comprehension, fluency, and task components. About the grammar, the students had already understood the structure of the senten
ce, so the researcher wouldn’t focus on that component.
2 Providing a better atmosphere in the learning activities so that the students could pay more attention to the researcher and the treatment could produce the maximun
result. 3 Providing interesting and appropriate material so that the students could
cooperate with other students and would feel comfortable in developing their idea. 4 Giving more feedback to the students so they would be more enthusiastic and
motivated in doing their learning.
4.1.4 Cycle Two
In cycle two, the teacher tried to do better plans after knowing the weaknesses in cycle one. Cycle two was conducted in a meeting, on September 7
th
2013. The purpose of the cycle two activities was to find out how effective Three Steps
Interview Technique improves students’ speaking skill. In this session, the students
got more difficult task, but the steps and the techniques were similar with the cycle one see appendix 5 on page 103.
The material in this session was “how to describe person or thing” see appendix 8 page 116. First, the students got pictures which were completed with the
adjective words that decribed them. The students practiced to pronounce the words and tried to express the meaning. After that, the students worked in groups as the
previous meetings . The students’ sitting arrangement was same as the cycle one, so
they worked with the same partners as before and did Three Steps Interview Technique. Each pair got a set of questions see appendix 11 on page 120 that
should be asked and answered. After they finished the interview session, each person shared the interview result to all of the group members. This activities ran about 20
minutes. From the observation, it showed some improvement in the students’ attitude
towards the learning activity. They understood their role and job. They respected and listened each other. They shared the information needed for their group. The students
were more active in class and performed their speaking skill confidently. Most of the students tried to take a part for every activity. Some of the students might still make a
mistake in their grammar and pronounciation, but they wanted to try to be better. The most important thing was they wanted to speak up and be active in class. The
interaction between the students and the teacher improved. Most of the students asked every thing they didn’t understand in order to get the better result.
It can be concluded that in cycle two the students’ participation in teaching learning process increased. The students were more talkative to speak and share their
ideas. Overall, students did their job well in all activities along the process.
4.1.5 Cycle Two Test
