students’ speaking skill especially in six aspects, they are: grammar, vocabulary, pronunciation, comprehension, fluency, and content.
Based on findings in cycle one, I noted that there were some actions to be done in cycle two in order to get a better result of students’ speaking skill. The actions
should be done in the next cycle are: 1
Focusing on the fluency and pronunciation aspects so that the students not only could make a good description of something but also produce good utterances.
2 Making a group discussion and creating a better condition in the learning
activities so that the students could cooperate with other students and feel comfortable in developing their idea.
3 Providing interesting media like picture or video to encourage students in their
learning process. 4
Giving more feedback to the students so they would be more enthusiastic and motivated in doing their learning.
4.1.3 Cycle One Test
This test was conducted in May, 24
th
2011. It was conducted at the end of cycle one activity. The purpose of this test was to measure the ability of students in
speaking especially in describing something after being taught by using RoundRobin structure. In this test, students were asked to describe their own idol. The students
were free to choose their idol with their group. This test would show the improvement of students’ mastery in speaking including the whole aspect of speaking
mentioned before. Here is the table showing the result of the test.
W
Grade
1 2
3 4
While the av
= 53.72
10 20
30 40
50 60
Pres entage
Categ
Poo Poor to
Fair to Good to e
verage of stu
Poor 15.5
Table 4.3 R gory
or o fair
good excellent
The Lowes The Highes
udents’ score
Fair
C
5
Result of Cy Score
0-49 50-59
60-79 80-100
st Score st Score
e is:
Goo
Category
56.25
ycle One Tes Frequ
5 1
8 1
od Ex
25
st uency
P
5 8
8 1
xcellent 3.25
Percentage
15.5 56.25
25 3.25
40 80
5
Figure 4.2 Diagram of Cycle One Test
Seeing the table and the figure above, it can be stated that students’ score increased after being taught by using RoundRobin structure in the cycle one. There
were five of the students who got poor category, eighteen students were in fair category, eight students who were good category and only one student was in
excellent category. The result of cycle one test showed that the students spoke better than before. There was a significant improvement of students’ speaking skill
especially in describing something. By implementing RoundRobin structure students tried to share their ideas to their group. They describe someone and something
meaningfully by using various vocabularies, adjectives and good grammar form. However, some students were still nervous when they performed in front of the class.
Therefore, it influenced the quality of their fluency and pronunciation. The mean of the cycle one test was 53,72. It was higher than the mean of the
pre-test. However, it is still below Criteria Mastery of Learning of English Subject of State Junior High School 13 Semarang which is 70.00. The students still did many
mistakes in pronounce the words. In order to improve students’ spoken recount, the implementation of RoundRobin structure in cycle two needed to be planned better.
The activities had to make the students speak correctly and fluently
4.1.4 Cycle Two
