Action The First Cycle

49 Action researchers need to observe the action process, the effects of action intended an unintended, the circumstances of and constraints on action, the way circumstances and constraints limit or channel the planned action and its effects, and other issues which arise p. 13. The results of this step showed that the researcher could conduct the teaching process step by step based on lesson plan that had been made before. The researcher could respond to problems raised during the learning process and invited the students to be active in every activity see Appendix E. The researcher could also manage class and used media well. However, the researcher had not succeeded in motivating the students to enjoy the learning process yet. Observer B wrote: “You‟re just too nervous; this makes the students become so nervous.” Cycle 1 observation sheet, see Appendix E Besides, the researcher also did not manage the time well and she did not make clear statement of the learning goal. Observer A wrote: “It will also be better if you tell the students what you will learn today. So, the students can prepare themselves. Making sentences to show their plan is too long. Just make it three sentences. Because it is only for assessing their understanding. Besides, it also takes your time to do the main teaching media which is jumbled-words .” Cycle 1 observation sheet, see Appendix E Similarly, observer B wrote: “The activities of making sentences spend a lot of time, and it makes the main activities using jumbled-words is not effective. Time management, please. Because you have lack of time for your main activities.” Cycle 1 observation sheet, see Appendix E According to the observation sheets, there were many things that the researcher had to improve. The observers gave many comments below the 50 checklist part. Based on the comments given, the researcher could reflect more about the teaching-learning strategy.

d. Reflection

In this step, the researcher reflected the implementation. The researcher found out what worked well and what had to be improved. Moreover, the researcher found out whether the implementation of jumbled-word game succeeded or not. Then, the researcher prepared next cycle. According to Kemmis and McTaggart 1988, reflection will recall an action as it has been recorded in observation. It will also ask the researcher to reflect on their experience, to evaluate whether effects were pleasing, and to suggest ways of proceeding p. 13. The first activity was reviewing materials given by the teacher in previous meeting. Based on observation step, the researcher did not do the activity well. The observers suggested that it would have been better if the researcher had led students to recall form of future tense before giving examples. The second activity was discussing a dialogue about holiday plan. The activity was done well and the researcher could respond to the students‟ problems. Observer A wrote: “You give good response when your students make mistakes by giving the correct pronunciation one.” Cycle 1 observation sheet, see Appendix E Observer B wrote: “You can find their weaknesses in the reading section.” Cycle 1 observation sheet, see Appendix E