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a test. Because the time was over, IA closed the lesson and said goodbye.
At the end of the meeting, IA gave reflection to the students’ activity. She corrected the wrong pronunciation made by them, wrote
the wrong grammar used by the students and other difficulty met by them.
4. The fourth meeting Saturday, 14
th
October 2009
a. Opening The day’s program was having a test. IA greeted the
students and asked their condition. They answered eagerly. IA explained about the day’s program that she would have a test like that
she had announced before.
b. Main Activity In the third meeting, post-test 1 was conducted to know the
students’ learning achievement after treatment. In this activity the students did the test on the worksheet that had been given by the
teacher. c. Closing
Having finished the test, IA closed the class. Before ending the class IA gave general review about the whole activities that she had
done during the research. IA hoped that they could maintain their
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participation in English class especially learning vocabulary. She ended the lesson by saying goodbye.
4. Observing the Action
When the teacher IA implemented teaching vocabulary using experiential learning, the process was observed and the result can be
explained as follows:
a The first meeting
In the first meeting, the students were enthusiastic when IA and the sixth class teacher W enter the classroom. The class was still
unorganized. The students run here and there and most of them were chatting with their friends. They have not active yet to answer the
teacher’s questions, all of them still answered in Indonesian. They started to do role play to experience the conversation on the book, and
did conversation with the other friends and the teacher, even though their English was very bad and there were many students made
mispronunciations. So, IA guided them to pronounce the English words for the hobbies.
The situation of the class was very noisy, because most of the students tried to practice the conversation with laugh and joke many
times. Some students chatted with their friend or when out of the class. It took much time to warn them to be in order. Then, IA asked the
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groups to practice their conversation. Some students were still shy and they did not feel confident so they were not practicing well. And not all
of the students were active in doing this activity. Some of them only watched and listened their friends’ conversation.
b The second meeting
In the second meeting, the teaching learning process ran better than the previous meeting. The students enjoyed the experiential
learning activity. Even, IA did not need to ask them to do it as they were enthusiastic to do the activity by themselves. Most of the students said
“bu, maju lagi kaya kemaren bu”. And when the teacher says in English they tried to understand the meaning and try to give responses. When the
teacher said “ clean the blackboard, please” most of the students were very enthusiastic to give response by saying ”blackboard itu papan tulis
ya bu, ooooo…. kon ngapus papan tulis toh bu”. Then the teacher said “ yes, that’s right”.
Next, IA presented the use of the order and request. And then when the students were asked to write the order and request on their
notebook they suddenly told by themselves by practicing it with their friend. One of them said “Don’t smoke at school, tidak boleh merokok
di sekolah”. And then the other friends followed to read and practiced with their friend. This activity run better. But while they were practicing
most of the students practiced the activity in loud voice so it bothered
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the other students who also learnt seriously in classroom. And then the teacher asked the students to do the task and then checked it together.
c The third meeting
In the third meeting, the teaching learning process ran better than the second meeting. The students enjoyed the experiential learning
activity. They were enthusiastic and had high participation. When the teacher asked the meaning, some of the students could answer correctly.
However, some of them made some mistakes in pronouncing some words and they were still lack of vocabulary.
The teaching and learning process was alive. Students took good participation in the activities. Besides, they did the activities
individually, they also practiced in role playing.
d The fourth meeting
In the third meeting, post-test 1 was conducted to know the students’ achievement in learning the vocabulary after the treatment
was implemented. The result of the post-test 1 showed improvement of students’ mean score. The mean score increased from 56.79 in pre-test
to 67.29 in post-test 1.
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5. Reflecting of Cycle 1
