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Actions in Cycle 1
Reflection Conclusion in
Cycle 1 Recommendation
for Cycle 2
Continued Continued
Continued Continued
Conducting pronunciation
practice Pronunciation practicing
made the students interested. It made them more confident
to say some words correctly. This action was expected to
get the better result for supporting thestudents’
speaking fluency.
This action would be
sustained and be optimized to be
used in Cycle 2.
It was important to allocate more times
to practice.
Based on the explanation above, it can be concluded that the result of Cycle 1 was valid because it was in line with the concept of dialogic, process and
outcome validity. It meant that there were some improvements and weaknesses after the implementation of the actions which were supported by some data in the
form of field notes and interview transcripts. In addition, the results were said to be reliable because there were more than one observer in gathering the data. It was
in line with the concept of researcher triangulation.
2. Reports on Cycle 2
a. Planning
Based on the reflection of Cycle 1, there were some improvements on students’ participation, confidence, comprehension, vocabulary and pronunciation
in using the language functions. However, there were still some weaknesses found during the cycle. The students still did not use the functions accurately and the
students lacked fluency in using a certain language function. Therefore, the next
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cycle was necessary to be conducted. The actions conducted in Cycle 1 were sustained to be used in the Cycle 2 with improvements or modification.
To overcome the problems related the fluency and the accuracy of their speaking; the researcher would provide more opportunities to practice speaking,
drilling and give feedback to them during the practice. To maintain the students’ motivation in speaking while practicing in group, she gave reward to the winner in
each group by inviting the students in competition among teams to answer questions during or in the end of the lesson. The rules were modified in such a
way that the students needed to use the functions in order to win. To make them memorize the vocabulary more easily, the researcher invited the students in
competition among teams to write some vocabulary items correctly that they heard from dictation and allowed the students to present vocabulary items at least
fifteen words with the meaning in front of class to get ‘smiley’. Those activities in the teaching and learning process aimed at solving the
field problems that emerged and still existed after Cycle 1.
Table 10: The Field Problems and the Planning of Cycle II
Problems Meeting 1
Meeting 2 Meeting 3
Planning
The students often spoke
with grammatical
errors.
• Giving feedback and
correction when the students shared the
topic of ‘modal’.
• Using game ‘Word
Transfer’ •
Giving some models of offering and
requesting expression
•
Reviewing the examples of
language function through the video
• Giving some
models of present continuous tense
through flashcards
•
Giving more examples of
present continuous tense
through the video
. Continued Continued
Continued Continued
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Problems Meeting 1
Meeting 2 Meeting 3
Planning
Continued Continued Continued
Continued •
Giving feedback and correction when the
students discussed the language
function of offering and requesting.
Most of the students could
not speak fluently.
• Using simple the
classroom English instruction
• Using game ‘Word
Transfer’ •
Giving vocabulary enrichment
• Inviting students to
practice a dialogue with using language
function of asking, giving, and refusing
permission. •
Using simple the classroom English
instruction •
Using game ‘Hard Bargaining’
• Giving vocabulary
enrichment through vocabulary dictation
quiz
• Asking the students
to practice using the language function in
group •
Inviting students to practice using
present continuous tense in front of
class using flashcards.
• Inviting the
students to present the ending of story
of film fragment in short drama with
using present continuous tense.
In cycle 2, some accompanies action of the jigsaw were still conducted. However, the problem of the students related to the grammar or accuracy and
fluency become a priority. To cover the grammatical errors, the researcher and the teacher have some plans to reduce it. Some models of tenses, language functions,
and some examples were given to the students. In addition, feedback and correction were also given in the learning process. Besides, the fluency of students
can be improved by the vocabulary enrichment in every meeting. The other plans were stimulating the students to speak more with inviting them to play a game, to
give examples of tenses, to practice a dialogue with using some language functions, and to present a short drama in group with using present continuous
tense.
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b. Implementation and Observation
