Table 4.4: The Number of Students Performing each Indicator during the Teaching and Learning Process in Cycle II
Indicators Number of Students in Cycle II
First meeting Second meeting
Third meeting Average
Students Students
Students Involvement
24 80
27 90
30 100
90 Cooperation
20 66,67
24 80
30 100
82,23 Fluency
22 73,33
26 86,67
28 93,33
84,44 Grammatical
Accuracy 21
70 27
90 29
96,67 85,56
Pronunciation Accuracy
18 60
23 76,67
27 90
75,56 Vocabulary
25 83,33
28 93,33
29 96,67
91,1 Task
responsibility 26
86,67 29
96,67 30
100 94,44
I implemented the same activities and a new action to make students active in joining the class. The planning of cycle II are as follows:
A. The concept of Course Grid and Lesson Plans
a. Designing the Course Grid
When the field problems had been formulated and the actions had been designed, the English teacher and I made some plans for the second cycle. The English
teacher and I selected the basic competency and the standard competency for second cycle. I made a course grid to design the materials and activities easier.
From the discussion between the English teacher and I, in cycle II they decided to choose the standard of competency 3 and the basic competences of 3.1. The basic
competency of 3.1 is about expressing meaning in simple transactional to get things done and interpersonal to socialize conversations in various spoken
forms accurately ,fluently, and acceptable to interact in daily life contexts with the use of language functions such as inviting, accepting, and rejecting invitation,
agreeing or disagreeing, complimenting and congratulating. The English teacher and I decided to use PPP Presentation, Practice, Production
technique in the teaching and learning process. It consisted of three steps. The first step was presentation. In this step, I presented the materials by playing
videos, asking students to identify the expressions used in the videos and presenting other expressions. The second step was practice. In this step, students
did some exercises related to the expressions they had learnt. They also practiced the expressions in pairs. The last step was production. In this step, students
practiced the expressions they had learnt individually or in pairs.
b. Designing the Lesson Plans
I design the lesson plan by discussing the suitable activities to be implemented in the cycle II with the collaborators. The lesson plan included the activities, time
allocation and management that met the need of the students in order to improve their speaking skills and to minimize the problems found in the class. The lesson
plan used as my guideline in conducting the teaching and learning process and also functioned as my reminder. The class was expected to run smoothly and
effectively. The materials and the sequences of activities were to be planned systematically in order to help students understand the material better and more
easily.
B. The Concept of Action Plans
