Figure 4. 5 Regular and Irregular Verbs Hand Out 3
Before the researcher decided to create places cards, at first the researcher did not want to write anything below the pictures. If these cards were meant to
improve the students’ speaking skill, then it would be much better if the students could produce their own words based on the pictures. However, taken from the
observation data and the result of the pre-test then the researcher decided to put some words below the pictures. The words were functioned to lead the students to
make more words than what had been written on the cards.
Figure 4.6 Public Places Cards
Activities cards contained many pictures of activities. In these cards, the researcher did not write down any clues or any words on it. Since the students
already had the hand out that contained the same pictures, then the students were allowed to see their hand out every time they found difficulties in finding the
words in English. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Figure 4. 7 Activities Cards 4. 1. 2. 1. 2 Process of Learning Speaking
Since it was the first time for the students to use some kind of non-projected visual media during the teaching and learning process, the students looked very
surprised. They never used any cards before and they rarely played any kinds of game during the practice session. They were very excited in doing the game and
they competed to each other to be the winner of the game. The process of learning speaking for the first meeting was quite hard for the
students since they did not have many vocabularies especially in adjectives. Although the researcher already wrote some clues on the cards, the students were
still not able to add some more new words. They were stuck with the words that were written on the cards and they did not produce their own language. However,
by reading the words written on the cards, they already improved their vocabularies a little by little because the more they opened the cards and read the
words on the cards, they could remember the words without memorizing them. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The most important factors were the students were happy doing the activity and there was no pressure that they had to memorize the vocabulary. Therefore, they
could learn in relax way and they enjoyed the activity. The second meeting was a bit different than the first meeting. Since the
students were already familiar with the use of non-projected visual media in practice session, they already could not wait to find out what kind of cards or
game that the researcher would give in practice session. When the teacher showed them the cards, they looked quite excited. Especially the second activity was quite
different than the first activity in the first meeting. Because they had to act the cards, sometimes they looked a bit shy in acting the picture and it made the other
friends laugh seeing their weird acting. The researcher did not give any clues on the cards, but the students could
see the hand out whenever they found some difficulties in finding the words in English. The students looked excited when they were doing the activity. They all
tried to guess their friends’ acting although sometimes they mentioned the wrong words. It was quite a good progress for the students since they were not shy again
to say the words even though sometimes they made the wrong pronunciation, they were not afraid to make some mistakes anymore. Although some other friends
would laugh hearing their friends saying the wrong pronunciation, they were not embarrassed anymore. In fact, the students who knew the correct pronunciation
would help the other friends to correct his or her wrong pronunciation.
4. 1. 2. 1. 3 Reflection
After doing the first cycle, there were some points that could be taken as the results of the reflection. At first, the students did not have enough motivation in
learning English. They tended to be bored all the time and chose to sleep or ignored the teacher whenever they thought that the lesson was boring. However,
when the researcher introduced non-projected visual media, they looked a bit curious. When the researcher showed some big pictures and put them on the
whiteboard, the students only gave small attention. But when the researcher showed them the cards that the researcher made to be used in the practice session,
they looked a bit motivated. The lesson was fun and I already felt motivated to learn English now.
[[trans.ref.1.Daniel][Bft 1][Bft 2]]
However, it was really necessary to give much encouragement to the students since they were quite easy to lose motivation to study whenever they
found just a little difficulty in vocabularies. They demanded more attention and they needed to do something simple first before they could conduct more
complicated activities. They enjoyed practice speaking using non-projected visual media. In fact, that was the first time the researcher saw the students laughing,
joking, and feeling excited when learning English after several months teaching English in this class. See further on appendix 5, page 143
Although there was not much improvement that the students made in their speaking skill, their motivation in learning English was getting higher. Their
vocabularies perhaps needed to be rebuilt again but their self-confidence was getting stronger than before. Although sometimes they still looked a bit
embarrassed when they mispronounced the words, but they did not seem care about it. When the students were not afraid anymore in making some mistakes for
the improvement of their speaking skill, it meant that it was the time that the students were ready to go to the next step.
