In this cycle, the researcher put the students in small groups. It was a consideration which made the students less nervous to speak
up in front of the class. The problems caused by group work in the ongoing performance activity could be reduced since the researcher
gave them an additional activity that is peer scoring. The condition while carrying out the performance activity was conducive and
effective so that they could perform well. By giving chances to the students in scoring their peers, the researcher could minimize the
noise of the class.
b. Conducting pronunciation drills and vocabulary practices
Pronunciation drills and vocabulary practices that the students did in the beginning of Cycle II influenced their improvement of
pronunciation and vocabulary mastery. They produced less mispronunciation. It could be seen when they did their performance
in the last meeting. They pronounced English expressions better although they still encountered some mispronunciations. It also
affected their confidence in speaking up which made their English production increased.
As the students could produce pronunciation better, they were also improving vocabulary mastery. Their number of vocabulary
increased since they had vocabulary practices almost in every meeting. They were able to produce more various words so that they
could speak more fluently. In Cycle II, Bahasa Indonesia was rarely used because the students had enough vocabulary to express what
they were going to say. It was the fact that vocabulary practices made the English learning better.
c. Using classroom English optimally during the lesson
The researcher used English in almost all the teaching and learning processes. She used it in every way such as in the opening,
main activity, and closing. She also built the communication with the students using English as the target language. These activities led
students get used to hear and use English in the classroom. Moreover, the use of classroom English optimally during the
lesson seemed to improve the students’ speaking skill. They were
familiar with various English words and expressions, so the researcher’s explanations and questions could be responded well by
most of the students. Although some of them could not respond to it in full English, at least they could respond to her questions not only
in greeting but also in answering her questions related to the materials. It showed that the students understood what the researcher
meant.
d. Displaying interesting media such as videos and pictures
Videos and pictures were always interesting in the students’
point of view. Considering the attractiveness of videos and pictures, the researcher still used those interesting media in order to catch the
students’ attention easily when she showed them. Videos and pictures were also used to entertain and refresh the students
’ minds so they learnt the materials more easily. Furthermore, by displaying
interesting media their motivation in learning the English subject enhanced. It could be inferred by their active participation along the
teaching and learning processes.
e. Outside classroom activity
In the third meeting of Cycle II, the students did some tasks related to the material in the school library. The researcher realized
that the students were bored studying English only in the classroom. Such an activity was successful in creating a new atmosphere in
learning the English subject. They got different supporting environment in doing the task. They found a lot of learning sources
which enriched their knowledge. The outside classroom activity succeeded in training the students to be autonomous learners.
f. Giving handouts
As the action was successfully implemented in the previous cycle, the researcher continued giving handouts to the students. It
made the students learn material more easily, since the handouts were briefer, simpler, and more practical than the textbooks. The
researcher copied the handouts suited with the number of the students so that the problem related to the handout distribution in the
previous cycle was not repeated.
g. Giving feedback on the students’ work
The students always got the feedback from the researcher every time they did mistakes or needed some help. It could improve
their speaking skills achievement including their vocabulary,
