because materials explained by the researcher were already written in the handouts.
Unfortunately, most students forgot to bring their handouts to the class for the next meeting, even they lost theirs. Students who brought handouts with them
had to share theirs with their tablemates. It disturbed teaching and learning processes.
f. Displaying Pictures and Videos
Pictures and videos successfully attracted students’ attention. They made teaching and learning processes more interesting and enjoyable. Students felt
more excited when pictures and videos were shown. Pictures and videos made materials more understandable. Students’ ideas were generated easily too.
4. Results of the Implementation of Cycle 1
The result of the implementation of cycle 1 can be seen in the following table. The results are summarized.
Table 6: The Results of Cycle 1 Planning
Implementation Results
Implementing Communicative Games
Survey game
Role play: A ‘Lifeboat
Debate’ game
Students got more chances to speak
English.
Students spoke up more confidently.
Students enjoyed
playing the games and looked excited and
interested.
Conducting Pronunciation Drills
The researcher
pronounced difficult words and students
Students produced less
mispronounced words.
repeated after her for some times until they
pronounced the words correctly.
Conducting Vocabulary Practices
The students found out
difficult and unfamiliar words in dialogs, then
found out the meaning based on the context.
Students noted down
new vocabularies they learned in each
meeting on their note books.
Students’ vocabularies
increased.
Using Classroom English
The researcher used
English to greet students, explained
materials, asked and answer questions, and
gave feedbacks or comments.
Students got used to
hear and use English in the classroom.
Students could ask and
respond to the researcher using
English.
Students’ vocabulary, phrases, and
expression collections increased.
Giving Handouts
The researcher gave handouts to students
for every topic.
Students learned materials more easily,
because the materials in handouts were
briefer and clearer.
Displaying Pictures and Videos
The researcher showed
pictures and videos to stimulate students’
ideas, understand materials easily, and
attract their attention.
Students looked more enthusiastic to learn
materials when pictures and videos
were shown.
Students could
understand materials easily.
The reflection of the implementation of cycle 1 showed that the actions were implementation successfully, although problems were still found. The
actions would be planned and implemented in cycle 2.
C. Report of Cycle 2
The actions were successfully implemented, although there were several problems found during the implementation. Classroom management needed to be
improved, since some students especially those who were trouble makers could not be handled. There were still many students that did not get enough attention
from the researcher. Students were still shy and felt afraid when they were asked to come forward to do a task, or asked to answer questions, or asked questions to
the researcher. They needed something that encouraged them to do so. Therefore, new actions had been planned. They were improving classroom management and
giving rewards. These new actions were hoped to result more successful implementation in cycle 2. For clearer explanation, the following is the report of
cycle 2.
1. Planning
a. Designing a Course Grid and Making Lesson Plans
1 Designing a Course Grid
After the problems were formulated, the plans to be implemented were designed. To design a course grid, the researcher referred to the school syllabus
and the school syllabus was made based on Kurikulum Tingkat Satuan Pendidikan KTSP.
Table 7: The Standard of Competency and the Basic Competencies Used as the Orientation of the Course Grid Making for Cycle 2
Standar Kompetensi Kompetensi Dasar
Berbicara
9. Mengungkapkan makna dalam 9.
2 Mengungkapkan makna dalam
