In the pre-test, almost all students were lack of grammar understanding. They understood the form of simple present tense but they could not apply it correctly. The
students forgot to add ses at the end of the verb. They also could not make correct sentence with adjectives. In addition, the students pronounced many words
incorrectly which could cause misunderstanding. They frequently needed long pauses to rephrase an appropriate word and many of them used visual gestures to replace the
missing words which they did not understand. Moreover, most of the students felt nervous so they only used limited vocabulary items and could not speak fluently.
The pre-test result was that the students could not describe the object in a good sentence and in correct pronunciation. Therefore, treatment given was important to
improve their speaking skill. The data which I got in the pre-test was used as the basis to conduct classroom action research in order to improve students’ speaking skill by
using RoundRobin structure.
4.1.2 Cycle One
There were two meetings in cycle one. The first meeting was conducted on May, 23
rd
2011. The first step in conducting cycle one was planning. First of all, I made a lesson plan and learning material using RoundRobin structure in teaching
speaking. Then, I prepared some instruments needed in the research such as related picture, power point, field notes, and test items.
Action in cycle one started by greeting the students and checking their attendance. I explained the material to the students about descriptive text and tense
used in descriptive text. Then, I gave new vocabularies and adjectives used in spoken
descriptive text. The students practiced how to pronounce words correctly. I opened question and answer sessions after explaining the material. Then, I grouped students
into six groups, each group consists of five students. I grouped the students randomly by giving pictures. Students found their group member by finding those who got the
same picture. Then, I explained how to do RoundRobin structure in classroom. I showed a picture of famous person in slide show. Students are asked to find
vocabularies related to the picture and pronounce them correctly. I repeated the activity until student could find many new vocabularies and pronounce them well.
The second meeting in the cycle one was conducted on May 24
th
, 2011. The students were asked to sit with their group. Then, I asked them to describe their
school in ten sentences with their group. They were given five minutes to prepare their draft. Then, each group performed their description about their school in front of
the class in three minutes. I conducted an exercise with RoundRobin structure twice for students to describe their school and their house. The performance was not scored,
because it was only for students’ practice. In the end of the meeting, I reviewed the general material of descriptive text.
The observation in cycle one was the students’ participation in teaching learning process by conducting RoundRobin structure. The students enjoyed the
activities although some of them were still confused about developing their idea. They were still shy to share their idea to their friends in front of the classroom. They
just spoke with very limited content and paused too long. As a whole, students were very active in discussion because they were happy to work with their classmates. In
this step, the researcher also observed the use of RoundRobin structure in improving
students’ speaking skill especially in six aspects, they are: grammar, vocabulary, pronunciation, comprehension, fluency, and content.
Based on findings in cycle one, I noted that there were some actions to be done in cycle two in order to get a better result of students’ speaking skill. The actions
should be done in the next cycle are: 1
Focusing on the fluency and pronunciation aspects so that the students not only could make a good description of something but also produce good utterances.
2 Making a group discussion and creating a better condition in the learning
activities so that the students could cooperate with other students and feel comfortable in developing their idea.
3 Providing interesting media like picture or video to encourage students in their
learning process. 4
Giving more feedback to the students so they would be more enthusiastic and motivated in doing their learning.
4.1.3 Cycle One Test
