Findings of Cycle I

69 to be used in the cycle 2 with some modifications and improvements. However, to overcome the problems related to the fluency, the English teacher and I decided to give feedback on the students’ performances, identify the language used in the video transcripts, and to create more speaking practice whether in group, pair, or individual to make the students speak accurately and fluently. The English teacher and I also discussed the materials for cycle 2. Those were two language functions, inviting and congratulating. The videos duration was 2 to 3 minutes only. The PPP Presentation Practice and Production technique was still used. Different from the first cycle, in this second cycle the video teaching techniques used were fast-forward and silent techniques. For the fast-forward technique, the teacher pressed the ‘Play’ button and then fast forwarded the videos, so that the sequences passed silently and the students had to guess what extract were all about and what their opinions were related to the situation. However, for silent viewing, the videos were played at normal speed but without sound and then the students had to guess what the speakers or characters were saying. The relation of the actions in cycle 2, the existed problems after cycle 1, and the expected situations can be seen in the table below. 70 Table 4.7: The relation of the problems, actions, and the expected situations in Cycle 2 No Problems Actions Expected Situations 1.  The media were not interact students to learn.  The materials were not varied.  The students easily got bored in the teaching and learning process. Using videos as media to give an appropriate speaking model for the students  The students know what to say and how to say in certain situations.  The students were interested in learning English.  The students got an appropriate speaking model. 2.  The techniques and activities were not varied.  Not all students participated actively in the classroom activities.  The students pronounced words incorrectly.  The students were afraid of speaking in front of the class.  Using interesting techniques and activities  Communicatin g the objective of the lesson  The students actively participated in the classroom activities.  The students were able to speak appropriately.  The classroom atmosphere was good for students to learn.  The students were confident enough to speak in front of the class. 3.  The students were not familiar with classroom English.  The students had low vocabulary mastery. Applying Classroom English  The students used to hear English instructions and questions.  The students had more exposures.  The students knew more