memilih kata-katanya sama biar
ngucapinnya kaya bule tu lho, Mbak. (Yes, and beside feeling nervous, I
sometimes have difficulty to choose the correct word and how to pronounce
like native English.)
R : Jadi sulit milih vocabulaty-nya sama pronunciation. (So, you have trouble
in vocabulary and pronunciation.)
S : Ya itu, Mbak. Selain itu juga kadang karena gugup dan harus menjawab
dengan spontan jadi kadang bingung dalam penyusunan kalimatnya (Yes,
that’s right, and besides that we are also quite confused how to build the
proper sentence spontaneously)
(Interview 3, Monday, November 20th , 2023: See Appendix A: )

During the next interview, the researcher also found that most of the
students actually didn’t have difficulty during the speaking session. They
were used to speak in English since they were kids. But the common obstacle
was that they had lack of interest if the topics were to common or something
that repeatedly done before. The situation can be seen in the following
interview transcript.
R: Kalian sepertinya tidak mengalami kesulitan dalam berbicara dalam
bahasa Inggris, apakah kalian terbiasa berbicara dalam bahasa Inggris? ( You
guys don’t have any trouble speaking in English, do you use to speak in
English in daily basis?)
S: Iya, karena kami sudah terbiasa berbicara dalam bahasa Inggris sejak SD,
terutama kami sering menonton video video berbahasa Inggris di saluran
Youtube. (Yes, because we are used to speak in English since we were
Elementary school students, and especially we are used to watch English
materials from Youtube video.)
R: Mengapa beberapa dari kalian terlihat tidak tertarik mengikuti percakapan
dalam bahasa Inggris disesi speaking? (Why did some of you look less
attracted with the speaking session?)
S: Soalnya topik percakapan nya kurang seru dan sudah pernah diulang
sebelumnya. (Because the topic isn’t interesting for us and we had it before).
 (Interview 4, Monday, November 20th , 2023:
See Appendix A: )

Based on the observation and interviews, the researcher and the

English teacher identified some problems aroused during the teaching and
learning process. First, the VII A students tended to be active in speaking but
in the same time there were several students which tended to be passive
because their experience and self esteem to speak was low. Most of the
students in VII A participate in class conversation, discussion, and also they
were interested in giving oral presentations. They encountered with the
hesitance of practicing the material as well as the drilling conducted by the
teacher in the teaching and learning process. In other words, the students have
problems with their confidence. Therefore, they need to practice their
speaking more in interesting way to overcome their confidence. Besides, in
order to know the students’ speaking ability before the researcher
implementing classroom action research, he conducted a speaking test very
time a material had been given. The speaking test was conducted on Tuesday,
November 22nd 2023. The test will be scored by using the rating scores of
oral test by David P. Harris. (See Appendix C). At pre-test the students’
speaking ability was good even though there were 8 students who didn’t pass
the speaking test.
The researcher highlighted the students who passed KKM which was
valued at least minimum score was 60 points and to get the result of the
speaking test. Firstly, the researcher would accompany the English teacher
when the speaking test would be given. The researcher will observe the
speaking test, and the students must answer of give feed back based from the
questions . The questions which had been given were:
1. Teacher shows pictures of people’s appearance and activities and
asked the students to mention and explained about the profession.
2. The teacher showed pictures of meals and asked the students which
food that they would prefer and the students explained about the meals.
3. The teacher showed pictures from several activities such
swimming, playing football, cooking, drawing, and etc. The teacher asked the
students about which kind of activity that they would rather choose and the
students must explain the activity.
 4. The teacher showed several pictures of movie posters such as
Doraemon, Spiderman, Upin Ipin, and etc then asked the students about
which movie that they would rather choose and the students must explain
about the movie.
5. The teacher showed several pictures of cities in Indonesia such as
Surabaya, Jakarta, Bali, Palembang, Papua and Makassar then asked the
students about which city that they would rather visit one day. The students
also must explain about the reason why they would visit the city.

