CHAPTER III THE APPLICATION OF INSIDE – OUTSIDE CIRCLE TO IMPROVE STUDENTS’ SPEAKING SKILL OF SECOND GRADE OF SMPN 04 TANDUN

CHAPTER III

RESEARCH METHODOLOGY

           This chapter presents the method of research, subject, and object of the study, time and place, research design, the Classroom Action Research (CAR) procedures technique of collecting data, technique of the data analysis, and the criteria of the action research.

3.1       Type of the Research

            This research was Classroom Action Research (CAR) method which was derived from the root an action research, because it occured the classroom frame, it is called CAR. Classroom action research typically involved the use of qualitative interpretive modesof inquiry and data collection by teachers (often with help from academics) with a viewto teachers making judgments about how to improve their own practices (Kemmis & McTaggart: Participatory Action Research–2–273).

            Kemmis in Hammersley defined action research as following: “Action research is a form of self – reflective enquiry undertaken by participants a social including educational education situations in order to improve the rasionality and justice of: (a) Their own social or educational practices, (b) Their understanding of these prectices, and (c) The situation in which the practices are carried out”. Thus, clear that clasroom action reseacrch is evaluative and practices as it aims to bring about change an improvement in practice.

            Classroom Action Resarch consists of cycles. The cycles consists of planning, acting, observation, and redlection (Kemmis and Robin Mc. Taggart in stringer, 1999: 18).

Figure 3.1

            Classroom action research is a cycle process, planning, antion, observation, and reflection. In this research, the researcher applied a certain treatment in order to give improvement to the students. When there were no improvement after giving the treatment, the teacher gave more treatment until the goals of the learning were succeeded. It was collaborated with other English teacher to become a teamworktogether to overcome the problems that faced by the students in improving students’ speaking skill by using inside – outside circle strategy.

1.2              Participants

            The participants of this research was the second grade students of SMP N 04 Tandun in academic year 2014/2015. The amount of participants were 21 consisted of 11 males and 11females students in class VIII A.

1.3              Location and Time of the Research

            This research was conducted at SMP N 04 Tandun. It is located at Jl. Pelita 10 kelurahan Tapung Jaya, sub – district of Tandun, Rokan Hulu regency, Riau. The time of the research was from August until September 2014.

1.4              Procedure of the Research

            The Classroom Action Research using Carr & Kemmis’ design consists of four phases within one cycle. Those are planning, acting, observing, and reflecting. After accomplishing the first cycle, it was probably finding a new problem or the previous unfinished problems yet. Therefore, it was necessary to continue to the second cycle in line with the same concept of the first cycle.

           

            To make clear what will happen in every phase, the followings are:

1.      Planning Phase

            The planning phase concerns a more accurate action plan. It requires a reconsidering of the theoretical starting points, a deepening of the self-understanding of the thought and action models and a specification of the physical and mental resources, as well as a division of responsibilities among the participants. The action plan also specifies the objectives of the study. In order to facilitate the research and the evaluation of the results and the reliability, the observation and reflection methods should also be planned in advance, since any activity that is reflected was self-evidently not research, even though it might improved practices.

            The procedure of inside – outside circle technique in teaching and learning process was conducted in following activities:

a.    The researcher prepared the materials for teaching speaking by using Inside – Outside Circle Technique. The chosen topic was asking and giving opinion.

b.   The researcher made  the lesson plan.

c.    The researcher met the collaborator, to discussed all necessary things together about the research instrument, and to arranged the research schedule.

2.      Acting phase

            The action stage here to the objectives and the designed plan, as far as it was possible. The purpose of the action was to find new solutions. One of its most important elements was co-operation. However, in order to be able to change the plan during the action if needed, constant real-time reflection is required.

