For the practice session in the second cycle, the researcher used the activities cards. However, the activities cards were a bit different than the
previous cards that the researcher used in the first cycle. In these cards, the researcher put the pictures in the middle of rummy cards. In that way, the original
signs of the cards were still appeared. Below was the picture of the cards.
Figure 4. 9 Activities Rummy Cards 4. 1. 2. 2. 2 Learning Process Improvement
The activities rummy cards were the third non-projected visual media that the researcher used in this research. By using these cards, it was hoped that the
students’ speaking skill would improve better than the previous one. The sentence that was made by using these cards was a bit longer than the previous cards. If
previously, by using the places cards, the students were still very guided to make the sentences. From the second cards which was activities cards, the students
were led to make a simple sentence using past tense such as, “You slept
yesterday”. From the third cards, the students were led to make a longer sentence such as, “She was washing the clothes at 4 p.m. yesterday”.
After several times doing the speaking practice using the cards, it could be seen that the students were more familiar with the use of non-projected visual
media. They were more confident in saying the words although sometimes they still made some mistakes in pronouncing the words or choosing the wrong
vocabulary. The lesson was so much fun and the games made the activity much more
fun. I feel more motivated to study because the media and the games made the lesson more interesting and easier to comprehend. I think I already
made some improvements in my speaking skill. [[trans.ref.2.Timothy][Bft 1][Bft 2][Bft 3][Limp]]
It seemed that the class atmosphere also gave some influences in improving the students’ speaking skill. When the students looked very relax without
pressure, they would learn speaking sincerely. The researcher did not need to force the students to speak English the whole time but it was the students who
wanted to speak English during the class activity. See further on Appendix 11, page 155
4. 1. 2. 2. 3 Reflection
After conducting the second cycle, there were some points that could be taken as the result of the reflection. The students
’ motivation in learning English definitely were getting much stronger than before. The students were getting more
relax and more excited in doing the speaking activity. The students were also not shy anymore in showing their abilities in speaking English. They were willing to
talk no matter how wrong their pronunciation was. The students gave more attention to the teacher and the material. Even
before the lesson was started, some students often asked were there would be any games for today. The use of game in non-projected visual media seemed to be the
mood booster for the students to practice their speaking during the class activity. They really enjoyed competition game and they always competed to be the winner
of the game although the researcher never promised any rewards for the winner of the game. They looked drowning in the game and gained their own benefit in
improving their speaking skill. Although the students’ speaking skill could not improve much as fast as if someone runs 500 meter in 10 seconds, however, they
had made some improvement in vocabularies, in grammar, and also in self- confidence.
It was really nice seeing the students busy doing the speaking practice. They did not depend again to the teacher. They rarely asked some questions this time
but they would look up on their hand out whenever they found some difficult words. Although yes, they still liked making complaint whenever the researcher
asked them to do the writing exercises, this time they did the researcher’s
instruction diligently. The researcher thought that it was a very great progress to make in the second cycle.
4. 1. 2. 2. 4 Test Result
After conducting the second cycle test, it was discovered that there were some improvements in students’ speaking skill. The statistical data and the
interpretation were shown below.
Table 4.9 The Comparison Results of the First Cycle and The Second Cycle
Variable N
Min Max
Mean Std. Deviation
First Cycle 7
60 79
68.57 8.65
Second Cycle 7
63 84
72.71 9.30
Table 4.10 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
Cycle1 -
Cycle2 -4.14
1.67 0.63
-5.69 -2.59
- 6.53
6 0.01
From the data above, it could be concluded that there were some improvements in the students’ speaking skill. It could be seen from the maximum
score in the first cycle was 79, meanwhile in the second cycle was 84. The improvement in mean was 4.14 and the percentage was 6.03. The Sig. 2-tailed
was 0.01 0.05, it meant that there was a significant improvement from the cycle 1 to the cycle 2.
4. 1. 2. 2. 5 Planning for the Next Cycle
Although some good improvement had been made in the second cycle, however, those improvements
more refer to the improvement of the students’ motivation, attitude, and attention toward the teacher or the material. More
improvement should be made on the students’ speaking skill. Therefore, the researcher should create non-projected visual media to revise the previous
materials and to continue with the new material. Since the students’ vocabularies were getting better than before, it meant that it would be alright to level up the
non-projected visual media. The previous cards were quite simple and easy to be used by the students. Perhaps the next non-projected visual media could be a bit
difficult than the previous one and more challenging than the last one. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
