In line with the above explanati on about the students‟ scores for each component of
speaking, that is, pronunciation, fluency, grammar and vocabulary, it can be concluded that the students‟ scores of the three components vocabulary,
pronunciation and grammar are still under the target. It is so because there are only approximately 13 students 43.33 whose scores are 15 or more for grammar. In
addition, for vocabulary, there are also 14 students 46.67 whose scores are 15 or more, and for pronunciation there are only 19 students 63.33 whose scores are
15 or more. Meanwhile, the students‟ scores for fluency have fulfilled the target of the indicator because there were 24 students 80 whose scores are 60 or more.
However, the second cycle must be held since the students‟ scores for pronunciation, grammar and vocabulary are still under the target.
3.2 Learning Process
In this classroom action research, the learning process covers the students‟ activities during the teaching and learning process.
3.2.1 Students’ Activities
As mentioned on chapter III, the indicator of the students‟ activities is, if at least
80 of the students did at least 80 of the activities during the teaching and learning process, it means that the students‟ learning activities are good when the
self directed dialogue technique is implemented. There are six activities that must be done by the students, that is,
responding to the topic enthusiastically, giving responses to the lesson explained by the teacher, answering
the teacher‟s questions, following th
e teacher‟s instructions noting the information on an identification card,
making the new conversation, etc, practicing describing someone personality in dialogue form, and a
ble to respond to the teacher‟s question. The information of the activities done by each stude
nt and the percentage of each student‟s activity can be seen in Appendix 3.
To know whether the target of the indicator of this classroom action research has already been achieved or not after the implementation of self directed dialogue
technique, the f ollowing explanation will show the process of the students‟
activities during the teaching and learning process:
3.2.1.1 Pre-Activities
When the teacher did an apperception, there were about ten students who responded to the topic enthusiastically. Thoug
h they responded to the teacher‟s questions together but at least they had shown their interest to the topics. Actually
some other students also answered the teacher‟s questions but their facial expression showed that they felt bored with the topic. Meanwhile, the rest of the
students in that class only became the viewers of their friends.
3.2.1.2
While Activities
For while activities, there were about four activities that became the focus of the observation, that is, giving responses
to the lesson explained by the teacher, answering
the teacher‟s questions, following the teacher‟s instructions noting the information on an identification card, making the new conversation, etc, and practicing
to describe someone personality in dialogue form.
When the teacher started doing the self directed dialogue technique, there were approximately 13 students who gave responses to the lesson explained by the
teacher. They looked eager to follow the class, moreover, when they were asked to describe their best friend. Nevertheless, there were still six students who were
busy with their own world like day dreaming, and drawing something on the desks.
Then when the teacher asked some questions related to the material, there were only 11 students who answered the questions voluntarily. Meanwhile, the other
students only answered the questions when they were asked by the teacher. They felt shy and afraid of being laughed at by their friends if they gave silly answers.
Nevertheless, since the teacher was very strict so when the students were asked to follow the teacher‟s instructions like
noting the information on an identification card, making the new conversation
, doing the self directed dialogue technique, and practicing describe someone personality in pairs, all the students did the
instructions.
Because children like asking, so when the teacher asked them to asked their friend they looked happy, but since they were asked to ask about one topic
someone personality, their speaking ability was not developed. As a matter of f
act, the students‟ ability can be developed when they got a prop from the teacher. The students can maximize developing their speaking ability by looking the
example form of the prop. For that reason, when they practiced the conversation on the prop, they just did it perfunctorily. After noting the information on the
identification, they started doing the conversation activity to practice their new ability.
Having enough practice, the students were asked to practice introducing themselves in front of the class. All students did this activity since the teacher
called the students in pairs. Some students looked unconfident when they practiced describing someone personality because when they made mistakes the
teacher directly corrected the mistakes.
3.2.1.3 Post Activities
For the last activity, the researcher only observed the students‟ ability to respond to the teacher‟s question. From 30 students, there were only 12 students who
responded to the teacher‟s questions voluntarily. They raised their hands and answ
er the teacher‟s questions. The other students were only able to respond to
the teacher‟s questions together.
From the explanation of the activities done by the students during the teaching and learning process in cycle 1, the researcher got the data, that is, there were 17
students 56.67 of 30 students who did 80 of the activities observed by the researcher. It means that the students‟ learning activities in the first cycle are still
poor during the implementation of the self directed dialogue technique in the speaking class, in other words the indicator for the students‟ learning activities
has not been achieved.
The activities which were not done by most students in cycle 1 are responding to the topic pre activities, and answering the teacher‟s questions while and post
activities. Due to this reason, the second cycle must be held in order to achieve the target of the indicator.
3.2.2 Teacher’s Performance
