the students were working in pairs, the teacher walked around to help the students who had difficulties.
Since the students seemed to understand what to do, the teacher decided to hold a speaking test. In holding the test, the teacher did not call the students‟ names, she let
the students themselves come in front of the class to practice their conversation voluntarily but when the teacher saw some rather inactive students, she had to call
their names to come in front. This was done to train the students‟ confidence and to prevent the students from being under pressure.
When one pair practices their conversation in front of the class, the other students listened to him carefully and paid attention with their dialogue. By doing so, the
students learnt to comprehend what was being said by their friend and they also learnt to appreciate some one who was talking to them. In addition, it was also done to
prevent the students from chatting to each other.
2.3 Post activities
For the post-activities, the teacher did a reflection by asking the students questions related to the material they had learnt that day.
e.g. Teacher :
“Now who knows, what do you say if you want to give your opinion introduce to someone, what will you say? Raise your
hands Ayo siapa yang tahu ?” Student :
“I think…”
Teacher : “Excellent”
Then, the teacher assigned the students to practice giving opinion about an occupation in their environment to their family members. After the teaching and learning
process was complete, the teacher closed the class.
3. Result of Observation and Interpretation
The result of observation from the learning product in Cycle II will be explained as
follows:
3.1 Learning Product
Learning product is the students‟ scores from the speaking test. The indicator of the research for the learning product is, if at least 80 of the students can reach score 60
for the speaking test, it means that the implementation of imagination activity is applicable to improve the students‟ speaking ability. The following table will inform
whether the indicator of the learning product can be achieved or not: Table 3. Table of Frequency of the Students‟ Speaking Scores in Cycle II
No Scores
Frequency Percentage
1 80-100
3 10
2 70-79
14 46.67
3 60-69
11 36.67
4 50-59
2 6.67
5 40-49
Total 30
100
From the table there were only three students 10 who reach 80-100 in the speaking test. This means that the students were able to practice giving opinion in the
form of dialogue very well whether in pronunciation, fluency, grammar and vocabulary.
Meanwhile, there are 14 students 46.67 who can reach 70-79. It means that they could practice giving their opinion in the spoken form well. This fact shows that more
than 50 of the students were good enough in speaking especially giving their opinion in dialogue form.
In addition to the above data, there are 11 students 36.67 who get 60-69. In
speaking, these students still had several weaknesses in their pronunciation, fluency, grammar and vocabulary. However, the weaknesses did not cause a communication
breakdown. Although the students‟ scores for speaking ability have achieved the target of the
indicator but there are still 2 students 6.67 who reach 50-59. Their speaking ability was poor since they made a lot of serious mistakes in pronunciation, fluency,
grammar and vocabulary. Those mistakes cause a communication breakdown when they were speaking.
Based on the explanation above, there are 28 students 93.33 whose scores are 60 and more. It means that the teaching and learning process in the second cycle in
which the self directed dialogue technique was implemented has been able to fulfill the target stated in the indicator of the research, that is, 80 of the students must be
able to reach at least 60 for their speaking ability. Due to that fact, the researcher and the teacher decided not to hold the next cycle.
Besides identifying the total scores of the students‟ speaking ability, the researcher also identified the students‟ scores of each component of speaking, that is,
pronunciation, fluency, grammar and vocabulary because this research used an analytical scoring to score the students‟ speaking ability see appendix 8. The
explanation of the table of students‟ score in cycle 2 is as follow:
3.1.1 Pronunciation
For pronunciation, there are 20 students 66.67 whose score can reach 20. Their pronunciation was good enough; it was only very slightly influenced by mother-
tongue.
Besides, there are 6 students 20 who reach 15. Their pronunciation was slightly influenced by the mother tongue and most utterances they said were
correct. However, their pronunciation was good.
In addition, 3 students 10 get 15. Though their pronunciation was still moderately influenced by the mother tongue but they did not have any serious
phonological errors. For that reason, their pronunciation was enough. So, based on table 3, there are 26 students 86.67 whose pronunciation scores
have achieved the target of the indicator.
Though the target of the indicator has been achieved but there is still one student 3.33 who gain 15. It means his pronunciation was still poor. His pronunciation
was influenced by the mother tongue but he had only a few serious phonological errors.
Meanwhile, for the words pronounced incorrectly by the students in Cycle II are not so much different from the mistakes they made in Cycle I.