The score for the speaking test was taken from 5 indicators in English,
especially for English speaking. The score was given by indicating the
students ability based from the performance which had been shown. The
score can be describes as following details:
0 = the student never perform the ability.
1 = the student seldom perform the ability.
2 = the student sometimes perform the ability.
3 = the student often perform the ability.
4 = the student always perform the ability. The results can be seen from the
observation list below:
Observation Sheet

Evaluation Sheet

No. Name Pronunciation Grammar Fluency Comprehension Vocabularies Score

1. Student 1 4 4 3 4 4 76
2. Student 2 2 3 2 3 3 52
3. Student 3 3 4 3 3 4 68
4. Student 4 2 3 2 3 3 52
5. Student 5 4 4 3 4 4 76
6. Student 6 2 2 2 2 2 40
7. Student 7 3 3 4 3 3 64
8. Student 8 2 3 2 2 3 48
9. Student 9 4 4 3 4 4 76
10. Student 10 3 3 3 3 4 64
11. Student 11 2 3 2 2 3 48
12. Student 12 2 3 3 2 2 48
13. Student 13 3 3 3 3 3 60
14. Student 14 2 3 3 2 2 48
15. Student 15 2 3 3 2 2 48
 16. Student 16 2 3 2 3 3 52
17. Student 17 2 3 2 3 3 52
18. Student 18 2 2 2 3 2 44
19. Student 19 4 4 4 4 4 80
20. Student 20 3 4 3 3 3 64
21. Student 21 2 3 2 2 3 48
22. Student 22 4 3 3 3 3 64
23. Student 23 2 2 2 3 2 44
24. Student 24 4 3 3 3 3 64
25. Student 25 2 3 2 2 3 48
26. Student 26 4 3 3 3 3 64
27. Student 27 2 3 2 3 3 52
28. Student 28 4 4 4 4 4 80
29. Student 29 2 3 2 2 3 48
30. Student 30 4 3 3 3 4 68
31. Student 31 4 3 3 3 3 64
32. Student 32 3 2 2 3 2 48
33. Student 33 2 2 2 2 2 40
34. Student 34 4 4 3 3 3 68
35. Student 35 2 3 2 2 3 48
36. Student 36 3 4 3 4 4 72
37. Student 37 3 4 3 3 3 64
38. Student 38 2 2 2 2 2 40
39. Student 39 2 3 2 3 3 52
Total Score 2236
From the table above, the researcher calculated the mean of the students’
scores, the percentage of the students who passed the minimal score mastery level
criterion (KKM), and the improvement of students’ score in speaking from pre-
test to the first post-test.
The mean score derived from the following formula:
X = Σx
N

X = 2236
39
X = 57, 33
Then, to know the class percentage that passed the minimal mastery level
criterion Kriteria Ketuntasan Minimal (KKM) the researcher used the following
formula:
P= f x 100%
n

p = 18 : 39 x 100% = 46,15
 Based on the result of pre-test, the data showed that the mean score pre-
test was 57, 33. There were only were only eighteen students or 46, 15 % of
students who got the score passed the minimal mastery level criterion (KKM).
After analyzing the result of the pre-test, it could be concluded that most
of students at VII A of SMP Muhammadiyah 1 had difficulty in speaking ability.
So, the researcher needs to find out the solution to overcome this problem. Here
the researcher used role play technique in every cycle of classroom action
research to overcome the problem and to develop students’ speaking ability.
The speaking test shows that there were 21 students from 39 students
which didn’t pass the KKM. The researcher conducted an interview for the
students who didn’t pass the KKM. The interview can been seen from the
following dialogues below which was started by asking the student who didn’t
pass the speaking test:

PDS : Apakah menurut kalian pertanyaan-pertanyaan yang diberikan itu

sulit? (Do you think the questions were difficult for you to be answered?)
Ss : Sebenarnya tidak sulit, cuma saya kesulitan untuk menjawabnya dalam
bahasa Inggris. (Actually it wasn’t difficult, but I had problem to answer it in
English)
PDS : Apa yang membuat kamu merasa kesulitan dalam menjawab
pertanyaan-pertanyaan nya? (What are the problems that you have to answer
the questions?)
Ss : Saya merasa kesulitan untuk merangkai kalimat dan juga menentukan
kosakata yang tepat. (I feel confused to give the right sentence during the
conversation, and also I got confused to choose the correct vocabulary.)
PDS : Apakah ada topik atau percakapan tertentu yang kamu merasa bisa
lakukan menggunakan bahasa Inggris?. (Were there any topics or particular
conversation which you could do in English?)
Ss : Ya, ada beberapa topik seperti mengenai makanan atau film yang bisa
aku lakukan atau jawab menggunakan bahasa Inggris. (Yes, there were
topics such as about foods or movies which I could answer in English, but I
still had stuttering when delivered or gave the feedback.)
The researcher also asked the student who passed the speaking test.
The interview can be shown below:
PDS : Apakah kamu kesulitan dengan tes berbicara dalam bahasa Inggris
barusan? Dan mengapa? (Did you feel difficult to do the previous English
speaking? And why?)
Ss : Tidak sama sekali, mungkin karena saya sudah terbiasa melatih berbicara
menggunakan bahasa Inggris sejak level SD dan saya juga sering berlatih
pada saat kegiatan ekstrakurikuler English Conversation. (Not at all, maybe
because I was used to practice speaking in English from my Elementary level
besides that I also often practice speaking in English during our
extracurricular session at English Conversation class.)
PDS : Apakah ada kesulitan yang kamu alami apabila diminta berbicara
dalam bahasa Inggris?
(Do you ever find yourself difficult to speak in English?)
Ss : Iya, terkadang saya kesulitan untuk berbicara dengan lancar apabila saya
sedang berbicara dihadapan orang ramai. (Yes, I sometimes feel difficult to
speak fluently in English especially when I must speak in front of many
people.)

Based from the interview and observation on the first day and after the
researcher conclude based the fact which had be gotten from the interview, it
could be concluded that the students who didn’t pass the speaking test
actually those who didn’t have fundamental of English knowledge such
knowledge about English grammar and lack of vocabularies to memorize and
also had lack of experience to speak in English which may be the reason for
some students had lack of self esteem to perform speak in English.

a. Selection of the Problems based on the Urgency Level

This research was aimed at improving the students’ speaking ability
by using the Action Learning Strategy technique. Therefore, the researcher
decided to deal with the field problems related to the speaking aspects. In
decided the problems, the researcher collected information by interviewing
teacher and students. The researcher also found the problems when the
students had several obstacles to speak in English by having discussions with
the English teacher and the students. The researcher also try to find the main
obstacles so researcher can tell how the English teacher overcame the
problems and found the solutions that would be applied in her class.
 The problems would be divided into urgent and less urgent. The
urgent problems were those that should be overcome soon, while the less
urgent problems were those that did not need to be solved soon. The problems
that had been selected based on the urgency are presented on the following
table.
The Problems in the Teaching and Learning of English Speaking of VII A
Number Problems Urgent Less Urgent

1. Some students did not know how to talk to each other

using correct grammatical sentences. *
2. Some students could not pronounce English words well.
*
3. Some students could not choose the suitable words in speaking
*
4. Some students were lack of English vocabulary.
*
5. Some students could not construct the sentence that they want to speak.
*
6. Some students less interested for daily topics.
*
7. The students were shy to speak.
*
8. The students did not feel interested with the video or media for speaking
session. *
9. Some students did not take the opportunities to speaking practice.
*
10. Some students gave less speaking task to the students.
*
11. Some students mostly uses Bahasa Indoensia in speaking and learning
process. *
12. The time seemed to be limited.
*
13 The class seemed to be noisy.
*
b. Determining the Action to Overcome the Problems.
Numbers Problems Problems Solving
1. The students could not pronounce Students got more pronunciation drilling to
English words well improve their pronunciation.
2. The students were lack of English Students got more chance to find the
vocabulary. meaning of the new words by having the list
of new words and their meanings.
3. The students were shy to speak. The Students got more chances from the
teacher by using classroom English.
4. The students weren’t interested The teacher motivated and guided the
with daily topics during conversation students with dialogue from written text.
5. The students were lack of motivation to The teacher encouraged the students with
increase their frequency in English certain role play and divide the class into
speaking. particular groups.
 From the categorization of the problems, since for some students, who
didn’t perform well in English speaking, the reason is lack of knowledge
especially in basic grammar and vocabularies. The 7 th A students who couldn’t
speak English well according to the materials mostly because they didn’t have
English subject at school during their elementary level. This situation brings the
students couldn’t have enough self esteem to speak during the class activities
because they couldn’t express the sentence which they wanted to say. This
condition was happened also because they couldn’t choose the proper words and
form of sentences to be used during the conversation, especially some of the
students still tried to translate directly from Bahasa Indonesia to English. The
following part of interview captured the situation.

