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Table 6. The Relations of the Problems, Actions, and Expected Results in Cycle 1
No Problems
Actions Expected Results
1. The students easily
got bored in the teaching and
learning process. Using videos as the
main media to give the input or appropriate
speaking model to the students
a. The students were
interested and paid attention to the
lesson.
b. The students got an
appropriate speaking model.
2. The media was not
interesting to encourage the
students to learn speaking.
3. The teaching
technique and activities were not
varied and attractive. a.
Using interesting video teaching
techniques such as listening
comprehension technique and
silent viewing technique.
b. Providing handout
containing various materials and
attractive activities such as:
Applying vocabulary
practice and pronunciation
practice
Role-play 1.
The students were actively involved in
classroom activities.
2. The students were
motivated and encouraged in
learning English.
3. The students were
confident to speak English in a class
discussion.
4. The students had
good pronunciation.
5. The students’
vocabulary mastery increased.
4. Most of the students
were not actively involved in
classroom activities.
5. The students were
afraid to speak English in a class
discussion.
6. The materials given
by the English teacher were not
varied.
7. The students had
poor pronunciation.
8. The students had
low vocabulary mastery.
9. The students were
not familiar with classroom English.
Applying Classroom English
The students used to hear and understand
English instructions and questions.
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G. Report of Cycle 1
1. Planning
After identifying the field problems to be solved and proposing the actions, the researcher designed the course grid and lesson plan that could be seen on the
Appendices. To reach the expected results as stated in the table above, the researcher and the English teacher decided to have three meetings in each cycle.
In the first cycle, the researcher should carry out the materials about instruction text and short notice and warningcaution text. Those texts would be taught in the
form of spoken text. Based on the discussion with the collaborator, the action plans of the first cycle are presented as follows.
a. Using Videos as the Main Media
Videos would be used during Cycle 1 and Cycle 2. The videos were selected based on the basic competences and taken from www.youtube.com. All of the
videos durations were under 3 minutes only. The researcher and the English teacher agreed to use the general video teaching technique namely pre-viewing,
while viewing, and post viewing combined with other video teaching techniques proposed by some experts. They were listening comprehension technique and
silent viewing technique. The listening comprehension technique is a type of video teaching technique which aims to give an input or an appropriate speaking
model to the students. It meant that the students could listen to the right pronunciation and intonation of some language functions. The students also could
observe the facial expressions and gestures of the speaker. In addition, this technique could help the students find some information to understand the content
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of the video and identified the language functions. The students could watch and listen to the video carefully because the video would be played at normal speed
and normal sound. On the other hand, the silent viewing technique could be applied as an exercise for the students because this technique played at normal
speed but without sound. Thus, the teacher could create an interesting activity by asking the students to predict what the speaker probably said in the video. This
activity then could give the students the opportunity to speak in English in an interesting way.
I also found a video of song which was appropriate with the material in the first cycle. Therefore, the researcher planned to use this song in the first meeting
to attract the students ’ attentions and helped them in learning language functions.
The researcher would ask the students to sing this song together and they could follow the movement of the speaker based on the video. Then, they would be
asked to identify the language functions from the video.
b. Providing Various Materials and Attractive Activities
Based on the interviews before the implementation of the cycle, it was found that the materials were only taken from the course book. The English
teacher and some students also said that the lack of vocabulary and poor pronunciation still
became the students’ main problems in learning English. Therefore, the researcher planned to design a handout contained various materials,
exercises, and attractive activities. The details can be seen below.
