continued
Actions Implementation
Result Recommendation
for Cycle II
Some students
were still shy to speak up. The
researcher should pay
more attention to those.
Displaying interesting
media such as
videos and pictures
The researcher
showed pictures
and videos to vary the materials and
also attract the students’
attention. The
students were
enthusiastic to learn materials
when
the pictures
and videos
were shown.
The students
got some
inspiration to
prepare their
own performance.
The researcher
should find
shorter videos so they would not
waste the time.
The researcher
might replay the videos more than
once or provide the videos with
the
English subtitle. It would
help the students’ understanding.
Giving handouts
The researcher
distributed the
handouts to the students for every
topic. The
students learned
the materials
more easily,
because the materials in
the handouts
were simpler and more
practical than textbooks.
The researcher
should copy the handouts based on
the number
of students
in the
classroom.
Giving feedback on
students’ work
The researcher
gave comments or feedback
during the teaching and
learning process. The
students knew
their mistakes so they
could perform
the speaking well This action should
be continued in the next cycle.
continued
continued
Actions Implementation
Result Recommendation
for Cycle II
Asking the students to
bring the
dictionary The
students frequently opened
the dictionaries
every time they found unfamiliar
words. The
students understood how
to define
the meaning of the
word based on the context.
Since there were only some students
bringing their own dictionaries, the
researcher should act decisively to
those who did not bring their own
dictionaries.
The table above shows that the planned actions were successfully implemented in Cycle I, although some problems were still found. It
needed to be solved. Based on a discussion, the researcher and the collaborator would employ some actions in Cycle I for the next cycle to
solve problems found in Cycle I.
C. Report of Cycle II
The researcher and the collaborator decided to carry out Cycle II since several crucial problems were still found during the implementation of
actions in Cycle I. The classroom management needed to be enhanced. Moreover, there were some students who were still shy and felt unconfident
when they were asked to speak English. The meetings in Cycle II were implemented on 27, 30 April, 4, and 7 May 2016. The schedule of Cycle II
can be seen in the table below.
Table 9: The Schedule of Cycle II No.
Date Topic
Activities Time
Duration
1. April 27
th
, 2016 Narrative:
Short Stories Classroom English
related to the topic. 2 x 45
minutes 2.
April 30
th
, 2016 Narrative:
Short Stories Outside classroom
activity related to the topic.
2 x 45 minutes
3. May 4
th
, 2016 Narrative:
Short Stories Preparing narrative
performance. 2 x 45
minutes 4.
May 7
th
, 2016 Narrative:
Short Stories group
performance Video Tapping:
“Annual School
Play” 2 x 45
minutes
The planned actions to be implemented in Cycle II would be based on the reflection of the previous cycle. In the previous cycle, there were some
successful and unsuccessful achievements. The researcher would continue some successful actions in Cycle II. Meanwhile, the unsuccessful actions
would be redone with some invrovement in order to achieve the successful improvement. The researcher also proposed new actions. For clearer
explanation, the following is the report of Cycle II.
1. Planning
The researcher and the English teacher as the collaborator employed some successful actions in Cycle I to this cycle. Due to some
problems still happening during the implementation of the action in the previous cycle, the researcher proposed some new actions in order to
significantly improve the students’ speaking skills. The following points
are the planned actions in Cycle II.
a. Implementing the video recording project
This main action was similar to the main action in Cycle I, the students did the performance and they had to record it as a project.
However, the researcher divided the students into larger groups to do the performance. It was aimed to make all performances were
recorded since there was limited time to do it. The researcher carried out
“Annual School Play” activity to make the project. The activity was suited with the basic competence
written in the syllabus that is about narrative. Before the video recording project was implemented in the last meeting of Cycle II,
the students had been asked to prepare their own script. First, they should write the outline of the story by drawing pictures that
represented the orientation, conflict, and the resolution of the narrative story. Then, in the next meeting, they should develop the
outline into a good script. The last step was the students sent the script to the researcher in order to get some revision. These pre-
activities would help them to do the performance better.
b. Conducting pronunciation drills and vocabulary practices
Considering pronunciation drills and vocabulary practices which were successful in improving the s
tudents’ speaking skills in Cycle I, the researcher and the collaborator agreed to employ these
activities in the second cycle. The students would receive some model texts which were short narrative stories, and then they tried to
find some unfamiliar words by underlying them. The researcher
asked them to define the word meaning based on the context and they might open their dictionaries to help them.
After they had done the vocabulary practice, the students were invited to communicate their finding, while the researcher wrote the
words on the whiteboard. She pronounced those words clearly and then the students repeated after her.
c. Using classroom English optimally during the lesson
The researcher would use classroom English optimally in every meeting. It was the same as the action plan in the previous
cycle. She would give the opening the lesson, greet the students, explain materials, give instruction, give feedback, and close the
lesson using English. The difference was just she would not translate the instruction into Bahasa Indonesia in order to familiarize them to
do something correctly explained in English.
d. Displaying interesting media such as videos and pictures
The videos and pictures succeeded to build the students’
attention in learning the target language during the implementation of the actions in Cycle I. They seemed happy and enjoyed those
media so they could understand the material easily. Moreover, the videos provided the students with appropriate models of speaking in
English so they could enhance their speaking skills. The researcher would still use the videos and pictures related
to the basic competence in order to vary the materials in Cycle II. As a result, the students could receive much information and knowledge
