4 Accustoming students to accessing a dictionary
In Cycle 1, accustoming the students to opening dictionary was quite successful. The students started to bring dictionary in the classroom. However,
some of the students were still lazy to bring their dictionaries in English lesson. They were not aware of the benefits of using dictionaries. They did not bring
dictionaries with them and preferred directly asking the researcher to consulting dictionaries so it made the class became crowded. As the researcher allowed
them to use dictionaries installed in their cellphones, they ended with playing games and accessing google translate.
5 Giving handouts as dialy materials
The last action was giving handouts to the students. This was very helpful as the students were provided with a complete materials and speaking
exercises completed with the procedures. With regard to the interviews with the students and the discussion with
the research team, all of the actions were effective to improve the teaching and learning process of speaking. The weaknesses which were still found would be
fixed in the next cycle.
2. Report of Cycle 2
a. Planning
The researcher planned to conduct the second cycle in two meetings. The plans of Cycle 2 are presented as follows.
Table 10: The Action Plans and the Field Problems to Solve in Cycle 2 No.
The Action Plan The Field Problem to Solve
1. Using pictures in teaching
and learning process. Some students still had difficulties in
expressing ideas. They did not know what to say in English as they lacked
dictions.
2. Implementing picture-
based activities to improve students’
speaking skills. Some students were still shy to speak
English and did not participate actively in the activities. The students
still had difficulties in pronunciation, vocabulary, and grammar related to
the use of simple past tense.
3. Giving feedback on
students’ performance. Some students were still shy to
deliver their ideas. They still mispronounced some words very
often. Most students also had the same problem in constructing simple
past tense as they were still confused with the past verbs.
4. Asking students to access
a dictionary. Some of the students were not aware
of the benefits of using dictionaries. They did not bring dictionaries with
them and preferred to directly asking the researcher to consulting
dictionaries so that it made the class became crowded. As the researcher
allowed them to use dictionaries installed in their cellphones, they
ended with playing games and accessing google translate.
5. Giving handouts as daily
materials. -
6. Giving rewards to the
active students. Some students were not interested in
joining classroom activities. Only few students were eager to raised their
hands and answer the questions delivered by the researcher. Morever,
some students did not give their contribution during group activities.
The first action was using pictures in the teaching and learning process as the main media. It was aimed to stimulate students’ interests, to improve their
motivation, and to engage their attention in the teaching and learning process. Through exploring the pictures, the students were also expected to be able to
increase the richness of their vocabulary. Moreover, through the pictures, the students were given concrete ideas which could help and guide them to speak.
Next, the implemention of picture-based activities was modified in this cycle. The activities were focused on the speaking practices related to the use
of simple past tense of which the students could not cope with during the first cycle. The activity was Yesterday activity. Through the fun speaking activities
using pictures, the students were expected to be more confident and encouraged to speak. Another activity introduced in Cycle 2 was Group Sequence Stories
activity where the students would be challenged to be creative making a monologue in certain period of time.
The third action was giving feedback on the students’ performance. As
the action was effective in helping the students to improve their fluency and also pronunciation during Cycle 1, the researcher would continue the action in
this cycle. In this cycle, the action was expected to be able to solve the students’
difficulties, especially in grammar. She also would maximize the rapport with the students, so that the students would not feel reluctant to ask questions and
to consult their works with her. In addition, showing their achievement in toward the performance was hoped to keep the students’ motivation.
The fourth action was accustoming students to accessing dictionaries. Since during Cycle 1, some students were still not aware of the important of
using dictionary, the researcher planned to keep asking the students to bring a dictionary at least each desk had a dictionary. It was aimed at minimizing the
direct questions addressed to the teacher about difficult words as it made the class unconducive.
The fifth action was giving handouts for daily materials. The handouts were expected to help the students in learning as they functioned as a guideline,
consisting of materials and some tasks completed with the procedures, during the teaching and learning activities of speaking and could be re-learnt at home.
The last action was giving rewards to the active students. In Cycle 2, the action was aimed at boosting the motivation and at improving their involvement
in the classroom activities. It was expected that they become active not only in participating the class activities in groups and in pairs, but also in doing
individual activities. To succed the process of the actions in Cycle 2, course grid and the
lesson plan were designed to be implemented in two meetings. The media were also prepared such as pictures and picture cards. The next instruments prepared
were observation checklists to help the research team during the observation. In connection with the reflection, some instruments were prepared such as
questionnaires and interview guidlines.
b. Action and Observation
