The Report of Cycle 2

59 From the field note above, it can be seen that the students tried to speak English. They were enthusiastic to join with the teaching learning process. The teacher gave information about the topic today. That was how to handle guests at the hotel. After that, the teacher gave them some pieces of picture. He asked the students to look at the pictures carefully. While the class was going on, some students broke the silence. The teacher gave them a warning. In the circle, the teacher played the game. He gave a doll to one of the students, then he played the music. Before the music was played, he allotted some pronunciation cards to the students. The teacher gave the game’s rule to the students. The students understood about the rule of the game. The game was played. The student, who held the doll, should pronounce a word in the cards when the music stopped. After two rotations, the teacher stopped the game. He allotted some pieces of pictures and they matched the pictures with the description. Third students who got the quickest will got the reward in the last meeting. In the practice activity, the teacher gave them a dialogue for each of them. The teacher asked the students to learn the dialogue carefully then he chose randomly to practice the dialogue. After that, the teacher chose a pair of them to 60 practice the dialogue. The teacher continued the lesson with asking to the students, the expressions that were used to handling guests in the hotel. The students answered the teacher question as the field note below. In this meeting, most of students had the high enthusiasm to join the teaching learning process. When the teacher explained about reported speech, all of the students paid attention to his explanation. Most of the students did not understand about the topic. The teacher repeated it three times. At 08.25, the teacher gave announcement about the next meeting to the students. The next meeting was the last meeting and there was a posttest. The teacher gave the handout to the students, and the role play material was on the handout. The researcher closed the meeting by a prayer. b Meeting 5 The fifth meeting was held on May 25 th , 2015. The researcher still acted as the English teacher, while the observer acted as collaborator because the real English teacher was absent. The classroom interaction and the students’ performance were recorded on photos. The fifth meeting involved the second posttest. The teacher started the teaching learning process by greeting the students and checked the attendance list. After that he told the rules of the posttest. Before he started the posttest, he asked them to review the lesson in the last meeting. He asked the students about the expressions to handle guests. Most of Kebanyakan dari siswa menjawab ““I’d like to book, Sir” “I’d like to reserve” “I want a single bedroom” Most of the students answered the questions. “I’d like to book, Sir” “I’d like to reserve” “I want a single bedroom” FN 05. 22 MEI 2015 61 the students answered it fluently. The teacher asked each pair of the students to take the performance number. After all of the pairs got their number, the teacher asked them to prepare their performance out of the class. The teacher gave 5 minutes to the first pair to prepare their performance. While the students performed their role, the teacher and the collaborator assessed them based on the scoring rubric. It was about 1 hour 30 minutes, finally, all of the students finished their job. They sat on their chair and listened to the teacher’s feedback. He also told the students that today was the last meeting. He closed the meeting by a prayer. In conclusion, the teaching learning process in the fifth meeting ran well. They enthusiastically got involved in all of the activities in the fifth meeting. It could be seen in the part of the field note below. 