researcher and the collaborators agreed to use the technique to improve the staff speaking skills. Based on the discussion between the researcher and the English
tutor, the actions that would be implemented were as follows: a. Conducting speech activity as learning techniques to help staff learn English
better. b. Conducting speech activity as a speaking strategy to improve staff’ speaking
skills. c. Conducting speech activity as a chance to practice speaking skills.
B. The Report of Actions and Discussions 1. Report on Cycle 1
This research was carried out in 2 cycles. The first cycle consisted of two meetings, while the second cycle consisted of three meetings. The first cycle was
held on Tuesday, 24
th
June 2014 and Thursday, 26
th
June 2014. The learning process was conducted using speech activity technique. The following were the
steps on Cycle 1.
a. Planning
Planning stage on Cycle 1 was conducted through several stages including having consultation and coordination with the collaborators. This first stage was
aimed at discussing the implementation of the action plan and various
preparations including writing lesson plans, deciding learning materials, preparing research instruments such as observation sheets. The next stage was to
conduct a briefing preparation or guidance on learning scenario in the classroom for the researcher with the collaborators before the learning process took place.
This was done in order that the learning process could run smoothly and the results obtained in the observations can be used as reflection.
From this stage, some activities were planned to be implemented in the next stage. To create classroom activities that would develop communicative
competence, instructors needed to incorporate a purpose and an information gap and allowed for multiple forms of expression. According to Brown1994; Burns
Joyce1997; Carter McCarthy, 1995, the general outline of speaking lesson are preparation, presentation, practice, evaluation, and extension. The
explanation isas follows: 1 Preparation
The tutorcould use the preparation step to establish a context for the speaking task where, when, why, and with whom it will occur and to initiate
awareness of the speaking skill to be targeted asking for clarification, stressing key words, using reduced forms of words.This procedure aimed at making the
participants understood toward the topics that would be taught. At this stage the tutor might use some leaning methods, such as lecturing, brainstorming, and even
questioning. Or, they could use instructional media to attract the attention of the learners in the process of delivering the material.
2 Presentation The tutorcould provide learners with a preproduction model that furthers
learner comprehension and helped them become more attentive observers of language use.
3 Practice Practice involved learners in reproducing the targeted structure, usually in
a controlled or highly supported manner 4 Evaluation
This stage was done on the second meeting. Evaluation involved directing attention to the skills being examined and asking learners to monitor and assess
their own progress.The evaluation process could be done trough conducting tests Individual test results would provide information of the capabilities of each
learner 5 Extension
Finally, extension consisted of activities that ask learners to use the strategy or skills in a different context or authentic communicative situation, or to
integrate the use of the new skills or strategy with previously acquired ones.
b. Action