            In this phase, it consisted of some steps:

a.       Implementing the plan and collecting data

b.      Analyzing the data

c.       Questioning the process and making changes as required

            In acting phase, the researcher implemented the plan that she had arranged. In this case, the teacher wanted to do the teaching and learning activities based on the lesson plan that using inside – outside circle technique.

a.       Teacher greeted the students and check the attendance list

b.      Teacher explained the material about asking and giving opinion to the students.

c.       Teacher explained about the sytematic of inside – outside circle technique to the students; 1). Students form two circles; 2)Each student was facing each other; 3). Each circle had the same number of students; 4) The students in the inner circle turn outward and the outside circle turns inward so the students are facing each other; 5) When the discussion time was up, the teacher had one of the circles moved to the left to faced a new partner.  After that, teacher divided students into two groups and asked students to practice the inside – outside circle technique by using the material about asking and giving opinion in front of the class.

d.      The teacher gave evaluation to the students and asked the students’ difficulties in using inside – outside circle technique.

e.       The teacher concluded the material.

3.      Observing

            Planned observation was the phase that most clearly distinguishes action research from practical work. It was concerned with how to gather and analyze the data during the process for reflection. Eventhough interpretation and reflection takes place throughout the process, there is always the final, retroactive reflection at the end of the process. When all the participants were involved in designing the observation phase, it was possible to consider the critical stages of the process and to make sure that they are carefully documented. For data gathering, different methods can be used, e.g., diaries, portofolios, questionnaires, virtual group environments and constantly up-dated chat-facilities, recordings, interviews, problem and concept maps, etc.

            Here were the steps of this phase:

a.       Analyzing the evidence

b.      Collecting the findings

c.       Writing the report

d.      Sharing the findings with participants, colleagues and a wider audience as appropiate. The establishment of online avenues for communication, such as websites or blogs, may be considered.

     In this research, the observation was done during the teaching and learning process counduct.

a.       The collaborator observed students’ activities and students’ involvement during whole teaching and learning process.

b.      During the implementation of speaking process in classrom, the teacher made writing notes to see the process of technique application. Starting from beginning until the end of the lesson.

c.       The collaborator used observation sheet and field notes. The collaborator  used observation sheet that had been prepared before. The teacher and the researcher not only use the observation sheet, but also use field note.

4.      Reflecting Phase

             Reflection is a means of finding out how the action research has succeeded in developing both the studied object and the process, i.e., the learning competencies of the individual participants, group and organization. Reflection leads to a revised plan for the next cycle.

            After collecting the data, the researcher reflected herself by seeing the result of the observation, wheter the teaching learning process of speaking by using inside – outside circle technique was good to imply in teaching and learning process at second grade students of SMP N 04 Tandun or not. If the first plan was unsuccessful, proven by students’ achievements, the researcher made the next plan (re – planning) to solve students’ problems and to get a better score. In short, here were some steps in this phase:

a.       Evaluating the first cycle of the process

b.      Implementing the findings or new strategy

c.       Revising the process

            In short, here was the detailed procedure of Classroom Action Research conducted by the researcher by using inside – outside circle technique.

1.5              Research Instruments

            In collecting the data, the researcher used four kinds of instrumets. There were test, observation, interview, and field note.

1.      Test

            The test was one of the ways in collecting the data. The researcher gave model how to perform the inside – outside circle strategy and asked the students to try it. According to Brown (2010: 212-213), here is the holistic scoring rubric of speaking skill:

