Summary of Cycle I
90 and more attractive than in Cycle I, especially for recount text. In relation to
the topic, in Cycle I the researcher chose topics which the students were familiar with. However, the English teacher suggested to chose topics which
the students were familiar with but they were new for the students. Meaning that, in Cycle II, topics which were closely related to the students‘ real life,
but they have not ever been used before, were chosen. This statement was implied in Appendix B, Interview Transcript 12, page 169.
2 Accessing Prior Knowledge and Exploring Key Words
The implementation of accessing prior knowledge and exploring key words through the use of pictures in Cycle I was successful. However, it was
necessary to be improved in Cycle II. The researcher planned to explore the picture more deeply. The researcher also conducted vocabulary game to
explore key words. The game conducted was intended to improve the students‘ vocabulary related to the topic and to make the lesson became
enjoyable. 3
Building Connection between the Students‘ Prior Knowledge and the New Material
The activities in this step were successfully done. The researcher and the English teacher decided to use it again in Cycle II. However, the students
did not work in big groups to anticipate the passive students. 4
Comprehending the New Material Based on the observation done in Cycle I, the researcher decided to
implement this action again in Cycle II except the activity done after
91 answering comprehension questions. The activity was only implemented in
the first and second meetings in Cycle I. The students were interested and attracted to the activity since the activity was enjoyable. However, the activity
was not successful implemented as it needed much time for doing the activity, and the time available was limited. As a result, the researcher and the students
could not finish the activity. Therefore, the activity were not implemented in Cycle II.