3.1.2 Fluency
It is 12 students 40 who get 20. They spoke without a very great effort with a fairly wide range of expression and she searched for words occasionally but only
one or two unnatural pauses.
In addition, there are 14 students 46.67 who get 15. While speaking, they made an effort at times to search for words, nevertheless, very smooth delivery on
the whole and only a few unnatural pauses. This shows that their fluency was good.
There are also 3 students 10 who reach 15. Their fluency was enough since they made an effort and searched for words but there were not too many unnatural
pauses and it was fairly smooth delivery mostly.
Luckily, there is only one student 4.55 who gets 15. His fluency was poor since he made an effort for much of the time. He often had to search for the desired
meaning and rather halting delivery and fragmentary.
3.1.3 Vocabulary
For vocabulary, there were 10 students 33.33 who get 20. It means that their vocabulary was very good because it was easy for the listeners teacher, researcher,
and students to understand their intention and general meaning.
Besides that, there are 15 students 50 whose vocabulary was also good so they get 15. Their word and general meaning were fairly clear, though there were a few
interruptions by listeners for the sake of clarification.
There were also still 5 students 16.67 who reach 15. It means that their vocabulary was enough. In speaking, their words clear but there were several
interruptions by the listeners to help them to convey the message or to see the clarification.
3.1.4 Grammar
For grammar, there were 7 students 23.33 who get 20. It means that their grammar was very good because it was easy for the listeners teacher, researcher,
and students to understand their sentence.
Besides that, there are 19 students 63.33 whose grammar was good enough so they get 15. Even tough their sentence and the using of grammar still made the
researcher confused, but the point that they mean still be understood.
Meanwhile, 4 students 13.33 get 15 because their grammar was poor. They got the scores since the listeners could understand a lot of what they said, but they must
constantly seek clarification. Besides, the listeners could not understand many of the speaker‟s more complex or longer sentences.
In line with the explanation about the students‟ scores each component, that is, pronunciation, fluency, grammar and vocabulary, it can be concluded that the
students‟ scores of each component have fulfilled the indicator of the research because there are 26 students 86.36 whose scores are 60 or more for
pronunciation, vocabulary and fluency, and there are 25 students 83.33 whose scores are 60 or more for grammar. In other words, the indicator of the research for
the students‟ speaking can be fulfilled in the second cycle, so the self directed dialogue technique is applicable to improve the students‟ speaking ability.
3.2 Learning Process
The learning process covered the students‟ activities during the teaching and
learning process. The information below will show the result of observation of both students‟ activities and teacher‟s performance in Cycle II:
3.2.1 Students’ Activities
To know whether the target of the indicator for the students‟ activities in this
classroom action research has already been achieved or not after the implementation of self directed dialogue technique, the following explanation will
show the process of the students‟ activities during the teaching and learning process:
3.2.1.1 Pre-Activities
When the teacher did an apperception, there were about 25 students who responded to the topic enthusiastically. Since the teacher used the self directed
dialogue technique from the beginning of the teaching and learning process, the students looked happier in responding to the topic. Unfortunately, there were still
5 students who did not respond to the topic enthusiastically. These students did not make noise in the class but they also did not show their interest to the topic.
As usual, they only became the viewers of their friends.
However, if it is compared with the result of the first cycle, there is an improvement on the result of the second cycle.
3.2.1.2 While-Activities
There are about four activities that became the focus of the observation, that is, responding to the lesson explained by the teacher,
answering the teacher‟s questions, following th
e teacher‟s instruction, and practicing giving opinion in dialogue.
In while-activities, the teacher started the lesson by showing the picture to the
students. Seeing that picture, the students were interested in that picture. For that reason, all the students paid attention to the picture and also the teacher‟s
explanation. They looked eager to follow the class, moreover, when they were asked to give their opinion about the picture.
The above explanation shows that through the picture presented by the teacher, the students enjoyed exploring their idea.
Then when the teacher asked some questions related to the material, there were approximately 27 students who answered the questions voluntarily. The students
became much more active since they could understand the teacher‟s question easily. It was easy for them because the teacher gave key words to make the
students comprehend her intention.
Besides that, the students became much more active since they did not feel afraid of the teacher anymore. The teacher did not correct the students‟ mistakes directly
and she even gave positive r esponses to the students‟ opinions and answers.
