87
prompt, because she wanted to give the students more chance to think and to improve their own speaking performances.
e. Using classroom English during the teaching and learning process
In this cycle, the researcher would keep using classroom English during the lesson. It was different with the implementation of this action in the previous
cycle. In this cycle the use of Indonesian translation would be decreased. The researcher would use paraphrasing or make the use of synonyms, gesture and
facial expressions to make the students understood what the researcher said. To avoid the use of Bahasa Indonesia when the students gave response, the researcher
would keep use English to speak and ask them to speak English as well.
f. Giving the students chance to correct their own and their friends’
mistake
In the previous cycle the students still had some mispronunciations and several grammatical mistakes. Therefore, it was necessary to give the students
chance to give correction when they and their friends had mispronunciation or grammatical mistakes. It also aimed to make the students to be more aware of
their pronunciation and their use of grammar, so they could speak more accurately.
Table 9: The Comparison Between the Actions in Cycle I and Cycle II Cycle I
Cycle II
Using classroom English during the teaching and learning process
Using classroom English during the teaching and learning process
88
Giving listening activities to provide the model of expressions
Giving listening activities to provide the model of expressions
Giving the students some practices Giving the students some practices
Applying speaking board games Applying speaking board games
Giving feedback and prompt if necessary
Giving feedback and prompt if necessary
-
Giving the students chance to correct their friends and their own
mistake
The researcher also had planned the activities that the students were going to do during the teaching and learning process. The activities are presented below.
1 Meeting 4
Topic: At Home Material: making a request
Activities:
Introducing the topic of the material
Presenting the materials
Doing some practices
Playing speaking board games
Concluding 2
Meeting 5 Topic: Me and Friends
Material: offering Activities:
Introducing the topic of the material
Presenting the materials
Doing some practices
89
Playing speaking board games
Concluding
2. Actions and Observations
The implementation of Cycle II were on May 5
th
, 6
th
2014. The English teacher, the students and the research collaborator participated in the research
study to collect the data.
a. Applying speaking board games
During this cycle the students played speaking board games at the production stage. In the fourth meeting the students played board games using the
expressions of requesting and how to respond it accepting and refusing and the topic was ‘At Home’. In the fifth meeting the students played board games using
the expressions of offering and how to respond it accepting and refusing and the topic was ‘Me and Friends’.
First of all the researcher explained the rules of the games briefly and clearly, because the students used to play the same games in the previous cycle
and it avoided the students’ misuderstanding. When the students were playing the board games, the class became noisy
and crowded. The students looked more serious in playing the game. The researcher moved around the class, from one group to another to monitor and to
observe them. She also took some notes, when the students did mistakes.
90
In the fourth meeting the students still played the games very well. After the researcher distributed the game kits and explained the rules, the students started
playing the game. The class became noisy, because all students were speaking using the expressions they learnt. This game engaged the students to speak up.
In the fifth meeting the students also played the game very well, even it was the fifth time they played board games in English lessons. After the students got
the game kits and the explanation of the rules by the researcher, they started playing the games and started talking each other.
In this cycle the researcher found that the students paid more attention and were more aware of their pronunciation, intonation and grammar when they were
playing board games. Some students even could correct their own mistake. They also tried to correct their friend’s mistake when shehe was speaking. They played
the games better and improved their speaking performances.
b. Giving listening activities to provide the model of expressions
