The students were Reconnaissance

69 1 Applying Vocabulary Practice and Pronunciation Practice In each unit of the material, the researcher planned to provide vocabulary practice and pronunciation practice. The vocabulary practice was done before the video played. The students would be asked to find Indonesian equivalents of some new words. It aimed at helping the students understand the content of the video. It also helped the students in understanding some new words in the next task. The pronunciation practice was done after the vocabulary practice. The researcher would pronounce those new words and the students repeated after it. The researcher also provided the pronunciation transcripts in the handout to help the students pronounce well. Besides, the researcher provided various pronunciation practices by giving the opportunities for the students to listen and repeat after the video played. It was expected to be an interesting pronunciation practice. The vocabulary practice and pronunciation practice would help the students to enrich their vocabulary mastery and give more practice to pronounce some words. 2 Role-play To give more chances to practice speaking, the researcher would ask the students to do role-play. The researcher designed some tasks such as completing some dialogues in the handout and asking the students to practice it with their partners. Besides, the researcher would give some situation or picture cards which helped the students to create their own dialogues and then practice it. The researcher would distribute different picture cards in order the students have their own dialogues and they could use language functions appropriately. This activity would be more attractive and communicative. 70

c. Applying Classroom English

Based on the researcher observation, it was found that the students were not familiar with classroom English. The y often answered the teacher’s questions in Indonesian or even Javanese. Thus, the researcher planned to use classroom English during the teaching and learning process. This activity would accustom the students to use English in classroom activities. Learning from the last teaching practice PPL, the researcher also decided not to use English in explaining the materials since the students could not clearly understand when the researcher used full English. Therefore, the classroom English would be used only in greeting, giving instructions, asking and answering questions, reviewing materials, and closing the lesson.

2. Action and Observation

The actions in cycle 1 were carried out in three meetings on 8 th , 11 th , and 15 th April 2015. The actions focused on implementing videos as the main media to improve the students’ speaking skills. The researcher collected the data during the research through observations and interviews. The researcher worked together with the English teacher in conducting the actions. The researcher implemented the actions in the class while the English teacher as the collaborator observed the teaching and learning process by fulfilling the observation checklist. The descriptions of the actions in the first cycle can be seen below.