exposure. The students found themselves inspired to prepare their performance after they watched the video of poem reading
competition. It also could be the input in the associating stage which enabled them to differentiate poems in a written and spoken forms.
However, there was still a problem in recording the videos in the teaching and learning process. The duration of the video was
quite long since it was about poem reading competition with more than five competitors presenting their poems. For the next cycle, the
researcher should find shorter videos so that they would not take a lot of time.
f. Giving handouts
The handouts given to the students were simpler and more practical than their textbooks so that they would learn the materials
more easily. It also helped them to keep being focused on the teacher’s explanation because they did not need to copy the materials
to their note books. All the materials explained by the teacher were already provided in the handouts.
The researcher distributed a bundle of handouts for each table. It meant that the students had to share the handouts with their
seatmates. It disturbed the teaching and learning process. The researcher should copy the handouts based on the number of the
students in the next cycle.
g. Giving feedback on students’ work
Feedback was given during the English teaching and learning process. It was successful to improve the
students’ pronunciation since the researcher always corrected
the students’ mispronunciation. She also gave the feedback in an appropriate way so that the students
who made the mistakes did not feel embarrassed. In addition to this, the students’ active involvement in the teaching and learning process
improved. They were not afraid to speak up freely during the lesson, since the researcher helped them with the feedback.
h. Asking the students to bring the dictionary
Although many students did not bring their own dictionaries to the classroom, they always tried to bring the dictionaries with them
in each meeting by borrowing the dictionaries from the library. Commonly, they were lazy to bring the dictionaries because they
were thick. Only several students brought pocket dictionaries. During Cycle I, the awareness of students to bring the
dictionaries to the English classroom was not really significant. It was needed to be enhanced. They might put their dictionaries in a
bookcase in the classroom so that they did not need to bring them in every meeting.
4. Findings of Cycle I
After having a discussion on reflecting the actions implemented in Cycle I with the English teacher as the collaborator, the researcher found
that there was imp rovement in the students’ speaking skills. She
