a.
Observation
This
phase was referred to the above action during classroom action research
activity. The researcher and the collaborator observed the students and the
teacher activities during the teaching learning process in the classroom. It
was applied in every meeting which was using different styles of inside –
outside ciecle techniqueby using text, observations, and interview. The
researcher conducted oral test at the end of the cycle 1 in order to measure
how far the improvement that the students made. The improvement of the
students’ achievement in all indicators of speaking skill. Besides, the
researcher also interviewed them personally in order to get the temporary
opinion about inside – outside circle to be conducted in the classroom. The
text technique was aimed for observation which was done during the teaching and
learning process and the data was poured in the field notes.
From
observing the teaching and learning process in the first cycle, the researcher
found that the use of inside – outside circle technique could encourage
students to speak since it was considered to build the students’ confidence
while speaking in front of the class along their group. So, they could get rid
of their own shame if they would speak alone. It was shown from their
activities during series of inside – outside circle done in teaching and
learning process. The class could be controlled because they were aware that
they should keep the atmosphere to get the lesson absorbed and increased their
own skill to use inside – outside circle in order to improve their speaking
skill level.
The
improvement of the speaking skill can be seen from the overall score of cycle 1
test as in the following:
Table 4.2
Students’ Overall Speaking Skill Score for Cycle 1
No
|
Name
|
Indicators
of Speaking Skill
|
Total
|
Level
|
||||
P
|
G
|
V
|
F
|
C
|
||||
1
|
Student
1
|
1
|
1
|
2
|
1
|
2
|
7
|
Poor
|
2
|
Student
2
|
2
|
1
|
1
|
1
|
2
|
7
|
Poor
|
3
|
Student
3
|
2
|
2
|
2
|
2
|
1
|
9
|
Fair
|
4
|
Student
4
|
2
|
2
|
2
|
3
|
2
|
11
|
Fair
|
5
|
Student
5
|
2
|
2
|
2
|
2
|
1
|
9
|
Fair
|
6
|
Student
6
|
3
|
2
|
2
|
2
|
2
|
11
|
Fair
|
7
|
Student
7
|
2
|
1
|
2
|
2
|
2
|
9
|
Fair
|
8
|
Student
8
|
2
|
1
|
2
|
2
|
2
|
9
|
Fair
|
9
|
Student
9
|
2
|
1
|
2
|
2
|
2
|
9
|
Fair
|
10
|
Student
10
|
2
|
2
|
2
|
2
|
1
|
9
|
Fair
|
11
|
Student
11
|
3
|
2
|
2
|
2
|
2
|
11
|
Fair
|
12
|
Student
12
|
2
|
1
|
3
|
3
|
2
|
11
|
Fair
|
13
|
Student
13
|
2
|
2
|
2
|
2
|
1
|
9
|
Fair
|
14
|
Student
14
|
3
|
1
|
2
|
2
|
1
|
9
|
Fair
|
15
|
Student
15
|
3
|
1
|
2
|
2
|
2
|
10
|
Fair
|
16
|
Student
16
|
2
|
2
|
2
|
1
|
1
|
8
|
Poor
|
17
|
Student
17
|
2
|
2
|
1
|
2
|
1
|
8
|
Poor
|
18
|
Student
18
|
2
|
2
|
2
|
2
|
1
|
9
|
Fair
|
19
|
Student
19
|
3
|
2
|
3
|
3
|
2
|
12
|
Fair
|
20
|
Student
20
|
2
|
2
|
2
|
2
|
1
|
8
|
Poor
|
21
|
Student
21
|
3
|
2
|
3
|
2
|
2
|
10
|
Fair
|
Mean
Average
|
2.1
|
1.6
|
1.9
|
2.0
|
1.5
|
9.4
|
Fair
|
|
From table 4.3, it was obtained that sixteen students of 21 students were categorized in a fair level of speaking skill, and five
students were categorized in a poor level. It means that sixteen students who passed the test and the rest of the students did not pass
the test. The result of average for all indicators; pronunciation, grammar,
vocabulary, fluency, and comprehension.
The first indicator was pronunciation,there were six
students who passed the test and there were fifteen students who did not pass
the test. The second was grammar, none of the students who passed the test. The
third was vocabulary, there were three students who passed the test, and
eighteen students who did not pass the test. The fourth was fluency, the number
of the students who passed the test were three and the students who did not
pass the test were eighteen. The fifth was comprehension, none of the students
who passed the test. The result
of students’ mean average in each
indicator is shown as in the following table:
Table 4.3
Students’ Speaking Skill Score for Cycle 1
No.
|
Indicators of Speaking Skill
|
Students’ Speaking Skill score
|
Cycle 1
|
||
1.
|
Pronunciation
|
2.1
|
2.
|
Grammar
|
1.6
|
3.
|
Vocabulary
|
1.9
|
4.
|
Fluency
|
2
|
5.
|
Comprehension
|
1.5
|
Diagram 4.1
Students’ Speaking Skill in Cycle 1
According to the table 4.4 for the speaking skill improvement on cycle 1, it
could be seen that the students’ speaking
skillfor pronunciation’s mean average was 2.1, grammar was 1.6, vocabulary was
1.9, fluency was 2 and comprehension was 1.5. According to the data, it could
be conclude that the students’ score in cycle 1 in overall indicators was 9.38
and the level was fair.It could be seen that there was some improvement in each
indicators.
