85 performances.
At the end, the researcher gave feedback to the students before closing the lesson. The researcher gave feedbacks for the students in terms of their
pronunciation, comprehension, grammar, choice of vocabulary, and fluency. The researcher also kept motivating the students to always active and threw
away their worry when learning to speak English.
c. Observation
1 First meeting
During the first meeting, the researcher still used video as the input and power point to deliver the material to the students. While showing the video,
the researcher did the pre-viewing, while-viewing, and post-viewing activity in order to build the students’ vocabulary and pronunciation ability.
Furthermore, to give more chance for the students to practice their English and deepen their understanding, the researcher asked them to create
simple dialogues and answer some questions related to the dialogue given by the researcher. However, as suggested by the collaborator, the researcher was
kept focusing on drilling the students pronunciation through listen and repeat activity. This action was done because the researcher and the collaborator
thought that the students still need to enrich their vocabulary and practice their pronunciation more.
Moreover, the use of role play was also introduced by the researcher on the first meeting of cycle II. Before the students were asked to perform the
role play, the researcher gave the students worksheet that can be used to help
86 them in creating their role plays. Also, in order to make the students more
understand about the rules of the role play, the researcher gave more time for them to create and practice their dialogue. During this stage, the researcher
was trying hard to motivate the students to not always relied on their not during performing the role play. This action can be seen on the field note
below. ...Next, the writer introduced the new role play activity to the students.
Similar to the previous meeting, before the students did role play, the students are asked to complete some missing word in the column of type
of symptoms and advices in order to enrich their vocabulary and practice the pronunciation by checking in the dictionary. However, the students
had to be able to perform their dialogues without looking at the text this time. It was quite difficult to ask them in doing role play without the text,
but the writer always tried to motivate them. Finally, the students practised the role play without the text and the writer recorded some of
them... Field note 5
—Appendix A
2 Second meeting
On the second meeting, the researcher did the scoring. The activities implemented in this cycle were similar to the previous cycle. Firstly, by
asking some questions and giving the students a task, the researcher reviewed the previous lesson
in order to remind the students’ memory of the previous lesson. The task was about asking them to perform their previous dialogues
without looking at the texts. After that, the researcher asked them to pick two cards consisted of their names and the new role play cards.
If in the previous cycle the researcher had a problem related to the time management, the researcher gave more time for the students to create and
87 practice their dialogue to solve it. Moreover, the researcher also focused on
motivating the students to get rid of their texts in performing their role play. The action could be seen on the field note below.
On the second meeting, the writer planned to do the scoring again. After the writer greeted the students and opened the class by saying a
prayer, the writer tried to remind the students with the previous lesson. The writer asked some of the students to perform their previous dialogue
without the text. The writer tried to push the students to be able in speaking English with the correct pronunciation without looking at the
text. Some students still felt that she would never be able to make it such
as Khusnur. She said,”Ah Miss, aku gabisa kalau gak pake teks” I cannot do it without my text, Miss
. Then, The writer told her,”Dicoba dulu dek. Coba teksnya yang singkat-
singkat aja. Pasti nanti bisa.” Try it first. Try to make the simple diologue. I believe that you will be able to make it.
After practised, practised, and practised, finally the students were able to do the role play without looking at the text.
Next, the writer showed the students with the new role play cards and asked them to pick one each. The writer told the students about what
they should do with it. After that, the writer gave 30 minutes for the students to create the dialogue based on their role play card and 15
minutes to do the preparation. While the students made their dialogue, the writer guided them. The writer assisted the students in correcting their
pronunciation and grammar. When the students were ready, the writer called the name of the students randomly and recorded their
performances. Finally, the writer gave some feedbacks to them, said thanks and closed the class by saying a prayer.
Field note 6
—Appendix A
d. Reflection
