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.