the other hand, the students seemed to be more motivated when they had ‗finding a day‘. In this activity they worked in groups of six so that they did not easily get
bored for joining the activity. This activity involved movements since they were asked to search their partners who had free days to go with them. The invitations
to do homework together, to play videogames, etc. were related to their daily life so that they seemed confident to speak up.
I did not find the same problems in the cycle II during the implementation of communicative activities as found in the cycle I. The problems were about to
motivate students more to do individual tasks, to deal with different students‘ ability and to control the class. The students seemed to be more active in
accomplishing the individual task, group or pair works. The students considered the slow learners seemed to be motivated as well. It could be seen that the
students were contribute to the group and pair works and they did the exercises well. From the first meeting to the last meeting, the students seemed to be
enthusiastic and
e. Giving Feedback for Students‟ Accuracy and Pronunciation
I always gave feedback for students in every meeting of cycle II. I gave feedback on students‘ accuracy and pronunciation during the opening, main and
closing activities. As usual, the feedback was given when students made errors or mistakes. During the three meetings in cycle II, the improvement of students‘
pronunciation and accuracy was stable. They did not make many mistakes in pronunciation. As found in cycle I, the students seemed to find difficulties in
pronouncing some words with double consonant or past verb ended with –ed,
such as, heard, watched, accept, and the words which had different pronunciation from Indonesian words, such as, respond, responsibility, laugh, sang, drank, etc.
Dealing with this problem, I usually asked them to repeat pronouncing the difficult words again and again and gave them feedback if they made mistakes
again. As for their accuracy, many of them made mistakes when they talked about single noun as the subject. They tended to miss the additional ses in the end of
the infinitive verb when they made simple present sentences using singular subjects.
However, the frequency of the mistake occurrence decreased. When the students made mistakes in the accuracy, I usually pressed a bell indicating that
they made mistakes. They directly realized that they made mistakes and they tried to correct their mistakes. However, this was done not as a punishment or
humiliation. They had known first the use of the feedback that was to improve their speaking skills and their language sensitivity. The atmosphere of the class
was warm, and I was being very friendly during the class, so that they seemed to be comfortable and confident in joining the class. Some students were very
talkative that they also agreed that I sometimes should stop them and correct their mistakes. By giving feedback, it could be seen that the students could improve
their speaking skills by knowing their mistakes. In every meeting, the students seemed to be less anxious in giving their opinion, asking questions to me and
commenting on their friends. During the cycle II, their accuracy was improving from one meeting to another meeting. They could use the language functions
accurately. It could be described as the following vignette.
……………After asking students conditions I checked the students‘ attendance. ―Who is absent today?‖ asked me. Students said ―No one‖. I greeted Magdalena,
―Hi, Magdalena, how are you? How was your night?‖ ―Good.‖ ―Did you stay up late last night?‖ ―No, I slept very early‖ ―What time did you wake up this
morning?‖ ―I woke up at 6 am.‖ ―Did you have your breakfast?‖ ―No, I did not.‖ Then I directed the students to the topic of the day by conducting asking and
answering activities. I asked about extracurricular activities they join. I walk
around the class and asked some students questions related to today‘s lesson. Then I told
the objective of the lesson ―Today, we are going to learn the expressions of inviting someone, accepting, and refusing an invitation to events in
extracurricular activities.‖
f. Asking Students to Memorize Words and Giving Vocabulary and
