43
in action 2 of CAR cycle 1, the posttest 1 were conducted. Based on the result of the posttest 1, the mean score of the class was 82.05.
c. Reflection on Teacher’s Improvement Cycle One
In this section the teacher reviewed the material which was just learned by checking
the students‟ comprehension, asking their opinion
about the entire activities. And, she did the closing power or relaxation.
In this case, though some of them still c ouldn‟t pronounce the
English words accurately, they were very active in pronunciation practice by using minimal pair drills. They sometimes felt bored but the teacher
could solve it. They also agreed that they could discriminate the English sound that have the similar sounds and just have the single different
sound. Even, they suggested that the minimal pairs practice would be done regularly and the exercises could be more creative to avoid them
from boredom. On the other hand, the teacher are hoped to be fair to the students, she was desirable giving the explicitly command the students to
be active and competitive in exposing their English. This task could be worked by giving them the relevant games.
In general, the implementing of CAR in cycle 1 was failed; it was proven by the students‟ posttest 1 score that improved 20.29 . Whereas based on the
writer and the teacher‟s agreement, the criterion of CAR success was 30. So, the
teacher and the writer should retry it in the same techniques and teaching learning process as usual, yet it designed more creative.
4. Action Research Cycle Two a. Revised Plan
For this section, the teacher and the writer collaborated to revised plan the classroom action research in cycle two. Here, the teacher
prepared the lesson plan, the materials, the time to research and action, the classroom management, the topic or the theme of the materials and also
44
the post-test 2 to compare the students‟ result whether it increased or not.
The importance thing is in this cycle two; the teaching learning process was modified more creative, effective, and active by input three indicator
aspects, which are cognitive, affective, and psychomotor.
b. Action
For cycle two, the observation was taken on June 9
th
and 11
th
2010. First, the teacher previewed the previous lesson and stimulating the
students‟ brainstorming. Then the teaching learning activity was differed than previous action. Here the teacher used mediateaching aid. For the
first action of cycle two, she used pictures and the next action of cycle two, she did the teaching learning contextually, she used anything around
the classstudents‟ environment as media, and it was regarded helping the students to understand the material easily. From those media, she asked
the students any information that could explain. When she did it, the students responded it desirably.
Next, she distributed the handouts to the students and then she explained more about the theme for this section is descriptive text in
animal topic discussion. In this handout, she demonstrated a reading passage to read out by the students, the post-reading questions, the
minimal pair practice and exercise. After the handouts are distributed, the teacher commanded the
students to read aloud the text together by the teachers‟ guidance. After
that, she asked the students some question related to the passage, and then students answer it orally. They are really appreciated in answering those
questions. Furthermore, the teacher demonstrated some words in minimal pair
design to be pronounced by the students correctly and accurately. The teacher asked the students to repeat her pronunciation in pronouncing
those words. And, the students were really appreciated and showed their interesting by pronouncing the words loudly, and they were very
