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No. Problems
Actions
continued continued
4
The students had problems in memorizing the vocabulary.
Using media, giving vocabulary items enrichment, giving feedback,
and implementing the jigsaw technique.
5 The students still had difficulties in
pronunciation. Conducting pronunciation practice,
giving feedback or correction during activities
6
The speaking teaching and learning process lacked of fun activities.
Using various media and fun activity.
7
The students did not fully participate in the speaking
activities. Implementing the jigsaw technique
and using interesting English material.
B. Implementation of the Actions
1. Reports on Cycle 1
The teaching and learning process of Cycle 1 was conducted in three meetings. In each meeting, the jigsaw technique was applied in the teaching and
learning process to motivate the students to speak and provide them with enough opportunities to practice the language functions. The use of the jigsaw technique
was accompanied by the other actions that supported the jigsaw technique’s roles in improving the students’ speaking skills.
a. Planning
The first step in the action research is planning. After obtaining the information on the existing problems in the reconnaissance, the researcher and the
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collaborator planned several actions to solve the problems. The action focused on the implementation of the jigsaw technique in the speaking teaching and learning
process as an effort to improve the students’ speaking skills. Table
7: The Field Problems and the Planning of Cycle I
Problems Meeting 1
Meeting 2 Meeting 3
Planning
The students were shy and
hesitant to speak English.
• Implementing the
jigsaw technique in the teaching learning
process.
• Telling a short story
“Traveler and an Oldman” to motivate
the students.
• Conducting
competition among teams to answer
questions in the end of the lesson
• Implementing the
jigsaw technique in the teaching learning
process.
• Conducting
competition among teams to answer
questions in the end of the lesson
• Implementing the
jigsaw technique in the teaching
learning process.
• Conducting
competition among teams to answer
questions in the end of the lesson
The students often spoke
with grammatical
errors.
Giving feedback and correction through the
learning process. Giving feedback and
correction through the learning process.
Giving feedback and correction through
the learning process.
Most of the students could
not speak fluently.
• Using simple the
classroom English instruction
• Asking the students
to speak and practice the language
function of ‘cardinal and ordinal number’,
and ‘describing things’ in group
• Using simple the
classroom English instruction
• Asking the students
to speak and practice the language
function of ‘describing people’
in group •
Using simple the classroom English
instruction •
Asking the students to speak and
practice the language function
of ‘expressing regret, apology,
and sympathy’ in group
The students had problems
in memorizing the
vocabulary.
Using realia and video in presentation to
introduce vocabulary and language function.
Using song, flashcards, and videos
in giving vocabulary items input
Using listening activity like filling-
in-blanks in a song that contains
language function to introduce
vocabulary
Continued Continued Continued
Continued
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Continued Continued Continued
Continued and
language function.
The students still had
difficulties in pronunciation.
Conducting pronunciation practice
that words were taken from video and story
slide presentation. Conducting
pronunciation practice that words were taken
from the media. Conducting
pronunciation practice that words
were taken from video and song
The speaking teaching and
the learning process lacked
of fun activities.
• Using realia and
video in presentation •
Using interesting modified English
materials that were related to ‘cardinal
and ordinal number’, and ‘describing
things’ for each group
• Using song,
flashcards. •
Using interesting modified English
materials that were related to
‘describing people’ for each group
• Using video and
singing together •
Using interesting modified English
materials that were related to
‘expressing regret, apology, and
sympathy’ for each group
The students did not fully
participate in the speaking
activities.
• Implementing the
jigsaw technique in the teaching learning
process.
• Inviting the students
in competition among teams to
answer questions in the end of the lesson
• Implementing the
jigsaw technique in teaching learning
process.
• Inviting the students
in competition among teams to
answer questions in the end of the lesson
• Implementing the
jigsaw technique in teaching learning
process.
• Inviting the
students in competition among
teams to answer questions in the
end of the lesson
The use of the jigsaw technique would be proposed by the researcher in every meeting in this cycle. It is aimed at improving the students’ involvement
that led to the students’ speaking skills improvement. The students were expected to participate actively in the speaking activities. Besides that, with this technique
they were expected also to feel confident to speak up without fewer mistakes. It may sustain the speaking practice among the students and gives them more
chances to practice speaking. Moreover, telling an inspiring short story in the first
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meeting and conducting competition among teams in the end of the lesson were actions that aimed to motivate the students too.
Inviting the students in competition among teams is one of actions that make the students more interested to get more points for their group. It can
encourage them to speak up and to enhance their confidence. This action is also useful to strengthen the cooperation among members in group and to make the
students were responsible for all of decisions that they make in group. Giving some feedbacks that can be oral or written is also an important
process in the speaking class. This gives something related to grammatical errors that were not realized by students when they were speaking. It also provides
students a chance to make self-correction. In this situation, the students were also introduced how to pronounce some words correctly in the context.
The researcher and the teacher have a plan to use the classroom English during the teaching and learning process. The purposes were to introduce the
students to simple expressions used in the classroom and to make the students more familiar with English. By using the classroom English, the students would
be familiar with the expressions and will be able to use them later. Classroom English is used in opening the lesson, such as greeting, asking the students’
condition, and checking the students’ attendance. It is also used during the main activities, such as in asking simple questions, giving instruction and giving
comments on students’ achievement. In closing the lessons, it is used in leave taking.
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Various kinds of media would be applied during the teaching and learning process. The media would be used in presenting new language functions and in
giving listening activities. It is aimed at helping the students in memorizing the new language function that had been presented and to keep their attention during
the activities. The researcher and the English teacher have a plan to use pictures, flashcards, video, slides and realia.
Related to the students’ problem in pronunciation, the researcher and the English teacher have a plan to give pronunciation practice in every meeting. This
activity would support the students’ fluency too. Pronunciation practice is planned to be conducted during and after material presentation. Some words would be
taken from the material or the topic that day. It makes the students know how to pronounce some words correctly.
The ways how to encourage the students’ motivation in class were using fun activities and interesting media. The researcher and the English teacher have a
plan to use realia, video, flashcards, slide presentation as media. Moreover, listening to music and singing together were fun activities that would be applied
in this cycle. In using the jigsaw technique, English material modification is needed. The material is broken down into some parts that in each part would be
used in different groups. It is expected to make the students more interested to learn and to discuss with others in using the material itself.
The whole plan is formulated in the course grid in Appendix A. The process of determining the solvable problems and planning the actions to
overcome the problems was considered valid as it was in line with concept of
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democratic validity in which the researcher and the English teacher worked collaboratively. In this process, the students and the teacher were given
opportunity to give their opinions, feelings and expectation related to the English teaching and learning process.
b. Implementation and Observation