Table 3.1

Proficiency Description of Speaking Skills

No	Criteria Rating	Scores	Description
1	Pronunciation	5	Equivalent to and fully accepted by educated native speakers. Easy to understand and have a native speaker’s accent.
		4	Errors in pronunciation are quite rare. Easy to understand although with the particular accent.
		3	Errors never interfere with understanding and rarely disturb the native speaker. Accent may be obviously foreign. There are problems of pronunciation that makes the listener full concentration, and sometimes there is a misunderstanding.
		2	Accent is intelligible though often quite faulty and sometime it can affect the meaning.
		1	Errors in pronunciation are frequent but can be understood by a native speaker used to dealing with foreigners attempting to speak the language.
		5	Equivalent to that of an educated native speaker
2	Grammar	4	Able to use the language accurately on all levels normally pertinent to professional needs. Errors in grammar are quite rare
		3	Control of grammar is good. Able to speak the language with sufficient structural accuracy to participate effectively in most formal and informal conversations on practical, social, and professional topic
		2	Can usually handle elementary constructions quite accurately but does not have thorough or confident control of the grammar
		1	Error in grammar are frequent, but speaker can be understood by a native speaker used to dealing with foreigners attempting to speak his language
3	Vocabulary	5	Speech on all levels is fully accepted by educated native speakers in all its features including breadth of vocabulary and idioms, and pertinent cultural references.
		4	Can understand and participate in any conversation within the range of his experience with a high degree of precision of vocabulary
		3	Able to speak the language with sufficient vocabulary to participate effectively in most formal and informal conversations on practical, social, and professional topics. Vocabulary is broad enough that he rarely has to grope for a word.
		2	Has speaking vocabulary sufficient to express himself simply with some circumlocutions.
		1	Speaking vocabulary inadequate to express anything but the most elementary needs.
4	Fluency	5	Complete fluency in the usage such that his speech is accepted by educated speakers
		4	Able to use the language fluently in all levels normally pertinent to professional needs. Can participate in any conversation in the range of this experience with a high degree of fluency
		3	Can discuss particular interests of competence with reasonable. Rarely has to grope for needs.
		2	Can handle with confidence but rare with facility most social conditions, including introductions, and casual conversations about events, as well as work, and autobiographical information
		1	Not specific fluency description. Poor to other four language areas simplified level of fluency
5	Comprehension	5	Equivalent to that of an educated native speaker
		4	Can understand any conversation within the range of his experience.
		3	Comprehension is quite complete at a normal rate of speech
		2	Can get the gist of most conversations of non-technical subjects (i.e., topics that require no specialized knowledge)
		1	Within the scope of his very limited language experience, can understand simple questions and statements if delivered with slowed speech, repetition, or paraphrase

 

                                                                       (Brown, 2010: 212-213)

            In order to get the score, the researcher and collaborator analyze the students speaking skill by using the marking rules below:

   1. Comprehension   : 5 max

   2. Fluency               : 5 max

   3. Pronunciation     : 5 max

   4. Vocabulary         : 5 max

   5. Grammar             : 5 max

‘Notes’ is filled with C for Competent (total score ≥18), or NC for not competent (total score < 17).                              

Adapted from Brown (2004:172)

1.     

2.      Observation

            In this research, the data was collected through the observation. Observation was done to identify teaching and learning activities especially speaking activities which was directed by the teacher, and to reveal problem of speaking activity in classroom. It may be about the teacher’s performance during Classroom Action Research and students’ response concerning the use of inside – outside circle technique.

            In this research, the researcher asked the teacher of SMP N 04 Tandun as the observer or collaborator to observe the teaching and learning process. The purpose of this observation was to know how teacher teaches the students and the use of inside – outside circle technique in teaching and learning process.

Table 3.2

 Observation Sheet

No.	Teacher’s Activities	Students’ Activities	Remarks
1.	Teacher greeted thestudents and asked them before studying.	Students reponded the teacher and pray together.
2.	Teacher checked the students’ attendance list and introduced herself to the students.	Students responded the teacher’s call and introduced them selves one by one.
3.	Teacher gave the students some apperception which related to the topic of the day.	Students responded the apperception and give their answer when the teacher gave a question.
4.	Teacher explained the material to the students.	Students paid attention to the teacher’s explanation.
5.	Teacher divided students into group works.	Students were divided into two groups.
6.	Teacher explained to the students about the material and what they were about to do.	Students understand about the teacher’s explanation
7.	Teacher explained inside – outside circle technique to the students.	Students understand about inside – outside circle technique to be used on the day.
8.	Teacher instructed students to get started based on the explanation.	Students could express their idea during the conversation by using inside – outside circle technique.
9.	Teacher supervised the students’ speech while observing as collaborator.	Students aware to make their performnce better than before.
10.	Teacher motivated the students to speak up.	Students were motivated to speak and seemed not afraid to perform.
11.	Teacher payed attention on the students’ speech.	Students performed their conversation using inside – outside circle technique.

     Collaborator:

.........................

           

            On the other hand, the teacher was collaborator of the researcher. While the researcher observed the students’ performance in speaking to measure the speaking skill, the teacher was given a sheet to give more details and input about each students’ speaking skill. It was used to figure out the students ability to participate in the educational process including the students’ social, emotional, academic, and vacational performance.