From the explanation above, we can concluded that there werefive students were still low in speaking skill.
In other words, the problem of speaking skill still could be solved yet, and cycle 2 will be planned by the researcher.
b.
Reflection
In this step, the researcher collected quantitative
data by doing interview. During this stage, the researcher found out the
opinions on the application of inside – outside circle technique in students’ score, their perception of the
effectiveness of teaching by applying inside – outside circle technique in improving their speaking skill.
Finally, the researcher analyzed and interpreted all the data in which
have been collected and gathered through test, interview, and observation. With
these quantitative and qualitative data, the researcher obtained several
conclusions related to the students’ progress. The results of the first cycle
became the input for the next cycle. Next, the researcher developed several
possible measures to solve the problem found in cycle 1. Moreover, the
researcher and the collaborators planned the next steps for cycle 2 as the
follow up what had been done in cycle 1.
Cycle
2
In cycle 2, it also were conducted in four meetings. From the result of reflection in cycle 1, the
researcher wanted to solve problem found in the first cycle. In this cycle, the
researcher tried to enhance the students’ speaking skill. Besides, the
researcher also committed to help students who were so weak in speaking because
they were hesitate and even could not pronounce some familiar words in English.
So, the purpose of the cycle 2 was to get students to be used in speaking by
directing them to speak the same words and forms continuosly.
Moreover,
the researcher tried to make intimate situation with the students by changing
the chair arrangement in every meeting so they would not get bored to learn and
speak. It was aimed also for the researcher to keep monitoring the students
while they spoke.
a.
Plan
In this stage, the researcher planned and
designed more clearly how to improve students’ speaking skill by applying inside – outside
circle technique in teaching and learning process. The activities for this stage were stated in the lesson plan as follow:
Pre activity
1.
Teacher greeted the students to make them
involved in the teaching and learning process.
2.
Teacher checked the students’ attendance list.
3.
Teacher
asked students about previouos lesson.
4.
Teacher
introduced the new material to the students by gave them some aperseptions.
5.
Students
were enthusiastic when they expressed their idea.
6.
Teacher
wrote the expression of asking and giving agreement and give the examples.
Whilst Activity
1.
Students
wrote the expression of asking and giving opnion on their books and gave the
examples.
2.
Teacher
explained the systematic of inside – outside circle technique to the students.
3.
Teacher
divided students into two groups and distributed the flash cards which consist
of the illustrate situation.
4.
Each
group were divided into two circles: circle A (asking the opinon), and circle B
(giving the opinion)
5.
Students
practiced to make a short conversation along with their group based on the
flash cards they got.
6.
Teacher
gave students time to prepared their selves to practice inside – outside circle
technique before performed.
7.
The
first group performed inside – outside circle technique in front of the class
and the teacher supervised them.
Post Activity
1.
After
each group has been finished their performance, teacher asked students in pair
to assesse their speaking.
2.
Teacher
reviewed today’s lesson and students shared their experience when using inside
– outside circle technique.
3.
Teacher
along with the students concluded the lesson.
The schedule of the meeting could be seen as
follows:
Table 4.4
The Schedule of Cycle 2
Meeting
|
Topic
|
Date
|
1
|
Asking / giving
agreement
|
September 4th,
2014
|
2
|
Asking / giving
agreement
|
September 6th,
2014
|
3
|
Asking for and
giving things
|
September 11th,
2014
|
4
|
Asking for and
giving things
|
September 13rd,
2014
|
5
|
Test cycle 2
|
September 18th,
2014
|
b.
Action
1.
The First Meeting (11.50 – 12.15)
The
first meeting on cycle 2 was conducted on Thursday, September 4th,
2014. In this first meeting of cycle 2 the researcher presented about a new
topic. It was about asking and giving agreement. The researcher decided to use
this topic because it was considered to be related to the first topic of cycle
1; Asking and Giving Opinion. In pre – teaching, as usual the researcher opened
the class by greeting and checking the students’ attendance list.
In
whilst teaching, the teacher divided the class into two groups. After that, the
teacher directed them to construct a
conversation along with their group and they would perform it by using inside –
outside circle. Every student seemed so excited to perform their speech. The
teacher gave them time 10 minutes to prepare.
