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2. The Changes in the Students’ Behaviour
Since the students thought that the teaching and learning process was useful and interesting for them, they became better in terms of their
attitude. The students who usually felt sleepy in the English classroom could stay awake. The students who often lost their concentration could
start to focus on the learning process of English, especially speaking. The students who were shy enough to say any word could start to speak more,
at least during group discussion, because they felt confident in their groups. The students who were lazy and passive to join the teaching and
learning process could participate in the activities. Furthermore, those who never used dictionaries to find words or pronunciation began to actively
search for difficult words and pronunciation in their dictionaries.
3. The Changes in the English Teacher’s Behaviour
The teacher could perceive teaching and learning process from another perspective, i.e. the importance of teaching oral skills in a
communicative and contextual way. Besides that, he learnt that various activities could make the class situation change. Hence, he started to learn
in designing tasks which could make his students attracted to his lesson. Also, he began to understand that media which suited the need of students
the activities could help him maintain students’ participation in the teaching and learning process.
4. The Changes in My Colleague’s Behaviour
By joining the research study, she has learnt many things about teaching and learning process of English, especially speaking. In addition,
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she has learnt how to conduct the action research. She has got a new experience about teaching and learning process and action research. As a
result, she could develop her capability in English instruction as an academician, an English student-teacher, and a researcher.
5. The Changes in My Behaviour
This research study helps me to expand my knowledge about teaching and learning English and about action research itself. I have learnt
that in order to do something, I have to prepare everything well. Every action in the teaching and learning process should be based on the
students’ needs, students’ problems, existing theories, empirical studies, and the teacher’s experiences themselves.
We should use our time of teaching in the class effectively and efficiently. If we failed in preparing anything related to our teaching, we
have to be prepared that our teaching could be a mess-up. Thus, before teaching, I have to try my best to pronounce English words so that I could
become a good model for the students in speaking. Then, I have to prepare a hand-out for every session to guide the course and to provide appropriate
media which suit the students’ needs and activities. Besides, I have to prepare an extra plan for every session of teaching in case something
happens out of our plan. Having many discussions with other English education practitioners is useful when I get difficult problems. Their
opinion and suggestion could become considerations in planning a course. Building good relationship with the students is a good way to deepen my
understanding about their needs and personalities. All of them could
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become important considerations in planning and conducting English courses.
Moreover, the research study could change my view and attitude towards teaching and learning English, especially speaking. Since
speaking is the most difficult skill to acquire, especially in a non-English speaking country, teaching it becomes the greatest challenge for me.
Because many students are shy enough to speak, I have to build strong confidence to myself that I could teach my students speaking and I have to
make them believe that they could acquire speaking if they try. In teaching them, I learnt to play many roles as a teacher in order to get close to the
students. Related to the research study itself, I have learnt that in order to
conduct a research study, I have to be well-structured and systematic. I have to follow the existing procedure that guides the research study. The
problems which I face and the solution which I got in conducting the research study become my special experience as an academician. Overall,
those things could broaden my understanding about conducting a research study.
B. Implications
The findings of research study revealed that there was improvement of students’ speaking skills. The improvement was related to the actions
delivered to the students in the classroom. The actions which contributed to the students’ improvement were using classroom English during the teaching
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and learning process, implementing some cooperative learning, giving hand- outs as guidelines, reviewing the previous materials, giving feedbacks on the
students’ fluency, pronunciation, structure, and interactive communication, using media to assist the teaching and learning process, using a dictionary for
every student as a reference for getting the meaning of difficult words and understanding the way to pronounce words, and giving rewards to appreciate
students’ achievement. The description of implication for the successful and unsuccessful actions is as follows.
1 The application of classroom English in the teaching and learning
process contributed to the improvement of students’ speaking skills. When the classroom English was applied intensively, the atmosphere of
classroom changed. The students were getting more relaxed from time to time to use English. In addition, it could reduce the use of their first
language. It implies that applying classroom English is effective to change the atmosphere of the English lesson and to change students’
perception of the English lesson. 2
The application of cooperative learning assisted the students in learning English materials. Since some materials were not easy to learn, the
students worked in groups, in pairs, and individually which made them help each other to learn the materials and to accomplish the tasks and to
be independent in doing the tasks.. Moreover, by conducting cooperative learning, they learnt to deliver and accept ideas, to tolerate and manage
group members, and many other positive social skills. It implies that by conducting cooperative learning, the students could learn English better
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since they have manageable friends to share and they could be better persons socially, especially related to learning materials.
3 The use of hand-outs as guidelines assisted the students in learning the
English materials. The hand-outs were mainly aimed to guide the teaching and learning process of English. Moreover, they contained tasks
which should be accomplished by the groups. They made the teaching and learning process become well-structured. Also, the existence of
hand-outs made the student understand what tasks should be done after another task. It implies that the existence of hand-outs makes the tasks in
the teaching and learning well-structured. 4
The instruction of bringing and using a dictionary as a reference for every student was useful to build students’ habit of finding meaning of
difficult words and correcting mispronunciation by looking for words in a dictionary. A dictionary was not the main source of teaching learning
process but it was an important reference for every student in learning English. The students had their own dictionaries in printed form or
electronic form. They could find meaning of words easily when they brought the dictionary. But the students who did not bring it should find
the meaning of difficult words and the pronunciation hardly. It implies that it is important to instruct the students to bring a dictionary in order to
help them in improving their vocabulary and pronunciation. 5
The application of reviewing materials in the beginning and at the end of lessons was useful in keeping the materials in students’ mind. Since
every meeting was related to other meetings, reviewing materials made
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