Furthermore, the technical problems related to the video watching activity could also be avoided during cycle II. Therefore, the time management was more
well-managed that in the cycle I. The students also mentioned that the content of the video was interesting.
They also could do the task in the while watching activity better.
2 Applying Some Communicative Speaking Activities
Communicative speaking activities were successfully used to improved students’ confidence and ability to speak in English. Their opportunities to speak up
and to apply the information they got in video watching activity increased. Working in groups had proven that it had better result. It increased their
participation, involvement and interaction with others since there were more members. The feedbacks from the members helped them so much. Moreover, they
found the teaching and learning process more exciting.
3 Using Simpler Classroom English during the Teaching and Learning
Process
Using classroom English during the teaching and learning process had significantly improved the students’ speaking skills. It was effective to provide the
students with opportunities to speak in English. The use of simple words, synonyms, nonverbal codes and demonstration successfully helped the students to get the
meanings of what the teacher said. They were already familiar with the English
words or terms in certain circumstances so that they could understand the expressions easily without listening to Indonesian translation.
d. Findings of Cycle II
In cycle II, the researcher and the English teacher implemented some improved actions with the hope that the teaching and learning process of speaking could be
more enjoyable. In summary, the change results of the actions during the teaching and learning process in cycle I and cycle II can be seen in the table below:
Table 16 : The Change Results of Actions
No Cycle I
Cycle II
1. The videos used as teaching media
provided appropriates models through the speakers’ talk and could
draw the students’ attention. However, the activity during the
while watching video was a little bit confusing for the students as the
researcher did not give clear instructions about the procedures.
The video was already appropriate. The activity during the while watching
video was already clearer as the researcher gave instructions very
understandable.
2. Communicative speaking activities
were given to provide the students with adequate opportunities to speak
in English. However, the researcher The pair works were changed into group
discussions consist of four members each group. It was because the texts
were not a dialogue, so it was better to
found difficulties in controlling and observing the students because the
students moved around the class to do their own activities during the
discussions. The students worked in pairs to give
feedback to each other during the joint construction of the field.
have more than two students in each group to get more feedbacks.
3. The students used guiding questions
to help them remembering the order of the story. However, it turned out
not as expected. Some of the students over-used the guiding questions and
wrote the complete story and then performed using them.
The guiding questions were replaced into series of pictures, so the students
still had to construct their own sentences in telling the story.
4. The use of classroom English was
combined with Indonesian translations in order to make the
students get the meaning easily. Instead of using Bahasa Indonesia,
paraphrasing, demonstrating, using simple words and nonverbal codes such
as body language were used to make the students get the meanings.
After reflecting on the implemented actions and scoring the students’ speaking performance, the researcher and the collaborator concluded the finding of cycle II.
There were some improvements during the implementation in this cycle. They were: a The goals of using videos as teaching media to provide appropriate models of
English for students and to present the real context of communication were successfully achieved.
b Students found the videos interesting and easier to comprehend. c There were no technical problems during the preparation of the video
watching activity so that it was not time-consuming. d Students could understand the materials easily through video watching
activity. e Students got more sufficient opportunities to practice the target language in a
real situation through the use of classroom English and communicative speaking activities.
f Students’ motivation and interest in learning English increased since the classroom activities were more varied and interesting.
g Most of the students could pronounce the words correctly. h The texts they were performed were already organized into a good generic
structure of narrative text. i Students’ grammatical accuracy and comprehension improved.
j Students’ vocabulary mastery increased. k Students could speak confidently when they were performing.
Beside the observation and interviews conducted during the implementation and reflection, the speaking assessment were also carried out to measure the
improvements of students’ speaking skills and to support the data validity and reliability. The researcher created some indicators of the speaking performance
including pronunciation, intonation and stress, generic structure, grammar, vocabulary, body language and expression. The following table presents the students’
mean scores on each aspect of speaking after the teaching and learning process in cycle II.
Table 17 : The Mean Scores of Students’ Performances in the post test
This transcript below is Kamila’s post test transcript: Once upon a time…once upon a time..There was a girl named
Cinderella. She lived with her two stepmother and two stepsister. They treated Cinderella badly. One day, the king invited all of the girl in the
kingdom to a ball..to a ball in the castle. The stepmother and stepsister were very excited to went to a ball…emm to the ball. Cinderella
wanted to go to..emm wanted to go but her stepsister did not let her go. Suddenly, a fairy godmother came and helped her went to the ball.
The fairy god mother did a few magic to her and became..mmm…she became a beautiful princess with a pair of glass slippers. Also, the
fairy godmother turned seven pumpkin into eee…horses. But..the magic will be broke at midnight. When she arrived at the castle, the
prince asked her to dance and then they fell in love. Eee….they were very happy and keep dancing..keep dancing..until Cinderella forget
about the magic time. The midnight bell was…the midnight bell rang and Cinderella runaway from the castle but one of her glass slippers
fell but she keep runaway. The prince was… were…was fell in love with her and wanted to find her. So he searched…he searched a girl
who fit with the slipper. And then he..he came to Cinderella’s house and her stepsisters tried the slipper but it doesn’t..it doesn’t fit to them.
Fluency Content
Appearance Total
Pronun- ciation
Intonation Stress
Generic Structure
Grammar Vocabula ry
Body Language
Expression
Mean
7.7 7.8
16.6 15.9
16.7 7.6
7.7 79.9
