B. Implementation of Cycle 1
1. Planning
Considering the problems identified above, the researcher and the collaborator planned some actions as the efforts to solve the problems. The efforts were focused
on implementing information gap activities in the teaching and learning process of speaking skill. These were described as follows:
a. Using classroom English during the teaching and learning process
During the teaching and learning process, the researcher acted as a teacher in the class. Then, English was used in classroom to improve students’ competence in
English and made them more familiar with the words. The researcher used classroom English in several functions such as to greet the students in the beginning of the
lesson, to elicit the materials that would be learnt, to explain the materials, to give the instruction of the tasks or activities, to give feedback, and also to end the lesson.
Based on interview with some students before, they only knew some common words when the teacher spoke in English. Therefore, during this cycle, the researcher
planned to try using English mostly and less Indonesian translations in some difficult aspects such as in giving the instructions before doing activities, so that they could
understand well. b.
Implementing Directed Discussion Games The Directed Discussion Games were used to enhance the students’ speaking
ability in the case of the ability to discuss the given topic with their group and make
them active in the teaching and learning process. The Directed Discussion Games were given in the form of comment games and optimist pessimist games as stated in
the previous chapter to make the students more actively engaged in the English teaching and learning process and to give them chances to practice their English in
the class orally. These activities required the students to work in groups and sharing the opinion within the group. Through these activities, the students’ speaking
competence and performance could be built since in these activities they had to communicate with others to find out the information they needed and presented the
result in front of the class later. Before conducting these activities, the researcher would prepare the topic and the supporting video to help the students more engaged
with it. c.
Giving feedback on the students’ performance Based on the observation and interviews with the students, the English rarely
gave the students feedback of pronunciation and speaking ability since there was no speaking session during the English classroom. It made the students always said the
same mistake pronunciation for many times and felt hesitate to speak in English in answering teacher’s questions. Then, the researcher planned to give feedback on the
students’ work after they performed especially in pronunciation so that they would not make the same mistakes in the following meeting.
2. Actions and Observations
There were two meetings in cycle 1 that hold on Friday, November 8, Wednesday, November 13, 2013. The actions were concerned in implementing
communicative games through directed discussion games which required the students to work collaboratively in a group discussing the given topic. In this cycle, the
collaborator would look around and see the process of English classroom. The data
during cycle 1 were collected through observation field notes and interviews.
a. Using English classroom during the teaching and learning process.
English was used in every meeting during the learning and teaching process to make the students more familiar with English words. It used in several ways like
greeting the students, opening the lesson, eliciting the materials that would be learnt, explaining the material, giving the instructions, giving feedback and also closing the
lesson. As planned before, there would be some translations into Indonesian when the researcher found some students getting difficulty in understanding the instruction.
Generally, English that was used during cycle 1 was effective to give students the example of right pronunciation and also to increase students ‘confidence to speak
English as there were always two-way communication between the researcher as the teacher and the students. It could be seen in the extract below.
Then P gave an apperception and explained the topic about global warming. P also displayed the video about global warming effect and also
proposed input text of asking and giving opinion dialogue between two people. P asked the students”Well class, do you feel that the weather today become hotter
and unpredicted?”. The students only said with the word “yes yes yes mbak”. P again asked the students in English “So what do you think about the weather and
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