lxxiii The implementation of Cycle II can be summarized on Table 4.3
Table 4.3. The Implementation of Cycle II CYCLE 1I
1. Planning To discus the result of pre-test.
To present Power Point of film Snow White.
2. Action First meeting
To present a film Snow White Part A.1, A.2 through Power Point.
Second meeting
To present a film Snow White Part A. 3, A.4. B.1 through Power Point.
Third meeting
To present a film Snow White Part B.2, B.3. B.4. through Power Point.
3. Observation In the beginning some students were noisy, they wanted to sit in front to
get closer with the Power Point screen. Some students were noisy, they suggest that the images of the slides of
Power Point should be maximized.
4
.
Reflection +
T o use Power Point of which the topic is Snow White” attracted
student’s curiosity. There was an improvement of students learning motivation during the
teaching and learning process. It was proven by their enthusiasm in paying attention to the lesson.
There was an improvement of students listening proficiency. It was proven by the improvement of the post-test result in the cycle.
-
The images produced by Power Point slides were small, the students suggested that the images be maximized.
4 Reflecting the Observation Results
Based on the observation results which were collected in the field notes, the observer and the writer reflected several positive results and weaknesses in Cycle II, they
were described as follows: 1 Positive results
lxxiv a Using Power Point of which topic is film attracted students curiosity.
b There was an improvement of students learning motivation during the teaching and learning process. It was proven by their enthusiasm in the
listening class. There were no noisy students at all, they paid attention to the learning materials seriously.
c There was an improvement of students listening proficiency. It was proven by the improvement of the post-test result in the cycle.
2 Weaknesses a A few of the students sometimes want him to repeat the film which is
presented by Power Point slides, whereas it will spend much time to do. b Some students complained about the size of the images and the sound of
Power Point slides. Eventhough the use of Power Point brought about the positive result in
learning. However, there were still many weaknesses found. The weaknesses must be solved to get better results. So, the writer concluded that it was necessary to revise the
action plan for next cycle.
5 Revising the Plan
To solve the problems that appeared in Cycle II, the writer revised the plan for the next cycle, so that the weaknesses would not occur anymore. The plan for the next
cycle would be more focused on improving students learning motivation and
listening proficiency by using Power Point. In this section, the quality of sound and
lxxv images produced by Power Point was better than before. For the next cycle the
listening materials would not be focused on monologue texts only but also on dialogue texts as a part of the film “The Prince and The Pauper”.
c.
Cycle III 1 Planning the Action
After reflecting the observation results, the writer found the weaknesses of Cycle II. In the third cycle, the writer used Power Point to present new listening
materials, so that the students could improve their listening proficiency. To overcome the weaknesses of Cycle II, he revised the plan as follows: 1 using Power Point to
discuss about more complex narrative texts as parts of the film, the monologues and the dialogues of The Prince and The Pauper film. 2 improving the quality of sound
and images in the slide of Power Point. He prepared the materials, the students worksheets that consisted of some
tasks, lesson plan as a guidance in teaching listening and everything related to the action such as the CD of the film The Prince and The Pauper to be inserted in
Power Point. To get the result, the observer observed the whole process du ri ng teaching and learning process.
2 Implementing the Action
lxxvi The action was implemented by the writer. In the Cycle III, he said that the
topic that day was a film The Prince and The Pauper. The students could practice to comprehend many expressions in either the dialogues and monologues texts as
parts of the film. The third cycle was conducted in three meetings. Each meeting was divided into three terms, namely: warming up and presentation, practice, and
production.
a First Meeting 1 Warming Up and Presentation
The writer entered the language laboratory at 08:45 a.m. He started the lesson by greeting the students and, then, checking students attendance. Before starting
the lesson, he gave a short pre-test for Cycle III to the students. He distributed the students’ worksheets. Then, he asked if they like
watching a film. The students answered, “Yes’. He told them that we were going to watch the film again in a different title. The title was The Prince and the Pauper,
although he has told them the summary of the narrative texts orally, they have not watched the film The Prince and The Pauper yet. After a few minutes, to prepare the
film, they could enjoy the film in Power Point. Their attention was focused on the Power Point slides. They had no chance to do other things such as talking to each
other, and disturbing their friends.
