were reluctant to bring their own dictionary and more enjoyed to share with the others.
d. Giving a handout of today’s materials as a guideline
The handout given had helped the students in learning the materials. They did not need to write all explanation since the explanation had been in handout
given. As a result, they could focus on the teacher‟s explanation instead of making notes.
e. Giving feedbacks on the students’ pronunciation
In general, the students‟ pronunciation improved during the teaching and learning process. I drilled those many times to pronounce correct words when
they mispronounced the words after I asked them to check the pronunciation in the dictionary. The students were asked to repeat the words after me or the
students told the correct ones. Besides, their participation during the teaching and learning process improved. They were confident to answer questions in front of
the class. Some feedbacks given before they performed something improved their confidence to answer questions. They were not afraid to answer the question
because I had checked their works. Mostly, the students who asked the teacher to check their works came forward to
answer the teacher‟s questions. f.
Asking the students to work in groups
Pair works and group works were used during Cycle I. Generally, the students could improve their involvement in teaching and learning process. These
activities helped them understand the materials given since they could share what they knew to all members in their group. Since they worked in a group which
meant they had more opportunity to get feedbacks from their friends, they felt more confident in answering the teacher‟s questions. The Bingo Game
successfully motivated the students to learn vocabulary. They enjoyed competing with other groups. It encouraged them to do their best. Unexpectedly, it was not
easy to face a problem related to the students when they were being more active in speaking in their native language. I could not keep controlling them to use the
target language.
C. Report of Cycle II
a. Planning
Based on the discussion with the collaborators, it was determined that Cycle II still focused on the same problems found in Cycle I. I decided to
implement the same activities and some new actions such as giving them a reward and giving them a new topic to enrich their knowledge with the hope that the
teaching and learning process would be more enjoyable and the students‟ vocabulary mastery would significantly improve. The action plans of Cycle II
reveal the following points.
a. Applying Bingo Game to Teach Vocabulary
As I stated previously, the use of Bingo Game in the classroom as a learning activity could attract the
students‟ attention and their involvement in the teaching and learning process. Through Bingo Game, the students would practice
having interaction in a group. The most important thing was it would help students to memorize and understand new vocabulary in interesting way.
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