4. 1. 2. 1. 4 Test Result
After the test of the first cycle was conducted, there were some conclusions that could be taken. There were seven students that participated in this Action
Research. Below was the interpretation of the test result using the descriptive statistics.
Table 4.7 The Comparison Results of the Pre-test and The First Cycle Variable
N Minimum
Maximum Mean
Standard Deviation
Pre-test 7
60 72
63.85 5.24
First Cycle 7
60 79
68.57 8.65
Table 4.8 Paired Samples Test
Paired Differences
t df
Sig. 2- tailed
Mean Std.
Deviation Std.
Error Mean
95 Confidence
Interval of the Difference
Lower Upper Pair
1 Pretest
First Cycle
-4.71 4.30
1.62 -8.69
-0.72 -2.89
6 0.028
From the data above, we could see that the maximum score in pre-test was only 72, but in the first cycle was 79. It meant that the were some students made
improvement in the speaking test. Meanwhile, the average score in pre-test was 63.85 and the average score in the first cycle was 68.57. It meant that there was
4.72 improvement in the mean and the percentage of the improvement was 7.39 from the pre-test to the first cycle. The sig. 2-tailed was 0.028 0.05, it could be
concluded that there was a significant improvement from the pre-test to the first cycle.
4. 1. 2. 1. 5 Planning for the Next Cycle
When the researcher created the public places cards, the researcher thought that the students’ vocabularies were quite good, therefore the researcher wrote
many clues on it. However, in the practice session, the researcher could see that many students did not even understand the sentences that were written on the
cards. They did not know the meaning and they did not even know how to pronounce the words. It was like a very fatal mistake that the researcher did in the
first cycle. Actually, the clues written on the cards were to make the students easier to produce more sentences but then they were stuck to the words on the
cards and they did not make more words again. Even they felt very difficult to make more sentences again that use the correct words or grammar.
Learning from the mistake that the researcher did in the first cycle, the researcher should create simpler cards that did not use much writing on it and
there were not much words that the students needed to read during the speaking practice. These new cards should let the students to be more free to produce their
own language and they should be easier to use than the previous ones. Since the students did not have many vocabularies, then the researcher should give more
vocabularies to the students before the speaking practice was conducted. Therefore, the students would not keep asking the questions about it during the
speaking practice. The researcher also needed to make the number of the cards more than before. See further in Apendix 8, page 159
I hope that the number of the cards will be more than before. I hope to learn English more by using those media. I am pretty sure that my motivation in
learning English will be much higher. [[trans.ref.1.Yoseph][Sggs 1][Sggs 2]]
The researcher also needed to make the hand out simpler than the previous one since the students did not enjoy doing the written exercise, the researcher
needed to reduce some written exercises on it. The main language function still needed to be presented and also the pattern of the grammar that they students were
going to be studied should be explained clearly. Giving more pictures on the hand out perhaps would make the students more excited in doing the written exercise.
4. 1. 2. 2 Cycle 2
The second cycle was in April 2016. It took only one meeting to deliver the material. This meeting still continued the previous meeting material which was
past tense activities. However, the topic of this meeting was past continuous tense. Since the students had learned some vocabularies in the previous meetings, it was
hoped that the students would not find great difficulties in learning new tense in this meeting.
Before the researcher entered the class, the researcher had prepared some big pictures that the researcher could use in presentation step. The researcher also
already prepared some hand outs and some cards to be used in the teaching and learning process. The researcher hoped that the learning process in this cycle
would be much better than the first. The researcher entered the class and revised the previous material about the
activities that the students did yesterday or some time ago. Then the researcher introduced the negative sentences in past tense and revised again about how to
make positive sentences. After checking the students’ understanding, the
researcher continued to the next material. The researcher put some big pictures on PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
