The action plans were as follows: a.
Using pictures to improve the students’ speaking ability to describe
something or making conversation, the students’ interaction between the
students and the English teacher and among the students. b.
Employing the stages of English teaching and learning cycle in the teaching and learning process of speaking. Motivation was needed in
building students’ awareness toward speaking skills. When the students are motivated to follow the lesson, it is easy for them to understand the
material well. Thus, the learning process is believed to be successful. The English teacher suggested that the actions should be conducted based on
the curriculum applied in the school. She showed the materials used for the English subject. After that, she asked the researcher to select the
competency and the suitable theme. The researcher agreed and made the lesson plan.
c. Using the handout and pictures to provide interesting speaking material or
to guide the students to stay in track while practicing the media pictures as teaching speaking strategies and engaging the activeness in speaking task.
B. The implementation of actions and discussions
This part describes Cycle I and Cycle II. The process in each cycle is discussed below.
1. Report of Cycle 1
a. Planning
While formulating the actions, the researcher discussed the problems with the English teacher. Based on the list of the problems to solve, they agreed and
planned to use the researcher’s technique to improve the students’ speaking
ability in speaking class. The processes and steps are described as follows:
1 First meeting
a. The researcher gave the students a general apperception to recall
students’ background knowledge of a topic that was going to learn.
b. The researcher taught and explained the students about the definition
of a descriptive text and how to describe something.
c. The researcher taught and explained the students about the features,
vocabulary, and characteristic of a descriptive text. To do so, the researcher used material sheet to encourage the students in the
explanation of a descriptive text. d.
The researcher assisted the students to understand that the simple present tense as this tense was dominantly used to describe people and
characters. e.
The researcher asked the students to work in pairs and describe their partner, both physical and personalities.
f. The researcher gave pictures in the form of flash cards to the students
and asked them to describe the picture. The topic was describing people and characters.
g. The researcher asked the students to perform their description in front
of the class while the researcher assessed their performance.
h. The researcher prepared observation sheet and field notes to observe
and recorded the teaching and learning process.
2 Second meeting
a. The researcher gave the students a question about the previous
meeting and let the students explained it. b.
The researcher reviewed the material taught in the last meeting to make sure the students fully understand of a topic that was going to
learn c.
The researcher taught and explained the students about describing things or animal.
d. The researcher gave pictures in the form of flash cards and asked
them to describe the physical and characteristic of the animal they got.
e. The researcher asked the students to perform their description in
front of the classroom. f.
The researcher informed the students they will get an extra point if they could to guess what animal the performer being described.
g. The researcher prepared observation sheets and field notes to observe
and record the teaching and learning process. 3
Third meeting a.
The researcher gave the students a general apperception to recall students’ background knowledge of a topic that was going to learn.
b. .The researcher gave a hand out to the students about ordering and
taking order. c.
The researcher asked the students to perform the dialog between waiter and a customer in a restaurant.
d. The researcher corrected the students’ mistakes in pronunciation.
e. The researcher taught and explained the students about ordering and
taking order. f.
The researcher gave pictures to the students and asked them to make their own dialog in pairs.
g. The researcher asked the students to perform their description with
their partner in front of the classroom h.
The researcher reviewed the teaching and learning process and gave feedback.
b. Action and observation