R: What makes you seem difficult to express the situation in English?

Student 2: I felt confused to choose the proper words for the sentence that I would
like to say in English. I sometimes couldn’t pronounce it in right way neither
arrange the speaking materials from Indonesia into English.
R : Did you study English before you joined the 7th grade?
Student 2 : No, I didn’t. I started learning English when I was studying English at
VII A as a Junior High School student.
Therefore this research would be conducted to give more opportunity to
the students to practice speaking. Since the main target of teaching speaking in
junior high schools was improving fluency, in which it can be reached by
improving the frequency of practicing speaking, therefore the researcher decided
to deal with the field problems related to the speaking aspects to overcome these
problems. In decided the problems, the teacher applied action learning strategy by
combining several approach such role play, discussion, and expressing feeling for
certain topics and discussions with the English teacher to overcome the problems
and find the solutions in improving speaking ability that would be applied in
English class.
2. Cycles 1 and 2
a. Report of Cycle 1
1) Planning
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 using Role Playing technique. Before
implementing the actions, the researcher and the collaborators designed a
course grid and lesson plan to help the researcher implemented the actions.
In designing the course grid, the researcher selected the basic competency
and the standard competency for the second semester of Grade VIII. She made a
course grid to design the materials and activities. From the discussion with the
English teacher, she decided to choose the standard of competency 9 and basic
competency of 9.2. The basic competency of 9.2 is about expressing the meaning
in asking information (to ask and understand the answer) and interpersonal
(social) conversations using a variety of simple spoken languages accurately,
fluently, and acceptably to interact with the closest environment involving
expressions of asking and giving opinion, responding to a statement, paying
attention, starting, expanding, and ending a telephone conversation. Besides
designing a speaking class materials , the researcher also designed a lesson plan.
The lesson plan helped her to plan the learning process so that the lesson
could run smoothly and all the elements included in the whole process could
support the attempts to reach the objective of the learning. The lesson plan
covered the class activities, time allocation, classroom management, aim, and
indicator of the teaching and learning process. The lesson plan guided her to
administer the teaching and learning process and prevented to forget the important
materials or activities that needed to be conducted. The researcher and the English
teacher decided to use PPP or triple Ps approach (Presentation, Practice, and
Production) as the learning methodology. It consisted of three phase.
The first phase was presentation. In this phase, the researcher presented the
materials by playing an audio recording, asking the students to identify some
words related to the topic and explaining the materials. In the practice phase, they
practice a scenario of a situation in pairs. The last phase was production. In this
phase, each of the students got a role card; they had to perform a role play based
on the situation given in pairs in front of the class.
2) Action and Observations
The action was carried out in two meetings on Wednesday, November 22nd 2023
and on Thursday, November 23rd 2023. In this phase, the researcher implemented
the lesson plan that had been made before. During the implementation of the
actions, the researcher became the teacher while the English teacher, as a
collaborator, and the researcher’s colleague, other collaborator, became the
observer. The two collaborators sat in the back of the class, and the collaborator
did field-noting and video- clipping while observing. The two collaborators then
discussed with the researcher after the class. The field notes taken by the
collaborators described the process of the implementation of the actions in the
English teaching and learning process. The details of the process can be seen in
the following explanation.
a) First Meeting
The first meeting was held on Wednesday, November 22nd 2023. The
researcher came to the class with the English teacher and the collaborator. The
English teacher then told the students that the researcher would replace her during
the research. After that, the researcher handled the class. The researcher tried to
invite the students to participate in the classroom activities. First, the researcher
introduced the topic to the students. Here, the topic was “Shopping”. Second, the
researcher gave pictures and vocabulary to the students related to the topic, they
had to match the vocabulary with the pictures. Then the students tried to
pronounce the words correctly based on the examples that the researcher were
given. The following extract shows the situation.
She then showed the Ss a picture of department store in PowerPoint
presentation. After that, the R asked the Ss orally “Do you know where it
is?” Then some of the Ss answered “Tahu, Miss itu di Pasar Tradisional”.
Then, she asked “What people usually do in this place?” The Ss answered
“Shopping, buy, vegetables like lettuce, cabbage, beef, so on ”. “What
you can find in this place?” asked the R. The Ss mentioned “Traditional
Snack, T-shirt, celana, baju”, and many others.
(FN.6, Wednesday, November 22nd 2023: See Appendix C )
Third, the researcher also played a recorder about the use of asking and
giving opinions and asking for and giving suggestions. Based on the recorder
played, the students are asked to fill in the blanks dialogue on answer sheets. The
T also gave an explanation to do the task. She was trying to translate it to give
clear explanation. The following field notes captured the situation.