In
the post teaching, the teacher evaluated the day’s lesson by telling the
students’ improvement during performing in front of the class. After that, the
teacher asked the students to sum up the lesson by concluding it and telling
their experience during teaching and learning process. Lastly, the teacher
ended the class by motivating students.
2.
The second meeting (07.15 – 08.30)
The
second meeting of cycle 2 was conducted on Saturday, September 6th,
2014. The topic for this meeting was the same as the first meeting; Asking and
Giving Agreement. The teacher started the class by greeting the students and
checking the students’ attendance list. The teacher wrote inside – outside
circle technique in the board, then teacher informed the students’ weakness on
the previous lesson; Asking and Giving Agreement. It was considered necessary
to repeat the same topic in order to improve students’ ability in speaking and
delivering the message in asking and giving agreement.
In
whilst activity, the teacher divided the students into two groups. Then teacher
directed the students to construct conversation along their group. The teacher
gave time 10 minutes for them to prepare their selves. After completing the
preparation, each group performed in front of the class. It was note that
almost all of the students felt enjoy during performance. It was shown that it
did not take much time to get the speaking class over. They start to speak more
fluent eventhough they were still some mistakes in pronouncing some works.
Finally,
in the post teaching the teacher evaluated the students’ performance on the
day. It was considered as good overall since everyone was showing high
motivation in speaking. It was shown on the duration spent on the overall
performances.
3.
The Third Meeting (11.50 – 12.15)
The
third meeting of cycle 2 was conducted on Thursday, September 11th,
2014. The topic for this meeting was Asking for and Giving Things. The teacher
started the class by greeting and checking students’ attendance list. The the
teacher asked the students about the previous lesson regarding asking and giving
agreement. Next, the teacher explains the topic about asking for and giving
things. Every student seemed to put their attention intensively.
In whilst teaching, the teacher directed the
students to construct their own conversation by using the day’s topic and
inside – outside circle as a technique to be used as well. The teacher gave
time 10 minutes to prepare their selves before performing. After completing
preparing, the students come forward willingly to perform their own own inside
– outside circle along with their groups. It did not take much time to complete
all groups’ performances. Yet, some students were still making errors in pronouncing
some words and hesitate to speak. The teacher assumed that it happened due the
new topic for them to learn.
Finally,
the teacher evaluated the class’ overall performances. Then the teacher asked
the students to tell their experiences during the day’right after that, the
teacher ended the class.
4.
The Fourth Meeting (07.15 – 08.30)
The
fourth meeting of cycle 2 was conducted on Saturday, September 13rd,
2014. The topic was asking for and giving things. For this meeting, it was
known as the toughest part since the teacher tried something new in teaching
and learning process. The teacher combined the topic with reading the short
story to illustrate the situation. Firstly, teacher greeted and checked the
students’ attendance list. After that, teacher wrote on the board about the
form of telling an expression of asking for and giving things. It was
considered important to explain in order to make them able to speak it better.
As
per the teacher’s observation, the students were not all familiar about the
expression. So, the teacher decided to mix this topic; asking for and giving
things in the meeting. After that, the teacher divided the students into two
groups by using flash cards which were written by the situation of asking for
and giving things. Every groups had to make a simple conversation suitable with
the situation in their flash cards.
In
whilst teaching, the teacher directed the students to prepare their selves to
perform in front of the class. Teacher gave time 10 minutes to prepare. They
performed their conversation by using inside – outside circle. Teacher
monitored the class intensively.
In
post teaching, the teacher evaluated the students overall performances in order
to increase the students’ self esteem and understanding toward their selves.
After that, the teacher asked the students to tell their ecperience during the
day’s lesson and performance. Then, the students concluded the lesson. After
that, the teacher ended the class.
c.
Observation
This phase was referred to the
above action during the classroom activity. The reseasrcher and the
collaborator observed the students and the teacher activities during the
teaching and learning process in the classroom. It was applied in every
meeting. To observe the result of the action done in the cycle 2, the
researcher conducted the final test at the end of the cycle 2 in order to know
the students improvement. The improvement of the students’, achievement could
be seen from the table score of the test. The observation was done during the
teaching and learning process. The data was written on the field notes.
From observing the
teaching and learning process in the second cycle, the researcher found that
the use inside – outside circle
technique can encourage students in learning process in the way of the periods of using this strategy. The students realized
that they need to keep improving their selves day by day as long as this strategy conducted. It could be
seen from their activities which were recognized active as long as this
classroom action research conducted. The students looked enthusiastic and
excited. If they would found difficulty, they would ask the teacher to help
them to overcome the issues. Besides, the situation of the class could be
controlled easily since the students were aware of their need to improve their
speaking in overall. Furthermore, the improvement of those aspects could be
seen from the result of the test 2. The score of cycle 2’s increased from the
score of the cycle 1. The improvement of
the students’ speaking skill
in cycle 2 can be seen in the following table and diagram above:
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