f. Giving Feedback for Students‟ Speaking Skills
Students‘ speaking skills improved by giving feedback. Giving feedback on students‘ accuracy and pronunciation also increase students‘ confidence in
using English to speak up since their accuracy and pronunciation mistakes could be minimized. The students could also detect the other students‘ mistakes and
they could learn from their mistakes as well as from the othe rs‘. Moreover, the
comfortable atmosphere that I built also made them not afraid of making mistakes and asking questions to me.
g. Asking Students to Memorize Vocabularies Giving Vocabulary
and Pronunciation Check
The vocabulary and pronunciation check which I gave in every meeting of cycle II was effective to help students enrich their vocabularies and improve their
speaking productions. They often used the vocabularies which were checked before using correct pronunciation. They also became more confident and they
spoke more fluently.
h. Using Media in Teaching and Learning Processes
The students were excited during the teaching and learning processes in the cycle II. The use of pictures and cards could direct the students toward the
topic of the day. The students were also enthusiastic to listen to the recordings and the students‘ attention toward the lesson could be improved. Besides, the use of
media could improve students‘ motivation to learn. This could be seen from the good participation of the students during the teaching and learning processes.
i. Giving Rewards for the Best Student of the Day
Giving rewards for active students was successful to motivate the students to learn as well as make students more active in joining the class activities. The
students were very happy when the researcher gave them rewards after they finished certain tasks. They were motivated to be active in communicating with
their friends using not only fluent English but also accurate English. They memorized the vocabularies before they were checked. They also participated
actively not only in group or pair tasks but also individual tasks. Based on the findings of cycle II, the collaborators and I concluded that all
actions had successfully improved students‘ speaking skills at VIII grade of SMP 8 Yogyakarta. Since the objective of the research could be achieved, it was agreed
to end the research in this cycle. Not to mention that in practice the teachers of SMP 8 Yogyakarta became aware of the necessary changes that needed to be
implemented in order to maintain good teaching methods to help students improve their speaking skills. The result of the improvements of students‘ speaking skills
during cycle I and cycle II can be seen in the following table. No
Actions Cycle I
Cycle II 1.
Using Classroom English
in Teaching
and Learning
Processes The
learning processes
were not
conducted completely in English. The
use of classroom English was
still limited.
I The students improved their
classroom English production. They were ready to follow the
explanation deliver completely in English. They were already
sometimes still translated my
explanation into
Indonesian when
explaining the materials. When I asked students
some questions to lead the topic of the day, students
were still reluctant to respond to my questions.
They preferred to answer in Indonesian. The class
atmosphere had not fully encouraged them to use
English. However, they could
respond to
my question
using English
expressions. Their
willingness to
communicate increased
from one
meeting to
another in cycle I. they managed to involve in
familiar with the instructions so that the teacher did not need to
translate all of his explanation into Indonesian. I also used
gestures, movement, synonyms and a lot of examples to
anticipate the
vocabulary constrain. Almost all students
could respond to my questions well. They could answer my
questions not only in greetings but also when answering the
questions related to the materials and expressing their idea in
English. Although they might still have to deal with their lack
of vocabulary
mastery in
expressing the ideas that they wanted to share, they showed
high confidence and enthusiasm. Their vocabulary mastery also
improved and
their pronunciation improved. They
communicative contexts. were able to use the language
function fluently and accurately. 2.
Communicating the objectives of
the Lessons to the Students
I always communicated what they were going to
learn in every meeting in cycle I to the students
through interaction.
However, some students did not seem to be aware of
the importance of the objective of the lessons.
However, generally, it was successful to motivate the
students to learn. The objectives of the lesson
were always
communicated through interactions in every
meeting in cycle II. The students could respond well when the
researcher asked
them the
objectives of the lessons. It seemed
that the
students understood
the topic
and language functions that they
were going
to learn.
Communicating the objectives of the lessons had successfully
motivated the
students to
participate in the activities. 3.
Designing Lesson Plans
The lesson plans in cycle I could help me to conduct
the teaching and learning processes more effectively,
smoothly and
The lesson plans in cycle II could help me to conduct the
teaching and learning processes more effectively, smoothly and
systematically. The
class
systematically. The class became better prepared.
The students
could understand the materials
better and
could accomplish their learning
objectives more easily due to
the well-prepared
classroom activity design. The lesson plan could be
my guidelines
and reminders.
became better
prepared. I
manage the time allocation better and more effective. The
class activities and the tasks could be relevant to the stud
ents‘ needs and characteristics since it
had been prepare and designed based on the considerations
before the class was conducted. The students could understand
the materials better and could accomplish
their learning
objectives more easily due to the well-prepared classroom activity
design. The lesson plan could be my guidelines and reminders.