3 Reflection In Cycle 2, some actions were revised to improve the students’ speaking skill and to solve their difficulties. The unsuccessful actions in Cycle 1 were revised to make the action as well as planned. In this cycle, the researcher did not find significant problems. To begin with, the data from field notes and interview transcripts were compared. After that, they shared opinions, evaluations and judgments on the actions given. Then they drew conclusions about the effectiveness of the actions given. The descriptions below describe the effective actions and the ineffective actions implemented in Cycle 2. Siswa melakukan aktifitas role play dengan penuh semangat dan antusias. Mereka juga terlihat lebih percaya diri dalam mempraktekkan perannya. The students did their role powerfully and enthusiastically. They also spoke confidently. FN 06. 25 MEI 2015 62 Giving game was an effective way to improve their pronunciation. The students were not bored when they joined with the English class. The game played in the fourth meeting give equal opportunities for individual learners to speak-up. When they were sitting in the big circle, each student could take a hand in the activity. The students’ focus was on the teaching learning process. They were enjoy and enthusiasm when accepted the material. There were some proves that the game was effective to teach them. They did not feel boring join the teaching learning process. Moreover, the students’ fluency improved because they often practiced the dialogues in the tasks. Moreover, there were some benefits argued by some students. Role play activities were practiced in pairs. This made the students more confident to speak with their friend. Then, they also lost their fears because they felt enjoy and free to speak-up. It was beneficial for them because they enjoyed joining the role play activities. The Interview transcripts below by some students support the statements. R: Menurut Adik, kegiatan bermain peran atau role play yang dilakukan kemarin bagaimana? S: menyenangkan mas menurutku R: yang bikin menyenangkan apa Dik? S: kan prakteknya berdua mas, jadi gak takut, lebih PD gitu pas ngomong. R: terus selain lebih PD apa? S: ya itu tadi mas, gugup dan takutnya jadi ilang karena ada temennya mas, R: jadi kesimpulannya kamu menikmati kegiatan role play kemarin ya? S: kalau saya sih enjoy-enjoy aja tuh mas R: What do you think about the previous lessons using the role play? S: In my opinion, the activities were fun enough, Sir. R: what make the activities fun? S: It was because we practiced in pairs Sir, so we were not afraid to speak, we were more confident to speak up Sir. R: and the others? 63 S: just like what I said before Sir, the fear was disappear, I was not nerveous anymore since I practiced with my friend. R: So, the conclusion, you enjoyed the teaching and learning process using the role play? S: for me myself, I enjoyed the activities Sir. Interview Transcript 9 In the Cycle 2, the researcher also delivered some guided exercises to the students to make them more understand about the situation to be played with their friends. In the previous cycle, the students listened the researcher’s explanation. Nevertheless, in Cycle 2 the researcher provided various kinds of exercises, one of them was the pronunciation game. It helped the students feel enjoyed The role play activities in Cycle 2 were so much fun. In this cycle, the students were asked not only practicing at the travel agency, but also practicing at the hotel. The topics were related to their needs. It played roles as in a real job situation by bringing the real thing in to the class such as brochures, laptop and ticket. 4 Summary of Cycle 2 Based on the explanation above, those were some successful actions faced during Cycle 2. At last, the researcher did not find any difficulties in implementing role play activity in Cycle 2. Generally, the researcher could deliver the materials while the students could follow the practices of role play easily and felt enjoy in the teaching learning process. The results indicated that the students’ speaking skills improved than before. Therefore, the researcher, the collaborator and the observer decided not to continue the cycle, as the improvements were 64 considered to be sufficient. There were improvements in the Cycle 2, it indicated that the action were succeeded.

