Table 14 : the conclusions of the Actions in Cycle I
No Actions in Cycle I
Reflection in Cycle I Recommendations for
Cycle II
1. Using videos consisting
appropriate models of English as the teaching
and learning media During the video watching
activity, there were some students who were still
confused because they need to answer some
questions related to the story, so they asked for
repetition. The explanation and the
activity for while watching video should be well-
explained by the researcher. Therefore, the
students did not feel confused during the video
watching activity. 2.
Applying some communicative
speaking activities The teacher found
difficulties in controlling, monitoring and observing
the students since they moved around the class
and did their own activities during the lesson.
The pair work activity should be changed into
group discussions, because it was not a dialogue, so it
will be better if they were grouped in four.
3. Using classroom
English optimally during the teaching and
learning process The Indonesian
translations were used quite more that it should
be. It was because the researcher wanted to make
the students understand what the researcher said. It
was not really effective to increase their opportunity
to speak English. The amount of Indonesian
translations should be decrease or the researcher
could explain or paraphrase them using
other expressions but still in English, maybe the
simpler ones.
4. Giving feedback on
students’ works The feedback given
whenever it was needed was effective to help the
students to realize their mistakes or errors.
This action should be continued in the next
cycle.
5. Giving guiding
questions The guiding questions
were over-used by the students. There were some
students who wrote some additional information and
brought it when they performed.
The use of guiding questions would be better
if it was replaced by series of pictures. The series of
pictures could help the students and still made the
students thinking about the appropriate language that
should be used by relying on the pictures.
6. Giving handouts of
materials Giving handouts could
make the time allocation more appropriate since the
teacher did not need to write all the explanation
and the tasks on the board. This action should be
continued in the next cycle.
2. Report of Cycle II
a. Planning
According to the reflection conducted in the first cycle, the researcher and the collaborator found that some problems still existed and needed to solve in this cycle.
These problems were presented in this following table.
Table 15 : The Existing Problems in Cycle I
No Problems
Descriptions
1. Students’ pronunciation
Students still mispronounced certain words and used incorrect intonation and stress
patterns. 2.
Students’ grammar and vocabulary
Students still found difficulties in using correct grammar and choosing proper words
to express their ideas.
Based on the interview and discussions with the English teacher, it was decided that the implementation in Cycle II still focused on the same problems found in Cycle
I that is improving the students’ speaking ability through the use of video. However, the researcher implemented some new and improved actions with the hope that the
teaching and learning process of speaking could be more enjoyable. Those actions were designing a clear activity for the while watching, changing the pair works into
group discussions, replacing the guiding questions into series of pictures and decreasing the amount of Indonesian translations during the teaching and learning
process. The descriptions of some improved actions were presented as follows.
1 Designing a Clear Activity for the while Watching
The researcher would continue the use of video as the main teaching and learning media to give appropriate models of speaking in English and to improve the
students’ speaking skills. The video was employed as the input texts so that the students could get as much information as possible about the language use through
the native speakers’ talk. Most of the videos as recorded materials were taken from www.youtube.com
. According to the reflection in cycle I, the activity for the while watching video
was not really organized, so the researcher needed to replay the video many times. So, in this cycle, the researcher would give clear explanation about the activity the
students needed to do in the while watching stage. The students had to answer some questions related to the story of the video and took a note of some difficult words.
The researcher would also inform them that the video would only be played three times, so they needed to pay attention.
2 Changing the Pair Works into Group Discussions
In the joint construction of the field of Cycle I, the students were required to work in pairs and retold the story. But, based on the recommendation of the English
teacher, it would be better if it was changed into group discussions, because it was narrative text. It was not dialogue; there was no conversation between two people, so
it would be better to work in groups.
3 Replacing the Guiding Questions into Series of Pictures
In Cycle I, the guiding questions were used to help the students remembering the story. Therefore, they just needed to retell the story by referring to the questions
and the answers written there. However, it was not satisfying because the students tended to only rely on the sentences written in the guiding paper. So, there was an
idea to replace the guiding questions into series of pictures. Series of picture would
make them easier in constructing the story to speak but still required them to produce their own words and sentences.
4 Using Simpler Classroom English during the Teaching and Learning
Process
The classroom English was used regularly in order to make the students familiar with English words and expressions. The researcher would use some general
functions of English in daily classroom activities to greet the students in the beginning of the lesson, to explain the materials, to give instructions and feedback, to
summarize the lesson and to end the class. The difference from Cycle I was that the Indonesian translations were
minimally used in Cycle II since the students had been familiar with the English words or expressions such as greeting. In explaining the materials and giving
instructions, the researcher would choose simpler words, paraphrasing or find the synonyms.
The supplementary actions such as giving feedback and handouts of the materials were still employed in this cycle.
b. Actions and observations
The actions in Cycle II were carried out in three meetings on 14
th
April 2014, 15
th
April 2014 and on 21
st
April 2014. The actions still focused on implementing video as the input text