Hence, the students looked much more confident in responding to the teacher‟s questions. By correcting the students‟ mistakes indirectly and giving positive
responses to the students, the teacher not only has lowered the students‟ affective
filter but also allowed the students to produce any kind of production during the teaching and learning process so that the students did not feel shy or afraid of
giving answers and opinions to the teacher‟s questions and comments. In this part, there are two principles of Natural Approach implemented by the teacher
that is, lowering the students‟ affective filter and also allowing the students to produce any form of production.
It is important to lower the students‟ affective filter because as it is stated by Krashen Terrel 1983 that, the learners emotional state or affective filter can
interfere with acquiring a new language because it involves public practice and speaking in front of others. These skills require that the learner takes a risk. This
risk can produce embarrassment and anxiety that can block the learners ability to process new information.
Then for the next activity, all the students were active in following the teacher‟s instructions like practicing the conversation, doing the interviewing, and
practicing giving opinion in pairs. The students were interested in interviewing his friend since the teacher let them to explore their question. After noting the
information on the identification card, they did the self directed dialogue technique in which they created their new sentence in conversation. Having done
it, the students practiced introducing themselves to their partners.
Having enough practice, the students were asked to practice giving opinion in pairs in front of the class. All students did this activity willingly since the teacher
did not force the students to come in front of the class by calling their names based on their attendance list, besides that, the teacher also promised some
rewards for the first five presenters who were brave enough to come in front of the class. This made the students compete each other and they looked happy
following the teaching and learning process.
By giving the students a chance to practice giving opinion to their partners and also to all their friends in front of the class, the teacher showed that she has
created a communicative situation during the speaking class and it has reached the communicative goals. Reaching the communicative goals in the teaching and
learning process is also the principle of Natural Approach.
In conclusion, in teaching speaking through the imagination activity the teacher has implemented all the principles of the Natural Approach, and the result is there
is an improvement on the student s‟ activities.
3.2.1.3 Post Activities
For the last activity, that is, responding to the teacher‟s question, from 30 students, there were 27 students who responded to the teacher‟s questions
voluntarily. They raised their hands and answered the teac her‟s questions. The
students became much more active and confident in responding to the teacher‟s questions.
From the explanation of the activities done by the students during the teaching and learning process in Cycle II, the researcher got the data, that is, there were 27
students 90 of 30 students who did 80 of the activities observed by the researcher. It means that target stated in the indicator of the students‟ activities
has been achieved since more than 80 of the students have done more than 80 of the activities during the teaching and learning process. This shows that the self
directed dialogue technique can improve the students‟ activities.
For further information, the observation sheet of the students‟ activities in Appendix 4 can be seen to know the activities done by each student.
3.2.2 T eacher’s Performance
Since the focus of this second cycle is only on the weaknesses of the teacher‟s performance in the first cycle so, the explanation below will only discuss the
improvement of the t eacher‟s performance on her weaknesses in the first cycle.
They are as follows:
3.2.2.1 Pre
–Activities
In pre-activities, the teacher was quite good in doing the apperception. The teacher tried to use the self directed dialogue technique from the beginning of the
teaching and learning process including in doing the apperception. The teacher asked the students to imagine as if they be someone. In that situation, what the
characters they should have and then while they were imagining, the teacher asked the students how they told their characters to their friend. As the result of
doing it, there was an improvement of the students‟ responses.
3.2.2.2 While-Activities
For observing the teacher‟s performance in while-activities, the researcher only focused on the weaknesses of the previous teaching performance like the learning
strategy and media used by the teacher, and also the students‟ involvement.
a. Learning Strategy
The learning strategy that was improved by the teacher in Cycle II covers doing a coordinated teaching and learning, emphasizing on using English in the teaching
learning process, and doing a teaching learning process which is suitable with the time allocation.
In this cycle, the teacher was quite good in doing a coordinated teaching and learning. She could made the class conducive, for example, when she asked the
students to answer questions, she asked the students to raise their hands first before answering so they did not answer the questions together. Besides that, the
teacher tried to explain the lesson more than once till the students understand. She also provided chances for students to ask if they did not understand. By doing so,
there were no more students who asked their friends for the unclearness of the teacher‟s explanation so that the class became much more conducive.
Meanwhile during the teaching and learning process, the teacher‟s attempt to emphasize using English was still not good. Actually she had tried to use English,
but she translated it again into the mother tongue. The teacher worried if the students did not understand what she said, they would get frustrated and not
interested in learning English anymore. So the teacher used English only when she greeted the students, gave an example of how to give opinion to someone, and
when she said good bye to the students.
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