3.      Field Note

            The ways of collecting data, qualitative data, by using a field note since it was impossible ro record all specific things happened in class. What should be written in field note was specific things in the classroom whether for thestudents and the teacher also about every stage will be done in the class. The teacher (researcher) needed collaborator to note down their behavior.

Table 3.3

Field Note

Meeting	NOTES		Remarks
	Teacher’s Acticvity	Students’ Activity

Collaborator  

............................

4.      Interview

            The researcher interviewed some students to know their comments and opinions after teaching speaking skill by using inside – outside circle technique, which was applied by teacher in the classroom.

Table 3.3

Interview Table

No.	Questions of the Interview	Answers / Replied from Students
1.	What do you feel after using inside – outside circle technique during speaking class?
2.	What is your opinion of studying by using inside – outside circle technique?
3.	What is your impression after studying by using inside – outside circle technique?

1.6              Technique of Collecting the Data

There were some techniques in collecting the data of this research:

1.      Test

            The instrument used in this research was spoken test.. The test was about speaking which came from the previous study of usinginside – outside circle technique to improve students’ speaking skill. Each test had 1 item to discuss for every student.

Table 3.5

Blueprint of the Test

No.	Situations	Variable	Indicators
1.	Jogging at the park	Asking and giving opinion	1.    Vocabulary 2.    Fluency 3.    Comprehension 4.    Pronunciation 5.    Grammar
2.	Shopping	Inviting People
3.	In the cinema	Agreeing and disagreeing
2.	Team work	Asking for and giving things

2.      Observation

            This instrument was used to collect the data about speaking and inside – outside circle technique. When the researcher implemented the inside – outside circle technique in teaching and learning process, the collaborator checklisted toward speaking and inside – outside circle technique.

3.      Field Note

            This instrument used by collaborator when the researcher was applying inside – outside circle technique to improve students’ speaking skill. It was related to activities that collaborator saw during teaching and learning process.

4.      Interview

            This instrument was applied to obtain the data about teachers’ activity and students impression after applying inside – outside circle technique in the speaking class. Moreover, it obtained about the researcher and the students’ problem during teaching and learning process.

3.7       Technique of Data Analysis

            After collecting the data, the researcher used 2 forms of analyzing the result, quantitative and qualitative. It was used by the researcher, collaborator, and students.

a.      Quantitative

            It was used to analyze the quantitative data and finding out the level of students’ progress in applying inside – outside circle technique to improve students’ speaking skill of the second grade students at SMP N 04 Tandun.

            In analyzing the numerical data, first the researcher tried toget the average of students’ speaking skill per action within one action. The formula of percentage used to analyze the result of the test as in Sudjono (2008: 43) suggest:

M_x

M_x = mean

X = Total of score

N = Total of students

    

b.      Qualitative

            Qualitative data means that the data was presented in the form of verbal or non – numerical. In this research, the data was collected through observation sheet for teacher and observation sheet for students, field notes, and interview. The data from those instruments was analyzed by interpretative techniques in order to explained what factors that improve the students’ speaking skill after the researcher / collaborator taught them by using inside – outside circle technique.

            The data which formulated by the observation, interview, and field note were to analyze the process of qualitative data analysis. Gay (2000: 240 – 250) explains that steps of analyzing the qualitative as follow:

1.      Data Managing

            Data managing involved creating and organizing the data collected during the study. There are two main purpose for the data managing. The first is to organize the data checklist for competence. The second is to start the researcher on the purpose the process of analyzing and interpreting the data.

2.      Reading and Memoing

            The first step in analysis is reading / memoing the field notes, transcripts, memos, and observe comments to get sense of data. Find a quit place in reading for a few hours at time during the initial of the data.

3.      Describing

            It isbased on the observation and field notes collected by the qualitative researcher. The aim is to provide a true picture of the setting and event which takes place on it so the researcher and the reader will be understood of the context in which the research takes place.

4.      Classifying

            Qualitative data analysis is basically a process of breaking down the data into smaller unit, determining the important units together again in an interpreted form. The typical way qualitative data is to organize through the process of classifying, which means ordering field notes or transcription into categories which represented different aspect of the data.

5.      Interpreting

            Data interpretation is based on the connections, common aspect, and link ages among the data, especially the indentified categories and patterns. One of them is not classified in categories without thinking about the meaning of the categories.