2 Practice
lxxvii The materials of listening in Power Point in this section was about narrative
texts that were presented by the film The Prince and The Pauper Part A.1 and A.2, A.3. By clicking the active buttons of Power Point, the sound and pictures
could be enjoyed well. The students were asked to understand the expressions in either the dialogues or monologues texts as parts of the film. He asked the
students to fill in their answers on the students’ worksheets. Each slide of the film was played slide by slide and stopped for 5 minutes, to give them a chance to
write down the listening tasks. The example of the slide is shown in Appendix 4.
3 Production
In this stage, he gave exercises to the students. The exercises were based on the materials which were presented in Power Point. The students were asked to
summarize the story of The Prince and The Pauper Part A.1 and A.2.
a Second Meeting
1 Warming Up and Presentation
The writer entered the language laboratory at 09:30 a.m. He started the lesson by greeting the students and, then checking students attendance.
lxxviii He distributed the students’ worksheets. Then, he asked if they still enjoy
watching a film again. The students answered, “Yes’. He told them that we were going to watch the film again the next part of the film The Prince and The Pauper.
After a few minutes to prepare the film, the students could enjoy the film in Power Point. Their attention was focused on the Power Point slides.
2 Practice
The materials of listening in Power Point in this section was still about narrative texts that were presented by the film The Prince and The Pauper Part
A.3, A.4, B.1 and B.2. He just clicked and clicked the active buttons, the sound and the pictures could be enjoyed well. The students were asked to understand the
expressions in either the dialogues or monologues texts as parts of the film. He asked the students to fill in their answers on students’ worksheets. The slides of
the film were played slide by slide and stopped for 5 minutes, to give them a chance to write down the listening tasks.
3 Production
In this stage, the writer gave exercises to the students. The exercises were based on the material which were presented in Power Point. The students were asked to
summarize the story of The Prince and The Pauper Part A.3 , A.4, B.1, and B.2.
c
Third Meeting 1 Warming Up and Presentation
lxxix The writer entered the language laboratory at 07: 15. a.m. He started the
lesson by greeting the students and, then, checking students attendance. The writer distributed the students’ worksheets. Then, he asked if they
enjoy watching a film again. The students answered, “Yes’. He told them that we were going to watch the film again for the next part of the film The Prince and The
Pauper. After a few minutes, to prepare the film, the students could watch it enthusiastically. Their attention was focused on the Power Point slides.
2 Practice
The materials of listening in Power Point in this section still was about the narrative texts that presented by the film The Prince and The Pauper part B.3, B.4
and B.5. The writer just clicked and clicked the Power Point active buttons, the sound and pictures could be enjoyed well. The students were asked to
understand the expressions in either the dialogues or monologues texts delivered by the characters of the film. He asked the students to fill in their answers on
students’ worksheets. The slides of the film were played slides by to slides and stopped for 5 minutes, to give them chance to write down their listening tasks.
3 Production
lxxx In this stage, he gave exercises to the students. The exercises were based on
the materials which were presented in Power Point. The students were asked to summarize the film The Prince and The Pauper part B.3, B.4, and B.5.
3 Observing the Action
When the writer implemented the model of teaching listening through Power Point, all activities in his listening class were observed b y the observer, she
wrote observation results on the field notes. Generally the teaching learning process using this technique became more alive. Power Point used in listening class
attracted students curiosity and attention, so that they were enthusiastic to pay attention to the materials which were presented by the English teacher. The
eagerness of students could be known when the film was played, most of them were enthusiastic to learn. Actually, they were really interested in watching other
films. A few of them said that they wanted to watch a horror English film, and some others wanted to watch an action film. Only a few of them wanted to repeat the last
film. “Yes”. He said. He stated that the materials of listening in this section was not only watching English films, but also other topics related to other skills in this
semester. The students said, “Okay’. They realized that the learning must be continued with other topics.
Most of the students could enjoy listening to the following topics. Slides to slides were listened well, although just a few students looked right and looked left to
know their friends in doing the tasks given by the teacher.
lxxxi Nevertheless, the result of Cycle III still brought a little weaknesses during the
implementation of the action, although the number of passive students were getting fewer. A few students did not come on time to enter the language laboratory. Anyway,
most of them suggested that learning English through Power Point should be applied to learn all English skills.
The implementation of Cycle III can be summarized on Table 4.4
Table 4.4 . The Implementation of Cycle III CYCLE III
1.Planning To discus the result of pre-test
To present Power Point of film “The Prince and The Pauper”
2. Action First meeting
