Using Videos as the Main Media

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c. Applying Classroom English

Based on the researcher observation, it was found that the students were not familiar with classroom English. The y often answered the teacher’s questions in Indonesian or even Javanese. Thus, the researcher planned to use classroom English during the teaching and learning process. This activity would accustom the students to use English in classroom activities. Learning from the last teaching practice PPL, the researcher also decided not to use English in explaining the materials since the students could not clearly understand when the researcher used full English. Therefore, the classroom English would be used only in greeting, giving instructions, asking and answering questions, reviewing materials, and closing the lesson.

2. Action and Observation

The actions in cycle 1 were carried out in three meetings on 8 th , 11 th , and 15 th April 2015. The actions focused on implementing videos as the main media to improve the students’ speaking skills. The researcher collected the data during the research through observations and interviews. The researcher worked together with the English teacher in conducting the actions. The researcher implemented the actions in the class while the English teacher as the collaborator observed the teaching and learning process by fulfilling the observation checklist. The descriptions of the actions in the first cycle can be seen below. 71

a. Using Videos as the Main Media

Videos were used in each cycle. In the first and second meeting, the materials were the expression of giving instructions and the responses. The researcher played the video at normal speed and sound because the researcher used listening comprehension technique. The students seemed interested and enthusiastic in watching the video. The video was played twice. It aimed to help the students understood the content of the video and knew how to give an instruction. After the video ended, the researcher asked the students whether there were things they did not understand from the video or not. Because no one had a question, the researcher asked them to answer some questions related to the video in the handout. The students seemed understood the content of the video by answering the questions correctly although some of them still answered in Indonesian. It was proved that they could answer some questions. It can be seen in the extract below. Appendix C V.02 …. S tampak senang dan antusias saat melihat video tersebut. Setelah selesai P menanyakan apakah ada yang mereka ingin ketahui dari video tersebut atau ada kata- kata yang tidak mereka pahami. S tidak ada yang menjawab. “Ok, what does the video tell you about?” tanya P. Beberapa S menjawab “guru menyuruh - nyuruh siswa”. “Good, so the teacher asks the students to do something”. Kemudian P menyuruh mereka berlanjut ke task 4 yaitu menjawab pertanyaan- pertanyaan. “Now please answer the questions in task 4. Nu mber one, who are the characters in the video?” tanya P. Seluruh S menjawab “guru dan siswa”. “In English?” tanya P lagi. Beberapa S kembali menjawab “teacher and students”. The Ss seemed excited and enthusiastic when watching the video. After that, the R asked them whether they had something they did not understand from the video. No one answered. The R asked, “Ok, what does the video tell you about?” Some Ss answered “guru menyuruh - nyuruh siswa”. “Good, so the teacher asks the students to do something”. Then, the R asked them to move to task 4, answering some questions. “Now please answer the questions in task 4. Number one, who are the characters in the video?” The R