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process by fulfilling the observation checklists. The implementations of the actions in cycle 2 are elaborated as follows.
a. Using Videos as the Main Media Combined with Role-play
In the first meeting of cycle 2, the researcher provided a kind of animation video to make the students learn the language use easily and
interestingly. The researcher played the video at normal speed and sound because the aim of this video is to give suitable model text in the form of spoken
descriptive text, so the students could identify the language features and the function of spoken descriptive text in a context. The researcher played the video
twice. The students looked very excited and enthusiastic in watching the video. After that, the researcher asked the students to ask anything they did not
understand about the video. Since the students did not have questions, the researcher asked the students to answer some general questions about the video.
The students answered all the questions correctly and orally. They looked very enthusiastic. They tried to answer in English. The students and the researcher
checked the answers by playing the video again. The researcher explained that a girl in the video was describing her little sister named Rora. The students nodded
their head and seemed understoo d the researcher’s explanation. It is illustrated in
the extract below.
Appendix C V.05
….
S dan P mendiskusikan jawaban dengan melihat kembali video tadi. S tampak bersemangat. S menjawab seluruh pertanyaan secara lisan. P kemudian
menjelaskan bahwa salah seorang anak perempuan di video tadi sedang mendeskripsikan adiknya yang bernama Rora. P juga menjelaskan tenta ng
kalimat yang digunakan di video untuk mendeskripsikan orang. S mengangguk- angguk tanda mengerti.
The Ss and the R discussed the answers by
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watching the video once more. The Ss answered all the questions orally. The R then explained that the girl in the video was describing her little
sister named Rora. The R also explained about the expressions used in the video to describe a person. The Ss nodded their head.
The researcher also asked the students to listen and repeat the dialogue in the video several times to help them learn how to pronounce each word. They
looked excitedly because the animation video seemed attract them. After that, the researcher asked some students to do role play based on the characters in the
video. Some students raised their hands. The researcher chose four students to practice it. That video was well selected to give the students opportunity to do role
play. Here, the silent viewing technique used was different. The researcher used it in order the students did role play in an interesting way. So, when the video was
played without sound, the four students practice the dialogue follow the video. They played their role very well and acted like the speakers in the video. The four
students looked enthusiastically in playing their role as well as the other students. In the second meeting, the activities continued the previous meeting. The
researcher played a new video and asked the students to watch and listen carefully. The researcher played the video once more and the students listen and
repeat after it. The researcher explained that the sentence or expression in the video could be used to describe a person. After that, the researcher explained how
to use simple present tense in the descriptive text. The students paid attention carefully and read the material in the handout.
For the last task in the last meeting of cycle 2, the students were asked to describe their friends orally. The researcher gave the examples by playing a short
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video about people who described each other. They watched and listened carefully to the video. After that, they described their friend orally who was sitting next to
them. They looked enthusiastic in describing their friends. The researcher went around and checked their performances. The researcher noticed that their fluency,
vocabulary, pronunciation, grammar and of course comprehension were well improved. It can be seen in the following extract.
Appendix C V.07
….
Setelah diberikan waktu, P berkeliling dan mendengarkan beberapa S yang
tengah mendeskripsikan temannya. P bertanya, “How would you describe Dony, Dian?” Kemudian Dian menjawab, “He is clever and funny.” P
menanyakan pertanyaan yang sama pada Dony. Dony menjawab sambil tersenyum
,”He has flat nose and he is smart.” After some few minutes, the R went around the class and listened to some Ss who were describing their
fiends. The R asked,
“How would you describe Dony, Dian?” Then Dian answered.
“He is clever and funny.” The R asked the same question to Dony. Dony answered and smiled at the same time,”He has flat nose and he
is smart.
”
b. Providing Various Materials and Attractive Activities
The handout was very useful for the students. They could follow the researcher’s explanation by reading the materials in the handout. To introduce the
descriptive text, the researcher read a short spoken descriptive text first and asked the students to listen carefully then answered some general questions. When
answering the questions, many students raised their hands. They answered orally. Sometimes the researcher corrected their answers. Then, the researcher and the
students discussed the text in detail. The researcher also explained the generic structure, language features, and gambits in the spoken descriptive text. The