”Now look at Task 4. Do you know what you need to do?”

she asked. “What you need to do is fill in the blanks those
 incomplete sentences by listening the recording that will be
playing”. Jadi Kalian melengkapi kata- kata yang kosong
dalam kalmat tersebut dengan cara mendengarkan rekaman
yang akan saya putarkan.” she explained. “I will play the
recording two times. Do you understand?” she continued.
“Yes, Miss.” shouted the Ss
(FN.6, Wednesday, November 22nd 2023: See Appendix C: )
After that, the researcher divided students in pairs and gave them role
cards. They had to make a dialogue based on the role card given. Next, the
students practiced and memorized the dialogue, and performed the dialogue in
front of the class. Then, the researcher gave feedback to the students after
finishing their performance. The following situation was captured below.
Then move to the activity in Task 6 which was role playing
section. The R asked the Ss to choose their pair, after they had
settled with their pairs, she distributed role cards and guided
script to the Ss. Afterward the R explained the task, “You have to
make a dialogue based on the role card and guided script you
have got. She gave them 10 minutes to make a dialogue and
practice it. Later, they performed their role playing in pairs in
front of the class.
(FN.6, Wednesday, November 22nd 2023: See Appendix C: )

At last, the teacher gave a general conclusion about the material that has
been done by the students in their role play and gave them feedback.

