oh I see, thanks and have a good day ET
: sama-sama mas. the same to you.
…………………………………………………………… AppBIT-8Feb 15
th
, 2014 After reviewing the material, the researcher informed the students
would receive feedback in the next meeting. The researcher took some notes and closed the lesson.
c. Reflection Cycle I
After implementing the action, the researcher and the English teacher as the collaborator reflected on the action done. The researcher had a discussion
with the English teacher in order to evaluate the action. The discussion was done based on the observations in the teaching learning process, the students’
opinions, and the comments from each research member. Besides, the researcher also interviewed the students about the action implemented. All
opinions and comments from the students were recorded. The use of pictures gave a contribution in building the students’ achievement. Based on the
implemented activities in Cycle I, it could be concluded that some activities were successfully done to improve the students’ speaking teaching and
learning process. Meanwhile, some activities needed to be revised to support the speaking teaching and learning process particularly to improve the
students’ confidence. For further reflection could be seen clearer in the following table.
Table 3: The Reflection of the Activities Implemented in Cycle I
No. Activities
Reflection 1.
Implementing classroom discussion
• Classroom
Classroom discussion facilitated the students to express their idea. Some students started to ask
their difficulties to the teacher and their friends. It could be concluded that classroom discussion
discussion •
Pair work and pair work succeeded in motivating the
students to be actively participated in the teaching and learning process. They also were
given chance to exchange their information. In terms of speaking ability, it helped the students
to comprehend the material easily.
2. Applying interesting
speaking activities •
Describing their friends or family
• Describing
their favorite superhero.
•
Describing their pet.
It succeeded in improving the students’ interest in
speaking. They could describe the
description of their favorite people, their favorite characters and superhero and also their
pets in the tasks. In general, applying interesting activities could involve the students
in the speaking teaching and learning process.
4. Giving feedback
• Oral feedback
• Written feedback
Feedback improved the students’ pronunciation accuracy in the speaking. By symbolizing the
mistakes, the students were helped to remember the mistakes that should not be repeated again.
5. Managing the
classroom situation •
Pointing on the unfocused students
• Using classroom
English •
Grouping the students
In managing the classroom, the students’ attentions were increased because the students
enjoyed the teaching and learning process so that they did not chat out of the topic.
Moreover, the students need not have to write all the time, but they were given opportunities
to express their opinion orally. It broke the students’ boredom because of the classroom
situation.
6. Using interesting
media such as games. Using games significantly improved the
students’ activeness in the speaking teaching learning process. It helped the students to break
their boredom when joining the speaking teaching and learning process.
Based on the observation during the actions and the interviews, the implementation of providing pictures tasks was successful to help the students
identified and produce the complexity of a descriptive text. The students interested in the class activities which involved entire members of the class. The
students enjoyed the speaking activity. In their discussion, they identified the vocabularies, the language features used, and the correct tenses used in describing
someone or things. The above conclusions were confirmed by the teacher in the following
interview transcript. ………………………………………………………………………
R : What do you think of the first cycle, is there any
improvement, Mam? ET
: Yes of course. R
: How do you know? ET
: It could be seen from their passion and motivation to speak.
R : When they do the tasks, isn’t it?
ET : Yes, when they worked the tasks, answered the
question, and their vocabulary and pronunciation improved too.
R : How do you know if their vocabulary and pronunciation
improves, Mam? ET
: It could be seen when they described their pets and favorite animals. However, there was still a mistake but
overall their writing is improved.
…………………………………………………………………….. AppBIT-8Feb 15
th
, 2014 In conclusion, the implementation of the actions in Cycle 1 succeeded in
supporting the students to accomplish the main project in Cycle 1. Most of the students still had a low motivation in speaking teaching and learning process. It
should be sustained with some modification in Cycle 2. The results of the reflection in Cycle 1 were described in the following table.
Table 4: Result of the Reflection in Cycle 1
Components Result in the Cycle 1
Conclusion Recommendation for Cycle 2
Implementing classroom
discussion and pair work
• It was successful in
improving the students’ involvement in the
teaching and learning process. It could be
shown from the students’ involvement
when having discussion or group work.
• It helped the students to
comprehend the material easily. The
students were more comfortable to ask
about their difficulties to their classmates
rather than to the teacher.
• Besides these successes
in implementing these activities, some of the
students were bored and tended to chat out of the
topic. Using
classroom discussion
and pair work would
be sustained in
Cycle 2 and combined
with individual
tasks. •
Make sure that each student had responsibility in having
classroom discussion or pair work. It could be done by
giving surprised questions to the other members except the
speaker.
• Make other activities which
were done individually to know the students’
comprehension of the material.
Applying interesting
speaking activities
describing their
close person,
describing their favorite
superhero and cartoon
character, and describing
their pets and lovely animal.
• It motivated the
students to learn English.
• It facilitated the
students to apply their background knowledge.
• Besides those
accomplishments, a few students felt shame
because they had to speak in front of the
class.
• The students only
produced what they could do without adding
some information. Applying
interesting activities
would be sustained in
Cycle 2 with
improveme nt.
• Improve their motivation in
speaking •
Make clearer instructions for the students work.
Giving written and oral
feedback •
Written feedback by giving correct spelling
and pronunciation to the students.
• In the oral feedback, the
students forgot easily about the correction
given. Giving
feedback would be
implemente d in Cycle
2 with some
modificatio n in
delivering the
feedback, both in
written and oral
feedback. •
Gave leading questions to guide the students in finding
out their mistakes rather than pointing out the mistakes
directly.
• Asked the students to write
down their mistakes in their book so that they can recall it
every time.
Managing the classroom
• The students preferred
to group with their closed friends when
they asked to group them selves.
• The students chatted out
of the topic when having classroom or
pair discussion and also in the teaching and
learning process. It would be
implemente d in Cycle
II with some
modificatio n based on
the suggestions
and the findings in
Cycle I. •
Group the students and make sure they mix.
• Give surprised questions to the
students who chatted out of the topic.
Using interesting
media such as playing
interactive games
• It succeeded in getting
the students involvement in the
teaching and learning process.
• It inspired the students
to do the task. •
It helped the students to comprehend the
materials. •
It helped the students to break their boredom
when joining the teaching and learning
process. It would be
modified and
implemente d in Cycle
II by designing
other interesting
activities. •
Make sure that the students focused on the materials rather
than on the media. •
Ask the students to be more actively participated when
implementing the media. •
Make other interesting media to be implemented in Cycle 2.
Besides some positive points, there were also several problems in the teaching learning process in Cycle 1. The researcher tried to solve those problems
by conducting some action in Cycle 2.
2. Report of Cycle 2
