WH Questions they did not only follow the rules but they had to know the meaning of the questions too then the students started to understand.
From the result of the observation, it could be seen that the students were quite motivated in improving their speaking skill. They practiced quite hard
against the low vocabulary that they had. They still asked many questions as usual and they sometimes looked very lazy as usual. But when it came to speaking
practice session using non-projected visual media, they always looked very motivated. Even the first question that they would ask before the researcher
started the lesson was, “Are there any games today, Miss?” and the researcher would answer, “Yes, of course”. It seemed that the use of non-projected visual
media in learning process had become a great motivator for the students to learn English. Non-projected visual media also helped the students to speak more
fluently than before.
4. 1. 2. 3. 1 Material and Non-Projected Visual Media
In this cycle, the researcher used the hand out and the board game. The hand out was made by the researcher herself compiled from various sources. The hand
out consisted of revising the previous materials such as past tense was and were, subject and verb 2, past continuous tense and the latest material WH-Questions.
The material looked complicated because there were three topics that were put into one in this hand out. However, if the students still remembered about the
materials that they had learnt previously, then there should be no problems about it. Below was the hand out that the researcher used in the third cycle.
Figure 4. 10 WH-Questions Hand Out
For the third cycle, the researcher did not make cards anymore but the researcher made the board game. The function of the board game was to revise all
materials from the first cycle until the last cycle. Therefore, the signs that were put on the board game included + positive, - negative, ? interrogative, and WH
Questions such as what, when, why, where, who, and how. Below was the picture of the board game.
Figure 4. 11 Board Game
The rules in playing the board game were quite simple. The students divided into two groups. Each member of the group should have one pawn with different
color from each other just to differ them from another friend’s pawn. Then he or she could throw the dice and follow the number appeared on the dice to step on
the board. If he or she got number 5, then he or she could make five steps, and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
after that he or she had to make a sentence based on the sign on the box. If the sign was ‘what’, it meant that he had to make a question using ‘what’ and the
picture, for example, “what did they do yesterday?”. After he finished making a sentence, another friend took the turn. In the end, the student who reached the last
number on the board was the winner of the game.
4. 1. 2. 3. 2 Learning Process Improvement
Different from the cards, the board game could cover the whole material from positive and negative sentence, interrogative question in past tense, past
continuous tense, and WH Questions in past tense. The rules of the game were also different from the cards. Even though the main idea of the game was still
about competition game, the students did not need to make sentence as quickly as before. They could take their time to think in making the sentences and they could
differentiate the rules of grammar in each sentence. Surely, that was not easy for these students.
Using more combination of grammar rules in the sentence of course sometimes made the students confused and mixed them. Sometimes they used the
wrong pattern and it made the researcher should be more careful in doing the watching. The researcher often reminded the students to use the correct grammar.
However, it seemed that they did not find any difficulties again about vocabulary. They could remember the vocabularies that they had learned in the previous
meeting although it was not a hundred percent of course. They started to produce their own language even though just a simple sentence but the most important was
they made sentences in grammatically correct. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Conducting speaking practice by using non-projected visual media certainly had increased their self-confidence bigger than before. It could be seen that they
did not feel shy again to speak English in front of their friends. They did not care anymore if their English was poor and they would like to improve their speaking
skill by speaking much during the class activity. The smarter friends also gave much help to the lower students who sometimes still made some mistakes in
saying the words or the wrong pronunciation. It was really wonderful to see the students helped each other in improving their English skill.
4. 1. 2. 3. 3 Reflection
After conducting the third cycle, there were some points that could be taken as the result of the reflection. The use of non-projected visual media in speaking
session was really useful. It could help the students to speak more during the class activity. Since vocabulary was a very important aspect in speaking, non-projected
visual media had provided some amount of vocabularies for the students to learn. The use of pictures in the board game also gave much help to the students to
remember the vocabularies easily. By doing the speaking practice using non- projected visual media the students did not feel any pressure to learn or to
memorize the vocabularies. They were not forced to learn but they learned by themselves and when there were no burdens left on their shoulder, they would
learn everything happily. It was so fun to learn English by using non-projected visual media. I had so
much fun when I played cards with my friends. I was so motivated. The media made the lesson was easy to comprehend and my speaking skill is
getting much better than before. I think the use of non-projected visual media in teaching and learning process is quite useful because they make
the students more excited in learning English and I agree if we keep using those media in teaching and learning activity. [[trans.ref.3.Nathania][Bft
1][Bft 2][Bft 3][Bft 4][Bft 5][Bft 6][Bft 7][Sggs 1]] PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
