78 performance during the scoring. In this activity, the students were asked to
pick two papers consist of their names and role play cards. The purpose of this action was to make the students not relied on the same partner and on the
same situation all the time. In addition, even though there were no significant improvements yet, giving feedback was helpful to reduce the
students’ anxiety and fear of making mistakes. It was also effective to help them
improve their confidence so that they could have better performances in doing the role play.
5. The Implementation of Cycle II
a. Planning
From the reflection of the previous cycle, it showed that the use of role play gave no great improvement of students’ speaking skills in terms of
pronunciation, vocabulary, grammar, fluency, and comprehension. The students still relied on their notes and spoke reluctantly. Dealing with those
problems, the researcher had a discussion with the collaborator to determine what actions to be applied in Cycle II.
Based on the discussion, we decided to conduct Cycle II in two meetings. They were on November 6
th
and November 12
th
, 2015. The actions applied in Cycle I were continued in Cycle II with some improvements.
Similar to Cycle I, the researcher also made a course grid, lesson plan, and all of instruments needed for the Cycle II. The plans of Cycle II were briefly
presented below.
79 1
First meeting a
Material On the first meeting of Cycle II, the researcher planned to explain
about expressions of giving command and request. Similar to Cycle I, the prepared materials were the materials that suitable
with the students’ needs. The expressions that were given to the students also had been made as
specific as possible to their future surrounding as a future nurse. Furthermore, the researcher gave worksheet to the students during this
cycle. The worksheet was talking about visiting the doctor. So, if on the previous cycle the worksheet was simply assigned the students to ask and
answer about someone’s profession and origin, this worksheet was a little bit
harder. This time, the students were introduced with some symptoms of deseases through filling in some missing column before giving advice or
command to their partner. The students should be able to analyze their partner’s problems in order to give the correct advice. By doing this, it was
expected that the students were able to deal with the situations they might encounter in their future career as a nurse.
b Media
Similar to Cycle I, the researcher planned to use a real-world video and power point for this cycle. The video was used as input for the students and
the power point was used to deliver the material to the students. Even though the media were as same as the media in Cycle I, there were some differences
in this cycle. This time, the video that the researcher used was used real
80 person as the actors and was not provided by its subtitle. The researcher
wanted to improve the students’ speaking skill by raising the level of difficulties a step ahead. By giving this video, the researcher hoped that the
students could understand the material given without always relied on the subtitle.
c Activities
During the first meeting of Cycle II, the researcher wanted to reapply the activities done in Cycle I.
The first activity was drilling the students’ pronunciation and vocabulary through the listen and repeat activity. Then, the
researcher also still wanted to apply the use of bilingual communication during all meeting of Cycle II.
Furthermore, the use of role play would also be introduced on the first meeting of Cycle II. Similar to Cycle I, the use of role play was used to make
the students be able to play roles that correspond to the real need in their lives as a future nurse. However, in this cycle, the researcher wanted to make the
students be able to perform the role play without looking at their notes. Then, feedback on the students
’ performances would be given during all meeting of Cycle II.
2 Second meeting
a Media
Just same as the previous cycle, in order to make the students be able to create their dialogues, the researcher provided some situations for the students
in the form of rol e play cards. So, before the researcher scored the students’
81 performances, the researcher would ask each of the students to pick two cards
consisting of their names and their new role play cards. b
Activities In the second meeting of Cycle II, the researcher still wanted to review
the last material through giving task for the students. In the joint construction of the text, the students were asked to create their own dialogues consisting of
some expressions used to express command and request. Then, as in the independent construction of the text phase, the students were asked to perform
a role play that would be recorded by the researcher for scoring.
b. Action
