using dictionary, the researcher planned to keep asking the students to bring a dictionary at least each desk had a dictionary. It was aimed at minimizing the
direct questions addressed to the teacher about difficult words as it made the class unconducive.
The fifth action was giving handouts for daily materials. The handouts were expected to help the students in learning as they functioned as a guideline,
consisting of materials and some tasks completed with the procedures, during the teaching and learning activities of speaking and could be re-learnt at home.
The last action was giving rewards to the active students. In Cycle 2, the action was aimed at boosting the motivation and at improving their involvement
in the classroom activities. It was expected that they become active not only in participating the class activities in groups and in pairs, but also in doing
individual activities. To succed the process of the actions in Cycle 2, course grid and the
lesson plan were designed to be implemented in two meetings. The media were also prepared such as pictures and picture cards. The next instruments prepared
were observation checklists to help the research team during the observation. In connection with the reflection, some instruments were prepared such as
questionnaires and interview guidlines.
b. Action and Observation
The actions were conducted twice on October 19
th
and 23
rd
2013. The
complete description of Cycle 2 is presented as follows.
1 First Meeting
In the beginning of the meeting, the researcher provided some pictures t
o activate the students’ background knowledge. They were very excited once they got the pictures. In the activity, they were to predict what the pictures were
about. The following extract shows the implementation of the pictures. “Now, please look at the pictures. Tentang apa itu gambarnya?” she
asked. The students answered, “Liburan”, “Vacation”, “Camping”, “Picnic”, “School Trip”. “Ya,, coba lihat di atasnya bus itu ada tulisan apa?” she
asked. They replied altogether, “School Trip” ɑnd then, they discuss the pictures one by one. She accommodated all their opinions before she told
them the right ones about the pictures. They got the big pictures of the story and some new vocabulary from the pictures.
Field Note 6 – Appendix D
The visual aids seemed successful to attract the students’ attentions and to
stimulate them to express their ideas and opinions towards the given pictures. By exploring the pictures, the students also learnt some new English words
which could enrich their vocabulary mastery. Next, she modelled a monologue about the story from the pictures. The
students were asked to listen carefully and to compare whether they had the same opinions and ideas. She modelled it while they listened to her carefully.
In modelling the monologue, she also used gestures so that the students could catch the meaning of some words easier. She wrote the words on the board.
Later on, together with the researcher, they pronounced the words. She also emphasized that the way of delivering the monologue was also important, such
as the use of expressions, mimic, and gestures. In addition, joining sounds were
introduced to them as in its nature, speaking or fluent speech is not uttered word by word. After that, she focused on explaining the use of past verbs. She wrote
some verbs on the white board, showing the changes of verb 1 and verb 2. Next, she gave opportunities for them to work in pairs. In ten minutes,
they should answer some questions related to the monologue. Some students delivered questions to her. For questions related to vocabulary, she asked them
to access dictionary to find the meaning. The students ’ participated actively in
the activity. It can be seen in the following extract. When she offered who would discuss the first question, some students
raised their hands, “Saya, Miss.” “Miss, number 2.” “Number 3, Miss.”, they were very excited. “Okay, everyone. Siapa cepat dia dapat. Who answered
number 1?” She asked. “Miss…” Ivan raised his hand. She continued to the next questions.
Field Note 6 – Appendix D
Having finished discussing the monologue, the students were provided
with a list of vocabulary. They had to find the meaning and how to pronounce the words correctly. This was to check their understanding after discussing the
monologue and also to recheck whether they could pronounce them correctly or not. Besides, she also gave some examples and explanation about the use of
those words. After that, she move to the deconstruction of the text. In task 4 see
Appendix I, in pairs they were asked to find some information related to the action verbs, connectors, and also which part belonged to orientation, events,
and reorientation.
To understand more about how to make simple past sentence, she explained the pattern consisting of Subject and Verb 2. It was continued by
doing Yesterday activity. The activity focused the students on how to make simple past tense based on the given pictures. In Yesterday activity, the students
were asked to work in a small group, consisted of four members. After the grouping was set, each group was provided with four sets of picture cards in
four different colours, a pile of people was in pink, three piles of actions were in yellow, green, and blue. The students were opening and talking about the
cards one by one to see what the pictures were. Before conducting the activity, she asked the students to see the handout
in Task 6 Let’s do ‘Yesterday activity’ See Appendix I. The handout gave clear
guidelines of how to conduct the activity. However, some of them still did not know what to do. Then, she explained the procedures to the class. The class
became noiseless and tried to catch the researcher’s instructions. First, each student in the group was asked to hold a set with the same color. Some students
looked confused, so to make it clear the researcher raised the pink set in the air. The students did the same way, meaning that they understood the instruction.
She continued the explanations. The student with pink cards would initiate the activity through asking a question to the other members. The student should
take a card first, which represented a picture of a person of which the name was written, and asked the other members of t
he group “What did ..person’s name.. do Yesterday?”. The researcher took Joan as an example “What did Joan do
yesterday?” Then, to answer the question, the second, the third, and the fourth
students needed to open a card from their cards they handed. This was for an example, the second student took an action of a person going to a market, so
they could say “Joan went to a supermarket yesterday.” Other ideas were allowed as long as it suitted the action on the cards. After the fourth student had
the turn, the first student would restart the other’s people activities by taking the
new card. Once they had finished all the cards, they might exchange the sets with the other members and then continued the same activity.
Figure 10: The group plays Yesterday activity. To make it clearer, the teacher gave examples of how to conduct the
activity. She asked one group to demonstrate it together with her, while the other groups paid attention observing the procedures. During the activity, she went to
each group to observe and assist them. Sometimes, she also involved in the activity as a participant. The students enjoyed the activity very much.
After the activity was done, she gave feedback to their performance and reviewed the material about simple past tense. For self-learning, she gave them
a list of regular verbs and irregular verbs completted with the rules.
2 Second Meeting
To start the meeting, the researcher reviewed the previous materials. She asked some students about the past form of some verbs to check the
students’ understanding about simple past tense. Then, together with the teacher, the
students studied the list of regular and irregular verbs and the applications. After that, they moved to Group Sequence Stories activity. In this
activity, the students were asked to make a group of five and then were asked to choose the group leader. After setting the groups, the students listened to the
teacher’s instructions. They were provided with four pieces of pictures which would be given separately in every five minutes. Once they got the picture, they
should maximize the time to share their ideas and discuss it with other members on the group.
Figure 11: The group shares ideas about the pictures. Each picture required them to make two statements or more, which contained
action verbs and the use of simple past tense. After five minutes, the leaders took the next picture and had the same discussion with the group. Getting the
new picture, they should relate it with the previous one and add a connector to link the activities. This activity challenged the students’ creativities as they
could freely interprate the pictures. Thus, each group might have different story from another. During the activity, the researcher moved around the class and
came into each group to monitor their progress.
Figure 12: The researcher observes the group activity. As some students did not bring dictionary, the researcher allowed them
to use an electronic dictionary installed in their mobile phones. Though, it was under her control. After they had got all the pictures, they could refine the whole
story and then compared their stories with others. She considered that the rest of the time was limited so she switched the activity in which the story was
delivered by each representative of the groups. The bell rang and the activity might be stooped. The researcher gave a
glance comments and feedbacks to the students. Before she ended the class, she let the students nominate some students who deserved a reward. Finally, she
gave the rewards and motivated the class to keep practicing speaking and be not afraid of making mistakes.
c. Reflection