4. Conducting Pre-
Communicative Activities
Commonly, the
implementation of
pre- communicative
activities could allow students to
comprehend the
expressions and language Pre-communicative
activities seemed to be effective in
preparing students
to communicate. By having these
activities, students got more opportunities
to manipulate
function in
real life
situation. It could also allow students to have
vocabulary enrichment and pronunciation drill. Most
students were attentive and enthusiastic
in having
pronunciation practice or grammar
exercises. However,
they still
hesitated to
volunteer themselves individually.
sentences especially in terms of grammar and pronunciation. It
could be seen that all of the students
increased their
participation in having pre- communicative activities. They
did not hesitate to volunteer themselves in discussing the
tasks in groups, in pairs, or even individually.
5. Conducting
Communicative Activities
a. Communicative
activities were
successful to improve their speaking skills.
They get
more opportunities to learn to
use English
for communication.
However, some
students were still not a.
Communicative activities
were also
successful to
improve students‘
opportunities to use English. The activities were also useful
in bridging the information gaps among the students when
they practiced to communicate both in pairs or groups. It
could be seen that most of the
really active
in expressing
their opinion.
They only
made simple sentences in giving their opinion
and expressing their agreementdisagreemen
t. b.
The students were able to use the language
functions. They worked in groups. However,
some students learned faster than the others
that they
might dominate the group.
However, I monitored the groups to minimize
this possibility and to make sure that they
students could have the same opportunities to
students could have a dialogue with
others using
some expressions
fluently and
accurately. Communicative
activities also made the class lively. It could be seen that the
students looked confident and comfortable when they spoke
in English and they did not get bored in joining the class
activities. b.
The problems of bridging the students‘ different personality
and English ability could be overcome well. I put the
students in groups and had them do cooperative learning.
The students helped each other to correct their friends‘
mistakes or to help them communicate
what they
meant. I gave better guidance
practice their English. I seemed
to have
problems with
controlling the class despite the monitoring
that I did. In the next cycle,
these cases
needed to be improved. and control. The teaching and
learning processes
were conducive and effective so
that the students could be involved
in every
single activity well.
6. Giving Feedback
for Students‘
Speaking Giving
feedback for
students‘ speaking was effective
to improve
students‘ accuracy and pronunciation.
However, they still often made some
common mistakes. The students cooperated to help
their friends and to correct their friends‘ mistakes
while they were speaking. This was done so that the
feedback did not make them
feel humiliated.
The students could improve the participation in joining the class.
They looked more confident and comfortable to use English.
Moreover, they became aware that their goal was not only to
speak in English fluently, but also
to speak
in English
accurately. They made fewer mistakes during the cycle II.
They still cooperatively worked to help each other and gave
feedback to each other based on the knowledge that they had
Instead, the atmosphere of the class was lively and the
students became
more confident and they tried not
to make the same mistakes that they previously did.
learnt.
7. Asking Students
to Memorize
Vocabularies and Giving
Vocabulary and Pronunciation
Check in Every Meeting
The vocabulary
and pronunciation checks were
effective in helping the students
improve their
vocabulary mastery and improve
their speaking
production. It helped them speak more fluently and
reduce problems related to the vocabulary constrain.
The students‘
vocabulary became richer. They could use
and explore more. They could speak more fluently and their
pronunciation was better than before. They were able to
produce more utterances using vocabularies that they had learnt
before.
8. Using Media in
Teaching and
Learning Processes
The use of media in cycle I was effective to stimulate
students in
learning English. The media could
make the lessons more enjoyable
and The more varied media made the
students more
excited and
enthusiastic in
joining the
activities during the cycle II. It also made the students more
attentive. Besides, the use of
understandable. Besides,
the media
not only
provided gaps
for communication but also
could be as guidance for students
in speaking
English. media could make the students
more motivated in learning English. It could be seen from
the good participation of the students during the class.
9. Giving Rewards
for the
Best Student of the
Day -
Giving rewards for the best students of the day successfully
motivate the
students to
participate in
every single
activity well. They showed positive learning attitudes and
bigger efforts to learn English. They became more active and
they attempted to perform better. The students became more
active in doing group, pair and individual tasks.
Table 4.5. The Table of Reflection of Cycle I and Cycle II
The result of cycle II can be seen from the following chart.
Figure 4.2 : The Number of Students for every Indicator in Cycle II
j. General Findings
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