81 performances, the researcher would ask each of the students to pick two cards
consisting of their names and their new role play cards. b
Activities In the second meeting of Cycle II, the researcher still wanted to review
the last material through giving task for the students. In the joint construction of the text, the students were asked to create their own dialogues consisting of
some expressions used to express command and request. Then, as in the independent construction of the text phase, the students were asked to perform
a role play that would be recorded by the researcher for scoring.
b. Action
1 First meeting
On the first meeting, the topic was about expressions of command and request. To build th
e students’ background knowledge of the topic, before showing the video, the researcher asked several questions to the students e.g.
When you want to ask something to others, what should you say?. The video that the researcher used as the input in this cycle entitled The
Doctor and The Patient. It consisted of some expressions of giving command and request without its subtitle. The researcher chose to use this video because
the researcher wanted the students to move one step ahead in improving their speaking skills. The researcher wanted the students to understand the material
easier and be more familiar with the surrounding of their future career without always relied on subtitle.
82 Moreover, in using video as the input for the students, the researcher
also did the pre-viewing, while-viewing, and post-viewing phase in this cycle. In the pre-viewing phase, the researcher showed some of the pictures of the
video to the students and asked them to guess what the video is about. Next, in the while-viewing phase, the researcher asked the students to collect
information as much as possible. The students have to try and collect as much information as they could about what they have seen. Finally, in the post-
viewing phase, the researcher asked the students to answer some questions related to the video and report their answers to the class. This action was still
applied in order to build the students’ vocabulary and pronunciation ability.
After showing the video to the students, the researcher showed them with the material through slides power point. In this meeting, the researcher
still more focused on drilling the students’ pronunciation through listen and
repeat activity. This action was done because the collaborator suggested that the students need to drill their pronunciation more. Therefore, in explaining
the material to the students, the researcher focused on showing and practicing the expressions needed by the students in expressing command and request.
Next, the researcher then asked the students to arrange a simple conversation using the given expressions in order to make them practice their
speaking. The researcher also showed a dialogue to the students and asked them to answer some questions based on it in order to check their
understanding.
83 Moreover, the use of role play was also introduced in this meeting.
After doing the exercise on the worksheet, the students worked in pairs and made a dialogue using the given expressions. As the students worked on the
task of the worksheet, the researcher still kept moving around the class to check their work; in case some of them still had difficulties in doing the task.
After that, together with the students, the researcher discussed the answers of the task. This time, before asking the students to perform the dialogue in front
of the classroom, the researcher explained the rule of the role play using Bahasa Indonesia in order to make the students understand.
Fortunately, the students could understand how to do the role play and started to active in doing the role play. The students seemed to be more
enjoying the activity and gaining their confidence. However, because in the previous cycle the students still relied on their text, this time, the researcher
tried to make them perform their dialogue without looking at their notes. It was challenging to motivate them not to rely on their notes since the students
worry that they would make mistake without looking at their notes. To overcome this problem, the researcher kept motivating them and
said that it was okay not to do the role play as same as their notes. The researcher gave more time for them to practice the dialogues without looking
at their notes. Finally, after the students finished in practicing their role play, there were two students who willingly came forward the classroom to practice
their role play. Then, the researcher gave feedbacks to the students and
84 motivated them to do better and continue their hard work before closing the
lesson. 2
Second meeting The second meeting was implemented on November 12
th
, 2015. The activities that the researcher implemented were as same as in Cycle I. The
difference was that the students had to perform the role play as good as they could without looking at their notes. Before doing the scoring, the researcher
reviewed the previous materials in order to remind the students related to the last lesson by giving a task. The task was similar to the task in Cycle I which
was asking the students to create a simple dialogue based on their own situation related to the previous topic and practice it with their partner. This
was done in order to give the students more time to practice their speaking. Then, after they finished in practicing their speaking, the students were
asked to pick two paper consisted of their names and the role play cards. This time, the students would get the new situation and the new partner.
Furthermore, after each of the students got their cards, they worked with their pairs and discussed a certain topic that they took. The researcher
gave 45 minutes for the students to create and practice the dialogue before perform it in front of the class. At this stage, the researcher just observed the
students and tried to give limited help to the students. The researcher wanted to know the range of the students’ speaking ability when they did not get
many helps from the researcher. Finally, when the students were ready, the researcher called the name of the students randomly and recorded their
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
