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the way to pronounce the words correctly. In addition, the teacher stated that giving feedback on their pronunciation and vocabularies was important to make the students
understand how to pronounce and make sentences correctly.
Table 4.9: The Students’ Mean Scores in Cycle 2 Indicators
Mean scores
Grammar 3.0
Vocabulary 3.6
Comprehension 3.5
Fluency 3.0
Pronunciation 3.6
4. Findings of Cycle II
Based on what I had planned, acted, observed and reflected in Cycle II, I came to the following findings. The implementation of classroom English using some
paraphrases and synonyms to translate the unfamiliar words was successful to improve the students’ speaking skills. It also made the students familiar with the new
expressions of greeting, instructing or ending the class. Besides, it was effective for the students to respond to the new expressions appearing during the teaching learning
process. Meanwhile, giving reward to the students who wanted to be a voluntary was
successful in improving the students’ motivation and involvement in learning speaking skills. Moreover, they were enthusiastic about the point that I gave. Besides,
giving feedback on the students’ pronunciation and grammar was also successful in improving the students understanding of the new words. They had already known
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how to pronounce the new words correctly, although they still made a few mistakes. Moreover, they had already known how to make correct sentences.
The action of giving points to the active students got a positive response. The students became more active in the teaching and learning process. They tried to be
involved in each activity actively. They were motivated to answer the teachers questions. They had more courage to practice speaking in English. The
implementation of making a set of rule was effective in controlling the condition of the class. Moreover, the new enjoyable learning experience directed the students to
participate more actively in the class whether in group discussion, in pairwork practice, in answering teacher’s questions or performing in front of the class and
more than half of the students felt more confident while speaking English. Regarding the findings of Cycle II that all actions were successful in
improving the students’ speaking skills and the objectives of the research were achieved, I and the collaborator agreed to end this research in this cycle. In summary,
the differences in speaking teaching and learning process during Cycle I and Cycle II could be seen in Table 5.0.
Table 5.0: The Improvements in Teaching and Learning Process of Speaking during Cycle I and Cycle II
The Improvement of the Cycles
Before Cycle Cycle I
Cycle II
Teacher just
focused on
delivering the materials and paid less attention to the
students’ motivation Teacher began to pay attention
to the students’ motivation by giving rewards to the most
active student. Teacher
was not
only giving rewards to the most
active student,
but the
teacher also gave feedback
80 on the students’
pronunciation and
grammar Teachers did not have ideas
in creating different activities in the class
Teacher had the idea of using the audio - video media to
improve the
students’ motivation and
Involvement in the teaching and learning of English.
Teacher used variation in the audio - video media to
improve the
students’ motivation and
involvement in
the teaching and learning of
English. The
students had
less motivation to learn English
Some students had already been motivated during the
teaching and learning process. They
were confident
to express their ideas. Although
some students were still shy and reluctant when they were
asked to express their idea Most of the students were
confident and enthusiastic to perform their result in
front of the class without being asked by I.
The students were shy to express their ideas in English
Some students
began to
express their ideas in English. Some
of them
spoke in
English when they wanted to do something or when they
wanted to ask something. The students were familiar
with my expression such as greeting, instructing and
ending the class and they responded
to my
expression. So, they could imitate their teacher’s talk.
They were not shy to speak in English
They were not active in the class
Some students began to be active in the classroom, they
wanted to ask something that they didn’t understand.
Most of
students were
active in the class because the
teacher maximized
giving rewards. They were active when they worked
in pair. They paid little attention to
the teacher’s explanation Some students began to pay
attention to
the teacher’s
explanation because
the explanation
was presented
interestingly. Most
of the
students always paid attention to
the teacher’s explanation because they wanted to be
the best in the class.
C. The Result of Speaking Test
The implementation of the audio and video media and its accompanying actions were successful in improving the students’ speaking skills in two cycles. That
finding could be inferred from the observations of the teaching and learning process,
