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Final Reflection Speaking ability raised, fluency and accuracy of speech was
achieved, mother tongue use was decreased. CS: Alive, SS participation was increased, bigger chances
for speaking, high students’ involvement, T. More innovative.
T: Explored students’ potentials
a. Cycle 1
The overall description of cycle 1 can be seen in the table 4.7 Table 4.7 Result of Cycle 1
Plan n
in g
Topic : Role – play in a public services -
Giving vocabulary building and grammar. -
Grouping -
Role-playing -
Picture difference -
Rearranging pictures
Actio n
First – Third meeting - Exploring vocabulary, noun-phrase,and grammar
- Doing the tasks on vocabulary and grammar - Making a group using games : finding a member of group by matching
words into noun phrase -
Giving pictures of public services -
Discussing the pictures -
Making sentences based on the picture -
Designing dialogue -
Doing picture difference -
Rearranging pictures -
Role-playing Fourth meeting
- Having a test of dialogue in certain places
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Ob ser
v atio
n
Students: -
Some SS could find the group easily, some could not -
Active in communication -
Alive in discussion -
Brave to speak in group -
Still made mistakes in grammar -
Still mispronounced -
Fluency is achieved -
Shy Teacher:
- Gave too much task in vocabulary and grammar
- Did not give model
- Lack of monitoring in group work
- Spoke too fast
Class situation: -
Alive, crowded in finding members of group -
Alive, crowded in conducting the group work -
Enjoyable for various types of activities -
Fun, but crowded
R ef
lectio n
Strength -
Using CGT could increase students’ activeness and participation involvement in speaking
- There was an improvement of students’ speaking ability.
- CGT could accommodate various types of activities which are motivating
the students to speak. -
Group work in CGT is beneficial for eliminating psychological barriers in speaking such as the fear of making mistakes, lack of self confidence and
shyness. Weakness
- Less control of the teacher in group work
- Lack of discussion about grammar
- Lack of activity in vocabulary
- Lack of modeling from teacher
b. Cycle 2
The overall description of Cycle 2 can be seen in Table 4.8 Table 4.8 Result of Cycle 2
PL AN
NI NG
a. Giving vocabulary, grammar, and sentence arrangement.
b. Giving exercise in vocabulary and grammar. c. Giving pictures.
d. Making group. e. Discussing in group.
f. Role-playing
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A CT
IN G
M1 M2
M3 M4
- Exploring vocabulary, grammar modeling.
- Doing the main task and performance travel
agent -
Doing the main task and performance in pet shop
- Post -test : having speaking test.
O BSE
R V
IN G
Students -
More active in doing activities -
Could perform role- play with fewer mistakes in vocabularies, grammar,pronunciation, and
sentence arrangement Teacher
- Spoke more slowly
- Gave sufficient model in spoken form; sufficient
vocabulary building and grammatical practice. Classroom
situation -
More alive, fun and enjoyable for students -
Group work was more effective to increase the chance to practice speaking
RE FL
E CT
IN G
Strength -
There were improvements ins students’ speaking achievement in grammar and sentence
arrangement. -
The class management was improved. Teacher could control the language use of the students.
Weaknesses -
It was not easy to find the activities which covered the need of both students which high
and low level of English ability at the same time. Some smart students thought that some activities
were to easy.
- Some students could not combine fluency and
accuracy at the same time. Students’ fluency was improved significantly when the researcher
ignored the accuracy.
RE V
ISI N
G
- The next action should select the activity which
could fulfill the need of both students whose abilities were different.
- The next action should select the activity which
could combine both accuracy and fluency.
B. Finding and Discussion
