However, the teacher was good in managing the time wisely. The teacher could predict the time allocation for each activity. For example, she told the students
that they had to finish practicing the dialogue in only five minutes. By knowing the time limit, the students directly to practice their dialogue in pairs and they
didn‟t talking with his friends at that time. In addition, the length of time provided for the students to do the self directed dialogue technique became longer so that
the students‟ creative could be developed optimally.
b. Learning Media
Since the teacher did well in creating the media, then the media she used could produced an interesting message for the students. In the second cycle the teacher
did not use a prop only any but she also used a picture.
c. Students’ Involvement
For the students‟ involvement, the teacher made an improvement on her ways in giving positive responses to
the students‟ opinion and showing a conducive- interpersonal relationship.
In this second cycle, surprisingly, she tried to give positive responses to any opinions and answers of her students. In addition, the teacher also gave rewards
to some students who could answer the questions rightly. Consequently, during the teaching and learning process most of her students did not feel afraid of
giving opinions and answers.
In addition she was quite good at showing a conducive-interpersonal relationship. The teacher made many changes in this second cycle for example, she became
much more patient to her students and she did not correct her students‟ mistakes directly anymore. Because of it, the students did not hesitate in delivering their
opinions and the most important thing is, they looked comfortable in the class.
3.2.2.3 Post Activity
At the end of the teaching and learning process, the teacher assigned the students to practice giving their opinion about something to their family at home. The
teacher had done it well since she also gave an additional assignment for the weak students.
From the explanation above, it is known that there is an improvement on the teacher‟s teaching performance after she implemented the solutions to solve the
weaknesses of her previous teaching performance. That is why the score for the teacher‟s teaching performance can reach 83 which means that she can teach well.
This also means that the self directed dialogue technique is applicable to improve the teacher‟s teaching performance.
The detail information of the teacher‟s score for her teaching performance can be seen on Appendix 10.
4. Analysis and Reflection
After the second cycle was held, the improvement was found in both learning product and process. The explanation is as follows:
4.1 Learning Product