b) Second Meeting
The researcher entered the class right after the bell rang but there were
many students who did not enter the class. Some of them still ate and stood
outside the class. She needed to ask them to quickly finish their snack and enter
the class. The situation can be seen in the extract below. The class was started at
09.00 a.m. after the first break. The R and the T entered the class right after the
bell rang. The Ss shocked because the R was already there. Most of them did not
come to the class yet. They still chatted with their friends. Some of them also
finished their snack inside the class. They then entered the class. After all of them
were present, there was a student who still drank her beverage inside the class.
The R needed to ask her to finish it outside the class.
(FN.7, Thursday, November 23rd 2023: See Appendix C: 97.)
After preparing the equipment, the researcher then opened the class and greeted
the students. They answered positively. She then asked them about the previous
lesson. They answered with many kinds of answers. The following situation was
captured in the extract below.
 The class started after the R prepared the equipment. She greeted
the Ss as usual, “Assalamualaikum, Good Morning. Class!” then
the Ss answered “Good Morning!” “She continued with “How are
you today?” and they replied “I’m fine and you?” Then, the R
replied “I’m fine too thanks you. She then continued to call the
roll. “Who is absent today?” asked her. “No one, Miss”. After that,
the R asked about the previous lesson “Do you still remember
what we have learnt in the previous meeting?” There were many
kinds of answers came from the Ss. They answered “Asking and
giving opinion”, “Shopping”, “Pakaian”, “baju”, “toko".
(FN.7, Thursday, November 23rd 2023: See Appendix C: .)
After reviewing the last material and explaining the lesson for that day, the
researcher asked the students to do Task 2. The activity in Task 2, was matching
the word with its Indonesian meaning. In this task, they did vocabulary practice
and pronunciation drilling. Third, the researcher also played a recorder about
asking and giving help, and giving advice and responding advice. Based on the
recorder played, the students are asked to fill in the blanks dialogue on answer
sheets. The T also gave an explanation to do the task. She was trying to translate it
to give clear explanation. The following field notes captured the situation and
dialogues.
”Now look at Task 4. Do you know what you need to do?” she
asked. “What you need to do is fill in the blanks those incomplete
sentences by listening he recording that I will be playing”. Sama
seperti minggu lalu ya, jadi kalian melengkapi kata-kata yang
kosong dalam kalmat tersebut dengancara mendengarkan
rekaman yang akan saya putarkan.” she explained. “I will play
the recording two times. Do you understand?” she continued.
“Yes, Miss.”
(FN.7, Thursday, November 23rd 2023: See Appendix C: 97.)
After that, the researcher divided students in pairs and gave them role cards. They
had to make a dialogue based on the role card given. Next, the students practiced
and memorized the dialogue, and performed the dialogue in front of the class.
Then, the researcher gave feedback to the students after
finishing their performance. The situation can be seen in the following situation
and dialogues.
Then move to the activity Task 6 which role playing section.
The R asked the Ss to choose their pair, then after they had
settled with their pairs, researcher distributed role cards and
guided script to the Ss. Afterward the R explained the task, “You
have to make a dialogue based on the role card and guided script
you have got. She gave them 10 minutes to make a dialogue and
practice it. Later, they performed their role playing in pairs in
front of the class. The R gave them suggestion after their
performances.
(FN.7, Thursday, November 23rd 2023: See Appendix C)
 At last, the teacher gave a general conclusion about the material that has
been done by the students in their role play and gave feedback.

c) The Result of Post-Test

No. Name Pronunciat Grammar Fluency Comprehe Vocabulari Score
ion nsion es
1. Student 1 4 4 3 4 4 76
2. Student 2 3 3 3 3 3 60
3. Student 3 3 4 3 3 4 68
4. Student 4 3 3 4 3 3 64
5. Student 5 4 4 3 4 4 76
6. Student 6 2 3 3 2 2 48
7. Student 7 3 3 4 3 3 64
8. Student 8 2 3 2 2 3 48
9. Student 9 4 4 3 4 4 76
10. Student 10 3 3 3 3 4 64
11. Student 11 3 3 3 3 3 60
12. Student 12 2 3 2 3 3 52
13. Student 13 3 3 3 3 3 60
14. Student 14 3 3 3 3 3 60
15. Student 15 3 3 3 3 3 60
16. Student 16 3 3 3 3 3 60
17. Student 17 3 4 3 3 3 64
18. Student 18 2 3 2 2 3 48
19. Student 19 4 4 4 4 4 80
20. Student 20 4 3 3 3 4 68
21. Student 21 3 4 3 4 4 72
22. Student 22 4 3 3 3 4 68
23. Student 23 2 3 2 3 3 52
24. Student 24 4 3 3 3 3 64
25. Student 25 2 3 2 3 3 52
26. Student 26 4 3 3 3 3 64
27. Student 27 2 3 2 3 3 52
28. Student 28 4 4 4 4 4 80
29. Student 29 2 3 2 3 3 52
30. Student 30 4 3 3 3 4 68
31. Student 31 4 3 3 3 3 64
32. Student 32 3 2 2 3 2 48
33. Student 33 2 2 2 2 2 40
34. Student 34 4 4 3 3 3 68
35. Student 35 2 3 2 2 3 48
36. Student 36 3 4 3 4 4 72
37. Student 37 3 4 3 3 3 64
38. Student 38 4 3 3 3 3 64
39. Student 39 4 3 3 3 3 64
 Total Score 2412
From the table above, the researcher calculated the mean of the students’
scores, the percentage of the students who passed the minimal score mastery level
criterion (KKM), and the improvement of students’ score in speaking from pre-
test to the post-test.

