78
and learning process. The actions which considered successful in the first cycle would be kept while some failed actions would be revised. Thus, they believed
that the problems which occurred in the first cycle could be solved. The implementation of the actions in the second cycle was done in three meetings like
in the first cycle. The first meeting was conducted on August 30
th
2016, the second meeting was conducted on September 2
nd
2016, and the last meeting was conducted on September 6
th
2016. The role of the teacher and the researcher remained same as the first cycle. It was the English teacher as the collaborator and
observer and the researcher as the teacher in the classroom. The type of the t in texhe set in Cycle 2 was still descriptive text and the topic was describing rooms
in the house. The changing of the topic was to make a variation of the materials so the students would not feel bored. The plans for Cycle 2 were explained below.
a. Applying Flashcards to Teach Vocabulary
On the first cycle, the flashcard that had been used was the picture-word cards and word cards. In Cycle 2, the researcher and the collaborator planned to use the
same cards. However, since in the first cycle some picture-word cards were not in colour and the letters were not clear enough, at the second cycle the researcher
and the English teacher planned to make the picture-word cards clearer for the students. They also planned to use flashcards into some activities like Whisper
Challenge, and also grouping the words based on its classes.
b. Using the Classroom English during the Teaching and Learning Process
The researcher planned to use English for several functions in the classroom such as greeting, explaining materials, giving instructions, praise rewards or
79
feedback, and also closing the lesson like in the cycle 1. She also would translate some of those functions in Indonesian to make the students understand the
meaning of the expressions used in the classroom activity.
c. Communicating the Objectives of the Lesson to the Students
Like in the cycle 1, by communicating the objectives of the lesson, the students knew what they were going to learn in every lesson. At the beginning of the
lesson, the researcher directed the students to the lesson through interaction. Then, she communicated the objective of the lesson.
d. Asking the Students to Work in Small and Large Groups
The group activities during Cycle 1 showed positive responses from the students. The students could help each other to complete the tasks that had been
given by working together. Thus, it made the lesson more comfortable and enjoyable for them. Therefore, in Cycle 2 the researcher and the collaborator also
planned to keep this action.
e. Giving Practice Feedback on the Students’ Pronunciation and Spelling
