I went around the classroom to check the students’ preparation and made sure if they have difficulties. Most of them asked the word
choice in their poem and how to pronounce some unfamiliar words. I did not tell them directly, but I asked them to open the
dictionary. It would train them to be autonomous learners.
Field Note, Meeting 2, Cycle I
R: Okay. Terus sebelum video tapping kan Miss ngasih
vocabulary practices sama pronunciationnya juga. Dua activititas tersebut berpengaruh gak sama kemampuan
berbahasa
Inggris kalian?
Okay then.
Before implementing the video recording project, I employed
vocabulary practices and pronunciation drills. Did both activities improve your English skills?
S1: Ya ngaruh to Miss. Aku kan jadi tahu arti-arti kata yang jarang dibaca. Terus tahu juga gimana cara yang bener
ngucapinnya. Biar kayak native gitu. Yes, of course. I knew the meaning of unfamiliar words and how to pronounce
those words like what native did.
S2: Tapi terkadang sok lama nyari di kamusnya Miss. Boleh minta kamus yang sering ditunjukan Miss pake leptop itu?
But, sometimes it took a long time to open the dictionary, Miss. May I have the digital dictionary like yours?
R: Oh kamus Cambridge ya. Boleh kok. Terus kalian punya
saran untuk Miss Rima? Pas ngajar khususnya? It is Cambridge digital dictionary. Yes, of course. Do you have
any suggestion for me in teaching English subject?
Interview Transcript, April 20
th
, 2016
3. Reflections
After implementing the planned actions in Cycle I, the researcher and the collaborator had a discussion to reflect implemented actions. The
reflection was needed to make some evaluation of the actions implemented. Besides, it was conducted to determine whether the actions
had to be continued, modified, or stopped.
All planned actions were implemented successfully, but there were some problems happening during the implementation. Some students
were still shy using English to respond the teacher’s question.
Furthermore, there were still trouble makers in the classroom so that the researcher found difficulties to control the students because they made
noise when they did the speaking practice. The results of reflections on implemented actions in Cycle I were
summarized in the following explanation.
a. Implementing video recording project
The video recording project was successfully implemented in Cycle I. The researcher used the activities of video recording project
named “Online Poem Recitation Competition” activity in the communicating stage. The activity gave a chance to the students to
speak up freely. It also allowed them to be more confident when they did speaking performance as they did the activities in pairs so that
they could improve their active involvement in the teaching and learning process.
Based on the interview with some students in the classroom after implementing the activity, the researcher and the collaborator
could conclude that the video recording project activity was successful in engaging the students to improve their speaking skills
through fun activity. They did not feel like they were learning, yet they learned something while they were recording the video project.
They really enjoyed and were enthusiastic in having the activities.
Generally, this main action in Cycle I ran well, but there were still problems happening during the implementation. In the first
meeting, the researcher felt a little bit awkward with the English classroom situation, especially when some students caused noises
during the group work. She found difficulties to control, to monitor, and to observe the students’ performance because they made noises.
The second meeting of Cycle I was making a video project. In this meeting, the researcher found difficulties to control the students
who did not perform in front of the classroom. They made noise and disturbed the students who were doing the performance. Therefore,
the classroom management still needed to be improved. The researcher might give them some worksheets or activities while their
friends were doing the performance.
b. Conducting pronunciation drills
Pronunciation drills were conducted to make the students’
pronunciation better than before the actions were implemented. It was shown when they were practicing speaking in the video
recording project activity. The students’ pronunciation skills were improved, although mispronunciation still happened.
c. Carrying out vocabulary practices
Vocabulary mastery was the important thing to help the students improve their speaking so that vocabulary practices needed
to be conducted during Cycle I. It was provided in the first meeting and was taken from words related to the material. As the result of