The mean score derived from the following formula:

X = Σx
n

X= 2412
39
X = 61,48

Then, to know the class percentage that passed the minimal mastery level
criterion Kriteria Ketuntasan Minimal (KKM) the researcher used the following
formula:
P= f x 100%
n

P = 27 x 100%
39
P = 69,23 %

Finally, to know whether students improve their score or not the researcher
used the following formula:

P = y1 – y x 100%
y

P = 61,48 - 57, 33 x 100%

57, 33

P = 7,23%

d. Research Findings
Research Findings
The result indicated that there was an increasing on the students’ speaking
skill by using action learning strategy. The mean of second cycle was 61,48. It
indicated that the scores and the mean in second cycle were better than the first
cycle. The percentage of students who got point >60 also grew up. In the pre-Test,
the students who got point >60 up were 18 students (46,15%). In the post-test of
cycle I students who got point >60 up were 27 students (69,23%). In other words,
the students’ ability in speaking improved and became well in the first meeting to
the next meeting.
The researcher also analyzed qualitative data to support research finding
beside the quantitative data which had been taken just to measure the speaking
ability from November 20th, 2023 to November 24th, 2023. The qualitative data
were organized from the observation sheet and interview. All of these data
indicated that the students given their efforts and good responses during teaching
and learning process.
Based on the result of the quantitative and qualitative data, it could be
concluded that action learning strategy could improve students’ ability in speaking
especially at class of VII A from Muhammadiyah 1 Junior High School.

4.4 Discussion
This research was conducted to find out the improving of the students’
speaking skill in English lesson by using action learning strategy. The action
learning strategy was one of the strategy that could be used by the teacher in
teaching English to improve the students’ ability in speaking. The research that
had been done by the researcher indicated that action learning strategy was
effective or could be used in teaching speaking.
It could be seen from the comparison from previous speaking test tables to
the last one that showed us the increasing of students’ score from pre test, and post
test and also from students statements based from the interviews. The increasing
because of the teacher knew how to control the class and created the active class.
Besides that, the action learning strategy helped the students to understand the
subject easily. So it could be concluded that the result of the research showed that
the implementation of action learning strategy could improve the students’ ability
in speaking. It could be seen from the qualitative data by prove the students’ score
got better in the post test I than the pre test. Another interesting facts could be
seen from the qualitative data that show the students’ was active and spirit in
teaching-learning process.
 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the data analysis in chapter IV, the conclusion was drawn as following:
1. Based from the research, it can be concluded that action learning
strategy activity can improve students’ speaking ability showed by the
score they get. Furthermore, from the students’ response toward the
teaching and learning activity during action learning activities. It can be
concluded that the students like action learning strategy. It proven by their
participation in the class conversations, discussions, perform in the front of
the class, pronunciation, fluency and feeling confident about speaking..
2. Based from the research, it can be concluded that the students were
more active and participated in the teaching-learning process of speaking.
Therefore, action learning strategy can be another choice of strategy for
English teacher in teaching speaking which can improve and keep their
speaking. In the first test (pre-test) the students who passed the KKM 60
were 18 students of 39 students (46,15%). In the second test (post-test 1)
the students who got the score up 60 or passed KKM were 27 students of
39 students (69,23%).

B. Suggestion
In this part, the writer would like to give some suggestions to be
considered by English teacher as follows:
a. Action learning strategy would be very helpful to improve students’ ability in
speaking, so the teacher needs to maintain performing and using action learning
strategy as alternative technique of the teaching process in the second year
students of junior high school.
b. The teacher should give clear explanation, guidance and instruction in teaching
students using action learning strategy.
c. The teacher should control the students’ activities. Finally, the writer realizes
that this research still have several weakness and mistakes. Therefore, the writer
would like to accept any constructive suggestion to make this research becomes
better.