1. 2. 3. 2 Learning Process Improvement RESULTS AND DISCUSSIONS

media had given the real proof that they were really useful to be used during the class activities and they could make the students’ speaking skill improve a little by little since the function of non-projected media was as a drilling tool. They also could change the class atmosphere from a very serious situation into fun and friendly situation. From the first cycle, it could be concluded that the s tudents’ motivation was getting higher. They were really curious about the form of non-projected visual media. The used of flashcards in presentation stage also gave many benefits. The pictures on the flashcards could help the teacher explain better. The students did not need to imagine the situation because the pictures on the flashcards could replace the real situation. The students looked curious and because of that, they gave more attention to the teacher and the lesson rather than sleeping on their table. Another form of non-projected visual media was cards. When the researcher first showed the cards to the students, they looked confused. They did not know what to do and they were wondered why there was a game in the middle of the lesson. When they played the cards for the first time, they looked very excited. They spoke loudly, they laughed, and they looked happy. The situation in the class was more alive than the situation previously when the researcher taught in this class without using non-projected visual media. The students did not feel bored anymore. They enjoyed practicing English using non-projected visual media and they finally wanted to speak English after so long they did not want to speak English during the class activity. From the second cycle, it could be concluded that the students’ vocabulary was getting richer. Since the use of non-projected visual media in the speaking PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI practice was considered fun and no pressure at all, the students did not feel any burden to learn English especially in memorizing the vocabulary. It would be a lot of different between asking the students to memorize 30 words by seeing the list and by playing game using the activities cards. Although the students could not memorize the words at glance, however, they were able to memorize many of the words just by seeing the pictures on the cards and if they ever forgot the words they did not want to give up easily. They would try very hard to recall their memories about the words although the teacher never forced them to do so. They just did it as they wanted to, no pressure, no force at all. From the third cycle, it could be concluded that the students’ speaking skill was getting much better. At first, it was pretty difficult to ask the students to say the words in grammatically correct, for example, “She study yesterday”. Although the sentence has the same meaning as “She studied yesterday”, the first example does not have correct grammar. Therefore, the researcher needed to give correction every time she heard the students said the wrong words or grammar. However, in the third cycle, the researcher did not do much correction although the students sometimes still made some mistakes. Every time the students made some mistakes, they looked up their hand out again and they quickly corrected their own wrong words. They asked the researcher only when they did not find the words that they were looking for or sometimes because they were not sure with their own answer. From the result of the reflection it could be summarized that the students enjoyed using non-projected visual media during the speaking practice. They could feel the differences between using or not using non-projected visual media PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI