English, such as when they had lead-in activities and personalized questions, or when they had little chit-chat to create good rapport in the greeting. Besides, they
looked confident to use the language functions for communications.
b. Communicating the Objectives of the Lessons
The objectives of the lessons were always communicated in cycle II. After being told, the students realized the importance of the objectives of the lessons. It
could also give them the sense of direction; it directed the students‘ minds to the
topic and language functions they would learn. They then understood the use of the language and when to use it. They could set their own target to succeed in
accomplishing the goal of the learning. By telling about what they were going to learn to the students, it successfully motivated the students to participate in the
activities.
c. Designing the Lesson Plans
By designing the lessons plans before conducting the class, I could have better preparation. This really helped me to conduct the teaching and learning
process more smoothly and effectively. The lesson plan could also serve as the teacher‘s guidelines and reminders. I became more ready and prepared in
directing the students. The explanation could be better delivered and the class activities could become more systematical. The time was better managed and the
activities were better controlled. I became ready and prepared before conducting the class.
d. Conducting Pre-Communicative Activities
Pre-communicative activities seemed to be effective in preparing the students to communicate. By having these activities, students got more
opportunities to practice to manipulate sentences especially in terms of grammar and pronunciation. Pre-communicative activities were effective to prepare the
students‘ readiness to accomplish the communicative activities.
e. Conducting Communicative Activities
The communicative activities were also successful in improving students‘ opportunities to use English. The gaps provided were also successful in creating
communications among the students. They managed to bridge the gaps when they practiced to communicate both in pairs and in groups. It could be seen that all of
the students could have a dialogue with others using English. Communicative activities also made the class lively. The students could also express their ideas in
English freely. I could be seen that the students gave their personal opinion. In addition, the students also interacted with the others by asking questions,
clar ifying what they meant and commenting on their friends‘ answers. The
students looked confident in using English, they seemed to be comfortable and they enjoyed the class very much.
The problems of managing the class and dealing with the students‘ ability difference rarely occurred in cycle II. The students were able to cooperate very
well during the group and pair works. They corrected each other and they helped each other very well. The teaching and learning processes as well as the class
atmosphere were very conducive and effective that the students could involve in every single activity very well.
f. Giving Feedback for Students‟ Speaking Skills
Students‘ speaking skills improved by giving feedback. Giving feedback on students‘ accuracy and pronunciation also increase students‘ confidence in
using English to speak up since their accuracy and pronunciation mistakes could be minimized. The students could also detect the other students‘ mistakes and
they could learn from their mistakes as well as from the othe rs‘. Moreover, the
comfortable atmosphere that I built also made them not afraid of making mistakes and asking questions to me.
g. Asking Students to Memorize Vocabularies Giving Vocabulary
