number 8 improved from partial completion of the task and mostly appropriate yet undeveloped responses to completion of the task.
The teacher asked the students about the expressions that should be used in the dialogues related to offering help. The students answered correctly even
though some of them still used Indonesian. ”Can you help me Ya kan Miss?” Student number 6, field notes on
November 12, 2007 “Help me” Student number 3, field notes on November 12, 2007
When teacher asked for polite ones, student number 5 said, “Di tambah please Miss.” Student number 4, field notes on November 12,
2007 The teacher gave situations about the topic and students were supposed to
expand it into conversation. Students felt excited when doing role-play because they felt that their work was precious. They made longer conversation than before
when using cued-dialogue. They could explore what they wanted to say.
2. Comprehensibility
In the area of comprehensibility of speaking, all students 100 made progress. Student number 1, 2, 3, 4, 5 and 7 improved from mostly
comprehensible responses to comprehensible responses. Student number 6 improved from barely comprehensible responses to comprehensible responses. At
this point, students were able to make comprehensible responses, requiring minimal interpretation on the part of listener. Student number 8 improved and
reached full score of the indicator. She improved from mostly comprehensible responses to readily comprehensible responses.
The researcher found different atmosphere in the class. Students made longer conversation and they performed in front of the class very well. They were
more relax and free to express their own ideas and thoughts. It was proven from the students’ diary.
Kita dapat langsung memahami teks yang kita buat sendiri. Pokoknya lebih enak karena kita bisa puas dengan hasil yang kita
kerjakan sendiri. Student number 5, observation on November 20, 2007
We, directly, can comprehend the texts which we have made. The point is that we are satisfied with the result of the work that we have
made. Students made the conversations based on situations given seriously even
they sometimes made jokes. They worked in pairs to make all students active in the group, they were supposed to work together.
3. Fluency
Compared to the diagnosing stage in the second cycle all students 100 improved their fluency in speaking. Student number 1 improved from halting
speech and uneven speech with long pauses or incomplete thoughts to continuous speech. Student number 4 improved from choppy speech andor slow with
frequent pauses, few or no incomplete thought to continuous speech level. Within this level, students spoke continuously with few pauses or stumbling. The rest
improved from speech halting to speech with some hesitation. Within this level, students spoke with some hesitation but managed to continue and complete
thoughts. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4. Pronunciation
