students. The second technique hopefully could solve the problems and also improve the students’ speaking fluency.
Table 4.1 Students’ Speaking Fluency Development in the First Cycle
Pronunciation Fluency Vocabulary Vocal
expression St
Initial stage
Role play
Inc Initial
stage Role
play Inc
Initial stage
Role play
Inc Initial
stage Role
play Inc
1 1 1
no
1 1
no
1 1
no
1 1
no
2 1 1
no
1 1
no
1 2
1
1 1
no
3 2 2
no
1 1
no
1 1
no
1 1
no
4 1 1
no
1 1
no
1 1
no
2 2
no
5 1 1
no
1 1
no
1 1
no
1 1
no
6 1 1
no
1 2
1
1 1
no
1 1
no
7 2 2
no
1 1
no
2 2
no
1 1
no
8 1 2
1
2 2
no
1 1
no
1 1
no
Note:
Inc: increased Vocal expression:
1 = the audibility and clarity of speech are very poor 2 = the audibility and clarity of speech are poor
2.
The Second Cycle
Since role play did not increase the students’ speaking fluency level, the researcher continued doing the research by implementing another teaching
technique.
a. Problem Identification
After reflecting on what happened in the first cycle and gaining feedback from the field notes, the researcher ran the second cycle. In this cycle, the
researcher tried to fix the problems which occurred in the first cycle. When the students did a role-play, they did not seem too afraid to perform because they did
it in a group. However, when the students spoke, it was clearly seen that they spoke by reading the script. It did not make them speak smoothly and
spontaneously. Therefore, the researcher decided to apply a different technique.
b. Revising the Lesson Plan and Selecting a Second Technique Card-game
In the second cycle, the researcher revised the lesson plan and applied a different technique and different material. The material given in this cycle was
describing people. The researcher chose describing people as the material in the second cycle, because it was related to the previous material. The technique
implemented in the second cycle was card-game technique. The researcher planned to give list of vocabulary and phrases of describing people in the
beginning of the lesson. It was aimed to boost the students’ vocabulary and to help them understand the material which was discussed.
The researcher then explained how to describe people based on their appearance and character. The researcher also taught the vocabularies and phrases
which were used in describing people and how to pronounce those words and phrases. After explaining the material, the researcher explained to the students
how to play card-game and gave the example how to play. Card-game technique was chosen because when the students play card-
game they did not need to make a dialogue or to do a preparation. The students just took the card and described someone’s appearance whose name was written
on the card. They students spoke what they want to speak and they did not need to remember the dialogue. It made them spoke spontaneously and fluently.
c. Applying the Technique
