dialogue. To make matter worst, since the time was spent unwisely, the length of time to do the activity like interviewing his friend in became shorter, whereas,
this activity is important to develop the students‟ speaking ability
c. The Learning Media
In teaching speaking through the self directed dialogue technique, the teacher used a prop as the media. Though the media was so simple but the
teacher‟s attempt to use it was good enough. Through the media the teacher tried to
stimulate the students to be creative in making the dialogue by using the text in the prop.
Nevertheless, in spite of the simplicity of the media, the teacher could not create an interesting message from it. Besides, the students were not so interested in the
media that they did not focus on the media. The students just looked at the teacher and listened to what she was talking about. Due to that reason the students could
not get the message from the media.
Even though the media could not make the students interested but the teacher still involved the students in making and using the media well. The process of making
and using the media was done after the teacher herself gave an example of how to make a dialogue based on the prop. Having shown the students what to do, she let
the students practice the dialogue in pair. That fact has shown that there was the students‟ involvement in using the media.
d. The Students’ Involvement
To know how far the teacher involved the students during the teaching and learning process, the researcher observed the teacher‟s teaching performance
which covers building the active participation of the students in the teaching learning process, giving positive re
sponses to the students‟ opinion, facilitating the interaction between teacher-student and student-student, showing a conducive
interpersonal relationship, and growing the s tudents‟ enthusiasm in learning,
In involving the students during the teaching and learning process, the teacher was quite good at building the active participation of the students. The teacher
tried to stimulate the students‟ activeness by asking them some questions which were very closely related with the students‟ world so the students were interested
in answering the questions. Besides, the teacher also asked the students to work in pairs, and the teacher only became an observer at that time.
Meanwhile, the teacher was poor in giving positive responses to the stud ents‟
opinions. It was very seldom to hear praises from the teacher to the students. After the teacher listened to the students‟ answers or opinions, she just said “yes” to
good opinions or right answers from the students, the teacher would directly say “no” to the incorrect answers from the students. Actually, to be a good teacher,
she must always give positive responses to any opinion and answer from the students because by giving the positive responses, the teacher has lowered the
students‟ affective filter.
On the contrary, the teacher was good at facilitating the interaction between teacher-student and student-student. In facilitating the interaction between
teacher-student, the teacher asked her students questions and the students then answered them, besides the teacher let the students ask some questions when they
were facing difficulties and the teacher also answered them then. While in facilitating the interaction between student-student, the teacher gave a
chance for the students to work in pairs. At that time the teacher let the students to share their ideas to their partners.
However, since the teacher was rather strict, she was not so good at showing a conducive-interpersonal relationship to the students. She got bad tempered easily
when the students made mistakes, for example, when the students did not do what she asked to do, when the students did not bring books or dictionary. For that
reason, she looked so strict that some students were rather afraid of her.
Even though the teacher was rather strict to the students but, since she implemented the activities which were interesting and different from the activities
she used to implement, the students were enthusiastic in learning. They began giving their ideas or opinions when the teacher asked some questions. In addition
to do it, the students looked happy when they describe their best friend.
e . Evaluation
For doing the evaluation, the teacher was good at monitoring the students‟ improvement. She provided the time to monitor the students‟ improvement after
she explained something. Although it was not too often, but at least she asked
some questions to the students to know how far her students have understood the lesson.
The final evaluation she did was very suitable with the competence. Because the competence that must be achieved was the students must be able to describe
someone so for the final evaluation, the teacher asked the students to practice the dialogue in the form of describing someone.
3.2.2.3 Post Activity
At the end of the teaching and learning process, the teacher did a reflection. She was quite good in doing the reflection since she involved the students in
summarizing the lesson they learnt that day, and the students freely shared their ideas by telling what they got from the teaching and learning process.
Besides doing a reflection, actually the teacher must do a follow-up by giving direction or tasks as a remedy but in doing the follow-up, the teacher just asked
the students to learn more about describe someone at home but she did not give a special task for the students who were still weak in speaking English especially in
describing someone. In line with the descriptions about the teacher‟s performance above, it can be
concluded that the teacher‟s performance of the second grade teacher of SMP Kartikatama is good. She is capable enough in teaching speaking skill by
implementing the self directed dialogue technique to her students. For that reason, the teacher got 70 for her teaching performance. This means that the research
in dicator for the teacher‟s teaching performance can be fulfilled in Cycle 1. The
detail information for the scores got by the teacher for her teaching performance can be seen in Appendix 9.
4. Analysis and Reflection
After getting the necessary data from the teaching and learning process of Cycle I the
researcher together with the teacher discussed everything happened in the class to find out the weaknesses of this cycle. Having found the weaknesses, the researcher
and the teacher tried some solutions to solve them. Furthermore, the researcher noted some weaknesses from the learning product and learning process, they are as follows:
4.1 Learning Product
