of the error they made. The direct feedback was easier to remember.
Interview 10, 16th October, 2013
c. Reflection of Cycle II
After implementing the actions, the researcher and the English teacher as the research collaborator reflected on the actions that had
been done in order to evaluate the actions. The discussion was done based on the observation in the teaching and learning process of
speaking, the students’ and the collaborator opinions. 1
Using video clips to improve motivation and speaking skill. Video clips were the main media in this research, so most
of the activities were based on the video clips. In Cycle II, the video clips were used as the examples to explain the materials or as
the source of the tasks. In Cycle I, the students seemed to enjoy the teaching and learning process. They seemed enthusiastic to watch
the video and pay their attention to the teacher’s explanation. They also did not make noises or talk to each other anymore. These
situations were also found in Cycle II. From these findings, it seems that video clips help the students to be more active and
motivated during the speaking class. It also helped the teacher and the students create a good atmosphere in the teaching and learning
process of speaking.
2 Improving students’ self-confidence by using group work activity
Using group activity increased the students’ self-confidence to speak in front of the class. From the discussion by the researcher
and the English teacher which is based on the interview and observation, the researcher and the English teacher found that the
students would be more motivated and enjoyed the task when they did it with their friends. They felt safer and comfortable because
they carried the burden together so they felt just a little pressure in finishing the task.
3 Giving rewards to the students who wants to perform voluntary to
improve the motivation Giving rewards was one of the actions that still been used
in Cycle II. The rewards here were compliments from the teacher or applause from friends. In Cycle II the researcher also gave extra
points as the reward for the students who wanted to perform voluntarily. This treatment seemed successful in improving the
students’ motivation. They became motivated to do the task because they would get points to improve their English mark.
4 Giving feedback on students’ grammar and pronunciation
In the first cycle, the researcher tried to improve the students’ vocabulary mastery by giving them activities of finding
the meaning of words. In Cycle II, he gave direct feedback to the
students who made the mistakes. The feedback was also explained to the whole class so that it was expected that the same mistakes
would not show up anymore. From the observation and interview, it was concluded that the students were helped by this treatment.
The grammatical error that usually made by the students decreased little by little and the students’ vocabulary mastery also got better
with less mispronounciation of some words.
d. Findings of Cycle II
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