1.3 Preparing the speaking test for the students. 1.4 Preparing the learning media and other things that were useful for the teaching and
learning process. 1.5
Preparing observation sheets to observe the teacher‟s performance and students‟ activities.
1.6 Preparing a recorder to record to the student‟s voice .
2 Action
The first cycle was done on Wednesday, January 27
th
, 2010. The meeting was held for 4 x 40 minutes and it was followed by 30 students. The processes in this step
cover pre activities, while activities, and post activities.
2.1 Pre activities
At the beginning of the teaching and learning process, the teacher greeted the students in English and then checked the students‟ attendance. Since the teacher
usually greeted the students in English, the students did not have any difficulties to respond to the teacher in English too. After that the teacher informed the students
the competence that would be achieved after the teaching and learning process in Bahasa Indonesia.
Having informed the competence, the teacher stimulated students‟ apperception in which she asked the students about what information they should give if they
intended to describe someone. The example of the activity is as follows:
e.g. Teacher : “If you want to describe someone personality, kalau kalian ingin
menceritakan tentang seseorang, informasi apa yang diberikan ? Students : “Nama”
Teacher : “Yes, name, What else?” Students : “Alamat”
Teacher : “Yes, address What else?” Students : “Karakteristiknya?”
Teacher : “Like what?” Students : “Hair, tall, face dan lain-lain.”
The teacher kept asking the students to get some information from them. This was done to make the students active. However, when the teacher asked some questions to
the students, there were very few students who were brave and confident enough to raise their hands and answer the teacher‟s questions. The rest were only able to
answer the teacher‟s questions together, even there were a few students who kept silent.
2.2 While activities
To start the lesson, firstly the teacher showed a prop to the students. Besides, the teacher notes the information in the prop on the white board.
The prop for describing someone personality : I have a best friend. His name is Iwan. He is 15 years old. He is handsome, tall and
diligent. His hobbies are playing football and reading novel. He lives at Riverside
Drive, 27 Bandar Lampung. I like being his friend because he is honest and always helps me discuss the lesson.
Then the teacher began implementing the self directed dialogue technique by giving the students a prop and guides them to understand the content of the prop. The
teacher discussed the prop with the class. So they can write down the information thing in that prop.
After the students had already understood the content of the prop, the teacher write down the information on the white board to make students more understand what
they should do. e.g.
Teacher : “And know, I want to ask something, does the writer have a best
friend?”
When the teacher asked that question, there was only one student who could answer the question.
Student : “Yes Miss”.
Teacher : “Yes, others?”
After hearing their friend‟s answer, it seemed that the other students began to understand the teacher‟s question but they were still not confident to answer the
question. For that reason, the teacher repeated asking and gave comprehensible input to make the students comprehend what was meant by the teacher.
e.g. Teacher
: “Td Miss nanya, apakah si penulis mempunyai seorang teman baik? Kalau punya, namanya siapa?
Students : “Oh yes Miss, namanya Iwan.”
The teacher continued asking the students till the information in the prop had been discussed. The teacher guided the students by giving questions and let the students by
giving the answer based on the information on the prop.
After getting the information needed, the teacher divided the students in pair and let them to practice the conversation like the teacher and the students did before. For the
first time, they should build the conversation based on the situation on the prop. The teacher gave 10 minutes for this activity. One student as interviewer and others as
giver information. They did the conversation in turn. e.g.
Student A : “Do you have a best friend? Student B : “Yes, I do.”
Student A : “What is his name?”
Student B : “His name is Iwan?” Student A : “How old is he?”
Student B : “He is 15 years old.”
Then the teacher asked two pairs in the class to practice their conversation in front of the class. As usual, the students who came in front are the most active student in that
class, they are also quite smart in English. So, it was common for the students to see
their showing their ability in English. That was why, the other students will be more understood what they should do later.
Having shown the students what to do, the teacher gave the students a few minutes to create their new conversation. The topic is same with the prop before, but the object
is different. For example, there is Iwan in teacher‟s prop, so the students should find the different name for his conversation, the name of the object is depend on the name
of his best friend. The students can improve the question and answer form in the conversation, but the expressions that were used should appropriate in order to find
the information about the characteristics of someone. Each student should have one name for his best friend, like they did before, one student as interviewer and other as
giver information, they did it in pair. After they understood with their new task, the teacher would give a student an identification card. It is used for note all the
information while the student interviewed his friend.
During the speaking practice, the teacher walked around to help the students if they had any difficulties, for example, the difficulties in vocabularies, pronunciation,
fluency or even grammar used to do describe someone personality.
Since the teacher assumed that her students had enough practice, she started doing a speaking test. Before doing the test, she ordered her students to fulfilled their
identification card. The identification card they drew would be filled with the personal information of their friends who were introducing their best friend. So the
student had different form of conversation because of they had the different best friend.
After the teacher made sure that her students had done her order, she started the speaking test. She asked the students in pair to come in front of the class to practice
the conversation. Waiting for their turns to introduce themselves, the other students paid attention to their friend who was practicing their conversation. The teacher asked
the other students to keep silent while their friend practiced in front of the class, it is hoped that in recording process the record voice more clearly.
2.3 Post activities