3. The Result of the Pretest, Progress Test and Posttest

The researcher conducted pretest and posttest to get a broader picture of the students’ speaking skill. The pretest was given at the beginning of the research. The students were asked to make role play in front of the class in group of three. The topic of the role play was “In the Borobudur Temple”, “In the Bringharjo Market”, “In the Public Place” The detailed of the pretest tasks in the handouts, Appendix G. Their performances were scored into four categories including fluency, pronunciation, vocabulary and accuracy. Each of the categories was timed 5. The detailed scoring rubric of the assessment can be seen on the Appendix H. Having collecting data of the pretest, the scores were processed with the Microsoft Excel Program. It was done to see the mean score of the pretest. The table below shows the mean score of the pretest. Table 5: The Mean Score of the Pretest Aspects Fluency Pronunciation Vocabulary Accuracy Mean Score 12.5 11.8333 12 13.5 Total Mean Score = 49.833 The table above shows that the mean score of aspect fluency in the first cycle was 12.5. Then the mean score of pronunciation aspect in the first cycle was 11.833 and 12 for the vocabulary aspect. The mean score of the accuracy aspect was 13.5. 65 Then, the students were given a test at the third meeting or the last of the Cycle 1. Their performances of having role play were used as the progress test. Both the researcher and the collaborator gave scores for their performances. The mean score of the students’ fluency aspect was 14, the pronunciation aspect was 13.833, the mean score of the vocabulary aspect was 13.666 and the accuracy aspect was 14.666 for The result of the progress test is presented in the table below. Table 6: The Mean Score of the Progress test Aspects Fluency Pronunciation Vocabulary Accuracy Mean Score 14 13.833 13.666 14.666 Total Mean Score = 56.166 In addition, the students were given Posttest. It was given at the end of the Cycle 2. They were asked to make role play of a receptionist and a tourist. The performances during the role play were scored by the researcher and the collaborator. Table 1: The Mean Score of the Posttest Aspects Fluency Pronunciation Vocabulary Accuracy Mean 15.833 18.5 14.666 15.833 Total Mean Score = 64.833 The mean scores of fluency in the progress test and the posttest were higher than the students’ mean score in the pretest. There was improvement from 12.5 to 14 and 15.833. After that, the mean score of pronunciation in the progress test and the posttest were higher than the pretest students’ mean score. There was 66 improvement from 11.833 to 13.833 and 18.5. Then for the vocabulary aspect, there was improvement from 12 for t he students’ mean score pretest then improved to 13.666 for the progress test and 14.666 for the posttest. There were also the improvements in the accuracy aspect, that the students’ mean score for pretest from 13.5 to 14.666 for progress test and 15.833 for posttest. The chart below presents the comparison of the mean scores of the pretest, progress test and posttest. Figure 2: The comparison of the mean score of each aspect among the tests To synthesize, the mean scores of the students’ speaking skill among the tests are shown in table 8. Table 8. The Comparison of the Students’ Mean Scores in the Pretest, Progress test, and Posttest. Pretest Progress Test Posttest Mean Score 49.833 56.166 64.833 Progress Test 67 Based on table 8 , in relation to the students’ speaking score, the total mean score improved from 49.833 pretest, 56.166 progress test to 64.833 posttest. The comparison of the students’ speaking mean scores is presented in the following chart. Figure 3: The comparison of the mean scores of the students’ speaking skill

B. General Findings and Discussions

The sub-chapter presents the general finding of the actions applied in Cycle 1 and Cycle 2 in the research. In connection with the aim of the research that improves speaking skill of students Grade XI of Travel Tourism Program of SMK N 6 Yogyakarta through role play, the actions applied were done to attain the goal. In Cycle 1, the implementation of role play was successful to improve their speaking skill because role play provided lots of opportunities to practice their speaking skill. The opportunities enabled them to make the related expressions to 10 20 30 40 50 60 70 80 90 100 Total Mean Score 49.833 56.166 64.833 fr e q u e n cy Pretest Progress Test Posttest 68 their job in the future. They said that the role play activities encouraged them to learn many things such as fluency, vocabulary, pronunciation and accuracy. First of all, they learnt dialogues related to their job. Then, they practiced pronouncing the dia logues. In addition, role play boosted the students’ self-confidence. However, problems reed to the students’ motivation in the teaching learning process still existed. The researcher found that they lacked motivation. Some of them did not pay attention to and participate in the teaching learning process. They also asked the researcher to dismiss earlier. The result of students’ improvement in the four indicators had still questionable too. To solve the problems mentioned above, the researcher implemented actions in Cycle 2. In the second cycle, the teacher gave them a warning when they asked to go home earlier. After that, the researcher also gave them a game. The game was about pronunciation game. All of the students sat on the floor in the big circle. The table below shows the result of the actions applied in Cycle 1 and Cycle 2. Table 9: The Result of Actions Applied in Cycle 1 and Cycle 2 No The students’ speaking condition before the action of Cycle 1 The students’ speaking conditions after the action of Cycle 1 The students’ speaking conditions after the action of Cycle 2 1 The students were shy and passive to speak English and had low fluency. The stude nts’ self- confidence was better; they were more active and more fluent. Most of the students spoke confidently fluently.