language and the quality of speaking could be enhanced by the activities. They had more opportunities to speak English as well. As a good result,
the students were accustomed to hearing and using English language not only in the classroom but also in their daily life.
3. The English teacher’s ways of thinking After the English teacher involved in this study, she became more
open-minded to design the activities more enjoyable. She got new experience to teach English through amusing activities and improved her
knowledge in designing the activities based on various activities that she could conduct in the teaching and learning processes in the future. Most
importantly, she understood that the video recording project was crucial to implement in the classroom in order to improve the
students’ speaking skills.
B. Implications
The finding of the study explained that the use of video recording project had been proved to improve the
students’ speaking ability. It also made the English teaching and learning processes run better. The clearer
description of the implication of the actions can be seen as follows. 1. Video recording project activity was fun and challenging. The students’
speaking ability improved since they had more opportunity in producing English language. It implies that the researcher was successful to create
various interesting activity and video recording project can be one of
them. It can be concluded that the use of various activities supported by interesting media to get the
students’ interest in teaching and learning process is crucial for the teacher.
2. Pronunciation drills that were conducted regularly in every meeting successfully improved the
students’ pronunciation. The students rarely produced mispronunciation and they were more aware of their friends’
mispronunciation. They were able to correct their friends’ pronunciation mistakes. It implies that this action helps the students increase their
pronunciation skills. 3. Vocabulary practices helped the students to increase their vocabulary
collection. They also got new knowledge that to know the word meaning they were not merely translating it, but they needed to consider the
meaning based on the context. It implies that vocabulary practices increase the studen
ts’ vocabulary mastery. They do not only produce monotonous vocabulary anymore.
4. Classroom English was used optimally during the teaching and learning process. The use of English optimally could improve the students’ skill.
It gave them a chance to hear and use English more frequently. It implies that the students will be motivated to speak English if the teacher uses
classroom English. 5. Interesting media such as pictures and videos successfully attracted the
students’ attention toward the materials given by the researcher. It was displayed not only for
the students’ mind refreshment, but they could
learn material better. Moreover, they got a good learning input from the videos. It can be inferred that the visual aids such as pictures and videos
used in the teaching and learning processes are really helpful to attract the
students’ attention. The most important thing is that displayed pictures and videos help the students understand the materials easily.
Since those media give the students visualization of what they are learning, their understanding toward the materials will improve better.
6. Handouts given to the student are helpful as one of the supportive tools to achieve the learning goals. The researcher developed the handouts briefer
and more practical than the textbooks which made the students learn materials more easily.
7. The implementation of giving feedback on the students’ work could make the students perform English better. It was to get the students know
their mistakes and errors so that they could perform the speaking well. Besides, giving feedback regularly whenever it was needed could make
the students feel closer with the researcher so that all students got actively involved in asking questions. As their active involvement
improved, their confidence also could improve. It infers that it is really important to give feedback in an appropriate way in order to make the
students feel secure in involving the teaching and learning processes. 8. The implementation of asking the students to bring the dictionary to the
classroom was crucial due to its effectiveness in helping the students to find the meaning of difficult vocabulary. It implies that being a teacher,
she or he has to be creative to encourage the students to consult their dictionary every time they find difficulties in defining the word meaning.
9. The implementation of outside classroom activity needed to be conducted in the teaching and learning process in order to create a new atmosphere
to the stude nts’ learning. The students found various learning sources that
they would not find them in the classroom. It gave them a new experience to be selective in selecting the sources. It infers that outside
classroom could train the students to be autonomous learners. It can be one of the best ways
to enhance their responsibility toward the teacher’s trustworthiness to the students.
10. Peer Assessment conducted in Cycle II allowed the students to take responsibility and manage their own learning. Moreover, this activity was
aimed to motivate the students to engage and pay more attention with the ongoing performances. It implies that peer assessment needs to be
employed in the performance day in order to minimize the students’
noise. It helps the researcher manage the classroom. A good classroom management will influence the success of teaching and learning
processes. 11. Giving rewards to the best performance was a good idea to make the
students motivated in preparing their best performance. Their spirit in winning the performance influences their behavior in the classroom.
They gave more attention to the teachers’ explanation since they realized
that it would be useful for their performance. They became more active
