the generic structure of the narrative text by asking which part was the orientation, the complication and the resolution. The use of Indonesian translation in explaining the
materials and giving them instructions was already minimized. Using simpler language and paraphrasing the sentences was used.
The students were asked “What can you learn from the story?”, they answered it together. The researcher tried to make a conclusion and explained to them
the right answers. Then they were asked if they had any questions or things that they did not understand. At the end of the lesson, the researcher concluded that day’s
lesson and asked the students to study at home. Finally, the lesson was ended.
3 The Third Meeting of Cycle II
The third meeting of the cycle II was conducted on 21
st
of April, 2014. The lesson was started with greeting, asking who was absent that day, and giving some
questions to check the students’ readiness. The lesson was started with some opening questions. After that, the students were divided into some groups of four. They were
explained about what they had to do in groups. They were asked to practice retelling the story to the other students in their groups one by one. The other members of the
team were required to give some feedback to the one who just performed. The students were informed that they could use the questions and pictures that
given by the researcher as the guidance. However, in the assessment, the students
were not allowed to bring the series of picture. The other members were asked to give some feedback to the one who just performed.
After all the members of the group performed, the researcher asked them to discuss and choose one of the students as the representative of each group to retell the
story in front of the class. Eight representatives from eight groups performed and became model for the other students
In the end of the lesson, the students were asked if they had any questions. After the bell rang, the researcher asked the students to study at home. Finally, the
researcher ended the lesson.
Picture 4 . The students work in groups of four
c. Reflection
After implementing the action in cycle II, the researcher and the collaborator did a final reflection to evaluate the implemented actions. These reflections were used
to fulfill the democratic and the dialogic validity mentioned in the previous chapter.
1 Using Video as the Teaching Media
The videos were effective to improve students’ speaking ability. They could get appropriate models of English through video watching activity. They
could learn how to use the language in real context. Their pronunciation, grammar accuracy, fluency, vocabulary and comprehension increased. The
facts were proven in the following interview transcript.
R : Emmm…terus menurut kalian video yang Miss Nita tampilkan
gimana? Membantu kalian atau tidak? Emmm….what do you think of using videos to learn speaking? Did it help you?
S3 : Iya, Miss. Kan enakan kalo ada gambarnya daripada cuma
suara doang, Mbak. Kita jadi tau ceritanya lebih cepet, soalnya kebantu gambar. Yes, it did. It was easier to watch
video because there were the moving pictures and not just the audio to listen. It made us easier in understanding the story of
the video and my vocabulary mastery also increased. S2
: Terus kita jadi tahu harus gimana nyeritainnya, bisa ngikutin narrator di videonya. Hehe. It also made us know how to retell
the story, because we can imitate the narrator about how to pronounce the words correctly.
Interview Transcript 14
In addition, the students felt interested and highly motivated to actively participate in the lesson. According to the students’ opinion, the
teaching and learning process of speaking were more enjoyable. During video watching activity, they not only looked enthusiastic and gave full attention to
the videos but also could understand the materials easily. R
: Berarti menyenangkan ya pakai video? So, was it fun to learn using videos?
S4, S5, S6, S7 : Iya, Miss. Yes, it was.
S4 : Jadi nggak ngantuk dan nggak bosen. Terus
karena pengen tahu cerintanya, jadinya merhatiin banget. It made us not sleepy and less
boring. Besides, we also paid so much attention to the story because we were so curious about
the story
Interview Transcript 15
In the interviews with the English teacher, she mentioned that the students showed a considerable improvement on their speaking skills. They were not only
confident to express their ideas, but also had various vocabulary and better pronunciation and grammatical accuracy.
R : Apakah menurut Ibu kemampuan speaking siswa sudah
mengalami peningkatan setelah penelitian ini? Do you think that their speaking ability has improved?
ET :Di cycle II ini peningkatan sudah terlihat signifikan, Mbak.
Sudah terlihat sejak mereka dikelompokkan emapat-empat. Lalu waktu maju untuk menceritakan ulang juga mereka berani
tanpa membawa teks. Generic structurenya sudah bagus, pronunciation sebagian besar benar, vocab-nya juga
bervariasi, intonasi dan stress cukup baik. Overall sudah meningkat, Mbak. In cycle II, the improvement was quite
signicant. It was clearly seen since they were grouped in four. Then, when retelling the story in post test was also quite good,
they were able to not bring anything when performing. The generic structure of the text when they were performing was
good, the pronunciation was a lot better, the vocabulary has varied and the intonation and stresses were also improved.
Overall, it was significantly improved.
Furthermore, the technical problems related to the video watching activity could also be avoided during cycle II. Therefore, the time management was more
well-managed that in the cycle I. The students also mentioned that the content of the video was interesting.
They also could do the task in the while watching activity better.
2 Applying Some Communicative Speaking Activities
Communicative speaking activities were successfully used to improved students’ confidence and ability to speak in English. Their opportunities to speak up
and to apply the information they got in video watching activity increased. Working in groups had proven that it had better result. It increased their
participation, involvement and interaction with others since there were more members. The feedbacks from the members helped them so much. Moreover, they
found the teaching and learning process more exciting.
3 Using Simpler Classroom English during the Teaching and Learning
Process
Using classroom English during the teaching and learning process had significantly improved the students’ speaking skills. It was effective to provide the
students with opportunities to speak in English. The use of simple words, synonyms, nonverbal codes and demonstration successfully helped the students to get the
meanings of what the teacher said. They were already familiar with the English
