68
of the video and identified the language functions. The students could watch and listen to the video carefully because the video would be played at normal speed
and normal sound. On the other hand, the silent viewing technique could be applied as an exercise for the students because this technique played at normal
speed but without sound. Thus, the teacher could create an interesting activity by asking the students to predict what the speaker probably said in the video. This
activity then could give the students the opportunity to speak in English in an interesting way.
I also found a video of song which was appropriate with the material in the first cycle. Therefore, the researcher planned to use this song in the first meeting
to attract the students ’ attentions and helped them in learning language functions.
The researcher would ask the students to sing this song together and they could follow the movement of the speaker based on the video. Then, they would be
asked to identify the language functions from the video.
b. Providing Various Materials and Attractive Activities
Based on the interviews before the implementation of the cycle, it was found that the materials were only taken from the course book. The English
teacher and some students also said that the lack of vocabulary and poor pronunciation still
became the students’ main problems in learning English. Therefore, the researcher planned to design a handout contained various materials,
exercises, and attractive activities. The details can be seen below.
69
1 Applying Vocabulary Practice and Pronunciation Practice
In each unit of the material, the researcher planned to provide vocabulary practice and pronunciation practice. The vocabulary practice was done before the
video played. The students would be asked to find Indonesian equivalents of some new words. It aimed at helping the students understand the content of the video. It
also helped the students in understanding some new words in the next task. The pronunciation practice was done after the vocabulary practice. The researcher
would pronounce those new words and the students repeated after it. The researcher also provided the pronunciation transcripts in the handout to help the
students pronounce well. Besides, the researcher provided various pronunciation practices by giving the opportunities for the students to listen and repeat after the
video played. It was expected to be an interesting pronunciation practice. The vocabulary practice and pronunciation practice would help the students to enrich
their vocabulary mastery and give more practice to pronounce some words.
2 Role-play
To give more chances to practice speaking, the researcher would ask the students to do role-play. The researcher designed some tasks such as completing
some dialogues in the handout and asking the students to practice it with their partners. Besides, the researcher would give some situation or picture cards which
helped the students to create their own dialogues and then practice it. The researcher would distribute different picture cards in order the students have their
own dialogues and they could use language functions appropriately. This activity would be more attractive and communicative.
