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d. Using media
The media used in cycle II included pictures and a computer application. Like in cycle I, The use of media was effective as teaching aids, and more
importantly the students liked it. The media in the form of pictures were given in their handout, and worksheet, and displayed on the LCD. And the media in the
form of computer application was also presented using the help of the LCD projector.
The LCD projector was used to show visual media application called Cambridge i-dictionary. The application had pictures, sounds for English word
pronunciation, songs, and simple exercises with interesting visualization. The combination of media and technology proved to assist the teaching and learning
process. ---------------------------------------------------------------------------------------------------
I then asked the students what things that could be found in a house. To assist, I opened a picture dictionary application and showed it to the students with the help
of an LCD projector. The application showed parts of the house and the things inside and around the house along with the English words and how to pronounce
them. The students imitated the pronunciation of those words.
See Appendix, vignette
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e. Arousing motivation and giving moral supports to the students
As the attempt to motivate the students by playing a short motivational movie about the unfortunates was successful, this strategy was then implemented
in the cycle II. During the implementation of cycle II, I played short movies that were only three to five minutes long before starting the class. The effect was
89 positive as the class was usually calmer and more conducive after the movies
were played. The situation is illustrated in the following vignette. ---------------------------------------------------------------------------------------------------
I greeted the students as usual and then prepared the LCD and laptop. I started by playing a short movie. The students were excited and as the movie ended, they
paid attention to what I said. The movie was a motivational and educational movie about a problematic boy who was somewhat depressed in his teenage year yet got
a little attention from their parents. The character was involved in a juvenile act, got arrested by the police, and sent to prison. When he was locked in jail,
however, he did not lose hope. He learned public speaking diligently and when he grew up he became a famous public figure.
As the movie ended, I asked the moral of the story. The students seemed to be able to relate to the story and were calmer throughout the rest of the lesson, even
the usually noisy students.
See appendix, interview
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c. Evaluating the Teaching and Learning Process in Cycle II
Upon the completion of the implementation of actions on cycle II, I together with the collaborators evaluated the teaching and learning process to see
how it was going and reflected on the actions. The quantitative data on the results of the students‟ writing performance
by the end of cycle I showed that the students had some improvements, compared to the results on the pre-test. Their writings improved on the five aspects being
assessed, i.e. content, organization, vocabulary, language and mechanics. The following
is the comparison between the results of students‟ writing performance in pre
–test, cycle I and cycle II.
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