Reflection of Cycle 1 Cycle 1

based on their ability. At least, there was one fast learner in each group. One student was pointed as the group leader. This student was expected to lead the group members. 2. Using classroom English As the implementation of classroom English in cycle I was successful to increase the students’ opportunity to speak English, the researcher decided to use it in cycle II. The researcher planned to use classroom English in several ways, such as to open the lesson, to introduce the materials to the students, to explain the materials, to give instructions, and to end the lesson. However, unlike in the previous cycle, in this cycle the researcher used some paraphrases or synonyms of the English words to make the students understand them, so that they did not depend on the Indonesian translation. 3. Asking the students to perform their work in front of the class The researcher asked the students to perform their work in front of the class each meeting. It was expected to make the students more confident in speaking in front of the class and to improve their speaking ability. By implementing various activities, the students were expected not to be bored of the lesson. The activities involved the students to work in group and pairs. In the end of the cycle it is supposed that the students’ speaking ability could be improved. 4. Giving rewards The researcher planned to give points for the students who were willing to perform their work in front of the class voluntarily. This action was planned based on the findings in the previous cycle revealing that the students were still shy and reluctant to perform their work in front of the class voluntarily. The students were expected to be more enthusiastic to come in front of the class to perform their work by giving rewards. 5. Giving feedback Although the students’ pronunciation was still poor, as it was found in Cycle I, they were very enthusiastic to know the correct pronunciation of some words. Then, the researcher planned to give feedback on the students’ pronunciation to improve their speaking ability so that they did not make the same mistakes in the next activities. The use of Jigsaw technique is expected to increase the students’ speaking ability and it could support the quality of the speaking class. It could motivate and encouraged the students to speak English.

b. Action and Observation in Cycle 2

1 Using Jigsaw technique in teaching speaking The Jigsaw technique was used again in this cycle adapted according to the book of Slavin 1995. Here, the teacher divided the students into six groups, each of the groups consisted of six students. Here, the teacher grouped the students by their needs. The procedure of counting and pointing the students randomly was not effective for the students because they felt it was not fair for them. The students were chosen based on the ability. At least, there was one fast learner in each group. One of the students in the group was appointed by the group as the group leader. They were expected to take the lead in the group. The description of the action for each meeting is presented below. a. 1 st meeting The first meeting was about the procedure text. The students worked in groups of six. They discussed the pictures of a procedure of making A Sauted Green Shrimp. Each member of the groups was given a picture. The student who got the same pictures would gather and talk about the picture. Then, they came back to their group to complete the procedure text. When the procedure text was completed, they had to perform the procedure of making A Sauted Green Shrimp in front of the class. The teacher assessed their performance, so the students would think that it was just a fun and enjoyable activity. b. 2 nd meeting The second meeting was spoken procedure. The teacher divided the students into 12 groups the home group. The students work in groups of three. Each group were given 3 pictures of ”How to Make a Cup of Tea”. Each member of the groups was given a picture. The students who got the same pictures would gather and discussed the pictures. Then, they came back to their group to complete the procedure text. When the procedure text was completed, they had to perform the procedure of making a cup of tea in front of the class. From the interview below, it can be found that the students more enthusiastic to work in groups so that they could learn and share the topic with their friends. R : “Mengenai Jigsaw menurut adek -adek gimana? Masih bingung ga cara diskusinya?” What did you thing about jigsaw activity? Did you still confuse? S1 : “Udah ga mbak, menyenangkan mbak, anggota kelompoknya juga enak - enak orangnya, lebih kompakan.”