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c. Some games would
be added. d.
Giving feedback on students’ speaking
performances to help the students
improving their grammar.
Applying classroom English
The students could understand English
instructions and questions although they still
responded in Indonesian. Classroom English
would be applied again.
H. Report of Cycle 2
1. Planning
Based on the reflection of cycle 1, there were some strengths and weaknesses
found from the researcher’s actions. The improvements were on the vocabulary, fluency, and comprehension in using language functions. However,
the weaknesses also found during this cycle. The students still got incorrect pronunciation when they performed a dialogue or pronounced some words.
Sometimes they also made ungrammatical utterances especially in making dialogue. Therefore, it was necessary to conduct the next cycle.
The actions implemented in cycle 1 were maintained to be used in cycle 2 with some improvements and modifications. The main objective of this second
cycle was the same with the first cycle which is to improve the students’ speaking skills through videos. The researcher and the English teacher also discussed the
materials for cycle 2. It was the spoken descriptive text. Hence, in this lesson the students were going to perform a monologue of descriptive text.
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The teaching and learning process were still conducted in three meetings. To create more improvement on the students’ speaking skills in this topic, the
researcher decided to only teach this topic for three meetings. It was expected that the students would completely understood about descriptive text and could
perform the spoken descriptive text fluently and accurately. Below are the details of the actions that would be applied in cycle 2.
a. Using Videos as the Main Media Combined with Role-play
In this second cycle, the video teaching techniques used were same with the ones in the first cycle. However, the use of silent viewing technique in this second
cycle was different with the previous one. The researcher designed an activity which was possible to conduct a different role play activity by using the silent
viewing technique. So, the video was played at normal speech and sound, but when the students did role play it would be played without sound so that the
students could practice the role play by watching the video only. Moreover, that video was a kind of animation video which was expected to attract the students’
attention. The use of videos in this cycle 2 had more functions such as providing role-play activity that had been mentioned, providing more pronunciation practice,
and providing more speaking models to help the students create a spoken descriptive text.
b. Providing Various Materials and Attractive Activities
The handout was still used in the second cycle. It was designed for three meetings with various materials and activities related to spoken descriptive text.
The handout contained some explanations about descriptive text such as the
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generic structure of the text and the sentence structure. Some tasks like completing a text with appropriate words were also provided to give more
opportunities for the students to create descriptive text. The students would be trained to create a sentence into a complete text. The handout would be the
guidance for the students to do those exercises and some activities. The followings are the details of other activities.
1 Applying Vocabulary Practice and Pronunciation Practice
Vocabulary practice and pronunciation practice were still applied. They were presented in the handout before the students watch the video. These
activities were used again in order the students vocabulary mastery keep increasing and they would understand the content of the video. Besides, the
students would always get pronunciation practice. Since the students’ pronunciation still needed to be improved, the pronunciation practice was also
added by imitating the speaker from the video and practicing some dialogues. Those activities were expected to help the students in creating and performing a
spoken descriptive text.
2 Games
Based on the interview with the English teacher, it would be better if some games were applied in the second cycle. Therefore, the researcher provided two
games in cycle 2 which would be implemented in the last meeting as the exercises for the students to describe someone orally. For the first game, the students should
guess the person being described by the researcher. In the second game, the students would play the game in groups. They were asked to create sentences as
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much as possible to describe a person in the picture given. The students would have more opportunity to practice speaking. They were expected to enjoy this
activity and could improve their speaking skills.
c. Applying Classroom English
The researcher still planned to use classroom English during the teaching learning process in cycle 2 since the students became more familiar with spoken
English in the class. The researcher used the same planning with the previous cycle. The researcher applied classroom English only in greeting, giving
instructions, asking and answering questions, reviewing materials, and closing the lesson.
d. Giving Feedback on Students’ Speaking Performances
Since the students still had a problem related to grammar, the researcher decided to add an action in
cycle 2. It was giving feedback on students’ speaking performances. The researcher planned to give direct feedback when the students
produce ungrammatical utterances in their speaking performances. If it was necessary, the researcher would give deep explanation on the incorrect grammar
so that the other students would understand as well.
2. Action and Observation
As stated before, cycle 2 was conducting in three meetings. Those meetings were held on 18
th
, 22
nd
, and 25
th
April 2015. Same with the first cycle, the researcher implemented the actions while the English teacher as the collaborator
took a role as an observer. The collaborator observed the teaching and learning
