39 things were done in order to minimize the students’ possibility to do the test with
their friends.
3. Observing in the Second Cycle
The results of the pre-implementation test and post-implementation test showed that the students’ scores increased see Appendix 16. There were only
two students whose scores decreased, there was one student whose score was steady, and the rest of the students had increasing scores. In the pre-
implementation test, there were only four students who could pass the passing grade of English subject. In the post-implementation test, there were eleven
students who could pass the passing grade of English subject see Appendix 14.This happened because most of the students only knew the meaning of some
words which were provided in the handout. From the researcher’s observation, in the second cycle the students got better
at understanding the English words which were taught in the first cycle. In the second cycle, the researcher used those words in the conversation. The students
could respond the questions which were asked by the researcher. They also wanted to work hard to get good scores. In the main activity, the students
discussed the answers together with their group-mates. There were some students who tried to check on their dictionaries to fill in the blank parts.
4. Reflecting in the Second Cycle
When making the handout and worksheet for the second cycle, the researcher chose the words which were used in the classroom randomly. There were no
certain topics such as: Clothes, Animals, Part of Body, and so on. The researcher
40 only focused on choosing the appropriate teaching learning activity which was
used in the classroom. By learning those various words, the students were confused and their scores were not really good. Some of the students complained
about the various words which were given during the classroom. The students said that it was not easy to remember all of those words.
C. Research Findings in the Third Cycle
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