Conducting speaking practice by using non-projected visual media certainly had increased their self-confidence bigger than before. It could be seen that they
did not feel shy again to speak English in front of their friends. They did not care anymore if their English was poor and they would like to improve their speaking
skill by speaking much during the class activity. The smarter friends also gave much help to the lower students who sometimes still made some mistakes in
saying the words or the wrong pronunciation. It was really wonderful to see the students helped each other in improving their English skill.
4. 1. 2. 3. 3 Reflection
After conducting the third cycle, there were some points that could be taken as the result of the reflection. The use of non-projected visual media in speaking
session was really useful. It could help the students to speak more during the class activity. Since vocabulary was a very important aspect in speaking, non-projected
visual media had provided some amount of vocabularies for the students to learn. The use of pictures in the board game also gave much help to the students to
remember the vocabularies easily. By doing the speaking practice using non- projected visual media the students did not feel any pressure to learn or to
memorize the vocabularies. They were not forced to learn but they learned by themselves and when there were no burdens left on their shoulder, they would
learn everything happily. It was so fun to learn English by using non-projected visual media. I had so
much fun when I played cards with my friends. I was so motivated. The media made the lesson was easy to comprehend and my speaking skill is
getting much better than before. I think the use of non-projected visual media in teaching and learning process is quite useful because they make
the students more excited in learning English and I agree if we keep using those media in teaching and learning activity. [[trans.ref.3.Nathania][Bft
1][Bft 2][Bft 3][Bft 4][Bft 5][Bft 6][Bft 7][Sggs 1]] PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
It could also be s een that the students’ speaking skill was better than before.
Previously, they did not even know how to say the words or how to express their ideas, but in this cycle they did not feel that difficulties anymore. They were able
to express the ideas clearly and they did not take much time anymore to think. They could memorize the vocabularies better and they could pronounce the words
better than before although they needed to learn more about how to pronounce the words. See further on appendix 14, page 161
Their self-confidence was also getting much stronger than before. They did not feel shy again to express their ideas. They were willing to walk around the
class to find another friends and conducted some interview. They were already able to produce their own language and they looked enjoy to speak English during
the class activity and the most important was they did not ignore the teacher or the lesson anymore. They listened to the teacher’s explanation attentively and they
would like to do the written exercise diligently. They rarely slept again during the lesson and they were quite motivated in improving their speaking skill.
4. 1. 2. 3. 4 Test Result
After conducting the third cycle test, it was discovered that the students’ speaking skill was getting much better than the second cycle. The statistical data
and the interpretation of the data were explained below.
Table 4.11 The Comparison Result Between the Second Cycle Test and the Third Cycle Test
Variable N
Min Max
Mean Std. Deviation
Second Cycle 7
63 84
72.71 9.30
Third Cycle 7
66 87
77 8.83
Table 4.12 Paired Samples Test
Paired Differences
t df
Sig. 2-
tailed Mean
Std. Deviation
Std. Error
Mean 95 Confidence
Interval of the Difference
Lower Upper
Pair 1
Cycle2 -
Cycle3 -4.28
1.79 0.68
-5.94 -2.62
-6.30 6
0.01
From the data above, it could be concluded that the students’ speaking skill was improved. It could be seen that the maximum score in the second cycle was
84 but in the third cycle the maximum score was 87. The mean improvement was 4,29 and the percentage of the improvement was 5.9 . Meanwhile, because the
sig. 2-tailed was 0.001 0.05, it could be concluded that there was a significant improvement from the cycle 2 to the cycle 3.
4. 2 Discussion
The discussion section will explain about the learning process achievement and the learning result achievement. The learning process achievement is the
learning progress that the students have made from the first cycle until the third cycle. It is also to find the answer of the research question.
4. 2. 1 Learning Process Achievement
After conducting three cycles in this research, there were some progress that the students achieved during the teaching and the learning process. Those progress
were motivation, vocabulary, and the st udents’ speaking skill. They were
connected into one and they gave influence one and another. Non-projected visual PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
