In Cycle II, the researcher would copy the handouts based on the number of the students. As happening in the previous cycle, the
researcher just distributed one handout for each table. The students should share the handout with their seatmates and it was a little bit
annoying for them.
g. Giving feedback on the students’ work
The researcher planned to keep providing feedback on their work during the implementation of the actions in Cycle II, especially
on their performance preparations. They still needed some corrections in the aspect of word choice and grammar on their
scripts . Considering these students’ incorrectness, the researcher
would conduct online revision by utilizing an email to minimize the grammar errors on their scripts of narrative role plays.
h. Peer Assessment
Peer assessment was not carried out in Cycle I. It was a new action conducted in this cycle and it might be odd for the students.
The researcher wanted to accustom the students in observing their friends
’ work or performance. It would make them pay more attention to their friends’ performance so that they would not make a
noise during the performance. The noises in the classroom would be decreased by having this action in the Cycle II.
i. Asking the students to bring the dictionary
The researcher would still ask the students to bring the dictionary to the English class in every meeting. Since most of them
did not want to bring the thick dictionary, the researcher allowed them to borrow it from the library collectively. The dictionary
became a must have item during English teaching and learning process.
By asking the students to have the dictionary with them in every meeting, it would build their awareness about the importance
of using dictionary. The dictionary provided them useful knowledge which helped them as a consultant whenever they found difficulties
in defining word meaning based on the context, pronouncing words, choosing the most appropriate words, and making sentences.
j. Giving the reward
The researcher would give the reward for those who had done the best performance in making the video project. Because it was a
small group work consisting of six students in one group, the researcher promised to give the best group a reward. It was hoped
that the students would be more motivated and enthusiastic to do the project. Besides, the reward would encourage every group to
compete for being the best group performance so that their speaking skills improved significantly.
2. Actions and Observations
Based on the discussion with the English teacher as the researcher’s collaborator, there were four meetings in Cycle II. It was suited with the
English teacher’s time table that narrative should be allocated in four
