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- Teacher asks the students to work in pair.
- Teacher asks the students to do the exercises in the handout.
- Teacher and students discuss the answer.
- Teacher asks the students to act the dialogues out.
3. Production - Teacher gives situation cards to the
students. - The teacher explains the rules of
the games. - Teacher monitors students’
activities during the games. - Teacher gives feedback to the
students’ performances. the teacher.
- Students act the dialogue out.
- Students get the situation cards. - Students listen to the rules of the
games. - Students play the games.
- Students listen to the feedback.
Closing
Teacher summarizes the lesson. Teacher has a reflection.
Teacher states the upcoming materials.
Teacher close the lesson Students summarize the lesson.
Students have a reflection. Students listen to the
upcoming materials. Students respond the teacher
leave taking.
B. The Implementation of the Actions and Discussions 1. The Implementation of Cycle I
a. Plans of Cycle I
In this planning session, I determined the form of the pre-test and the audio and video media technique which would be applied in Cycle I. Then, I designed the
assessment instruments; the lesson plans and the materials. After that, I and the collaborator discussed the lesson plans and the materials by reviewing whether they
suited the syllabus. The pre-test designed was in the form of performing a simple dialogue. The students were required to perform their dialogue in pairs in front of the
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class, while I and the collaborator recorded their performance by using rating scales modified previously. The pre-test was aimed at gathering information on the students’
current speaking proficiency. Moreover, the English teacher and I decided to apply a video teaching
technique called Listening comprehension technique. In this type of video teaching technique, students watched the videos to comprehend and to get as much
information as possible based on what they had seen. In this Listening comprehension technique, the videos played in normal speed and normal sound. In this cycle, the
videos were used as the media to give an appropriate speaking model of the language functions. Thus, the students knew how to express certain expressions in a certain
situation. The students watched the videos and tried to identify the language functions presented in the videos.
The actions enabled the students to improve the students’ motivations to learn and to speak in English and to improve their speaking skill. Regarding the problems
identified above, I and the collaborator planned some actions as efforts to solve the problems. These were described as follows:
1. Using classroom English
In the action, I acted as the teacher in the class. I planned to use classroom English in the teaching learning process in order to make the students familiar with
the English words. I also gave every students opportunity to speak using English during the teaching learning process. The classroom English was used in several
functions such as to greet the students in the beginning of the lesson, to explain the
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materials, to give the instruction of the tasks or activities, to give feedback, and also to end the lesson. Based on the observation, the students said that they did not
understand when I spoke English. Therefore, during this cycle, I planned to translate the difficult words, so they could understand the English words.
2. Improving students’ motivation and involvement
Audio and video media was used to attract the students’ in English learning process. They would be motivated in learning speaking using this media. These
activities involved the students to work in pairs and in groups to discussed the video. Through this activity, the students’ speaking competence could be built because in
this activity they had to communicate with their partner to find out the information that they needed.
3. Improving students’ self-confidence through a small group activity
A small group activity was planned to improve the students’ self confidence in learning speaking. The students were asked to perform a dialog in front of the class
in pairs. The students were expected not to be shy and afraid of speaking in front of the class.
b. Action and Observation in Cycle 1
The pre-test was carried out on Tuesday, September 10
th
2013. The implementation of the actions in Cycle I was conducted in two meetings. The first
meeting was conducted on Wednesday, September 18
th
2013 and the second meeting was conducted on Thursday, September 19
th
2013.
