These problems had influenced the time management. The time allocation became inappropriate.
c Using Classroom English during the Teaching and Learning Process
The classroom English was regularly used to make the students familiar with the English words. It was applied in the opening, main and closing activity. The use
of classroom English could effectively improve students’ speaking skills. It provided students an opportunity to speak in English during the teaching and learning process.
R started the class by greeting “good morning, everyone”, asking their conditions “how are you today?” and checking the students’ attendance
“who is absent today?”. At that day, all the students came.
Field Note 5
In some cases, the classroom English was not optimally employed in some parts of the activity such as giving quite complicated instructions. It was because the
students found difficulties in understanding what the researcher said. The handouts given during the implementation effectively helped the students
in understanding the materials. The materials had been written in the handouts.
d. Finding of Cycle I
Beside the observations and interviews conducted during the implementation and reflection, the speaking assessments were also carried out to measure the
improvements of the students’ speaking skills to support the data validity. The
researcher created some indicators of the speaking performance including pronunciation, intonations, stresses, the generic structure, grammar, vocabulary,
expression, and body language. The following table presents the students’ mean scores on each aspect of speaking during the teaching and learning process or in the
progress test.
Table 13 : The students’ mean score of each Aspect in Cycle I
After reflecting on the implemented actions and scoring the students’ speaking performance, the researcher and the collaborator concluded the findings
of cycle I. There were some successful actions during the implementations in this cycle. They were:
1 Successful actions a The goals of using video as teaching media to provide appropriate models
of English for students and to present the real context of communication were successfully achieved.
Fluency Content
Appearance Total
Pronun- ciation
Intonation Stress
Generic Structure
Grammar Vocabula ry
Body Language
Expression
Mean
6.8 6.8
14.7 14.1
14.9 6.8
7.1 71.3
b Students could understand the materials easily through video watching activity.
c Students got more opportunities to practice the target language in real situation through the use of classroom English and communicative
speaking activities. d Students’ motivation and interest in learning English increased since the
classroom activities were more varied and interesting. e Some students could pronounce words and use intonation correctly.
f Students could speak confidently when they were performing. 2 Unsuccessful actions
a The students found difficulties in understanding some parts of the video. b The preparation was quite time-consuming.
c Some students still mispronounced words. d Some students still found difficulties in expressing their ideas in the form
of spoken language. e Some students were still reluctant in speaking English.
f Some students over-used the guiding questions. g Some students still had low grammatical accuracy.
This following table shows the findings of cycle I and the recommendations for Cycle II.
Table 14 : the conclusions of the Actions in Cycle I
No Actions in Cycle I
Reflection in Cycle I Recommendations for
Cycle II
1. Using videos consisting
appropriate models of English as the teaching
and learning media During the video watching
activity, there were some students who were still
confused because they need to answer some
questions related to the story, so they asked for
repetition. The explanation and the
activity for while watching video should be well-
explained by the researcher. Therefore, the
students did not feel confused during the video
watching activity. 2.
Applying some communicative
speaking activities The teacher found
difficulties in controlling, monitoring and observing
the students since they moved around the class
and did their own activities during the lesson.
The pair work activity should be changed into
group discussions, because it was not a dialogue, so it
will be better if they were grouped in four.
3. Using classroom
English optimally during the teaching and
learning process The Indonesian
translations were used quite more that it should
be. It was because the researcher wanted to make
the students understand what the researcher said. It
was not really effective to increase their opportunity
to speak English. The amount of Indonesian
translations should be decrease or the researcher
could explain or paraphrase them using
other expressions but still in English, maybe the
simpler ones.
