researcher planned to give feedback on the stu dents’ pronunciation in the form of
oral and not immediate feedback. It meant the feedback would be given to the students after they finished. When the students were performed, the researcher
listed some mistakes errors pronunciation that the students made in a note then correct them through discussion session. By doing this, the students would not
feel disturbed, so that they were not afraid or not confident to speak up.
d. Asking the students to work in pairs and in groups
The researcher planned to use games for the teaching and learning process during cycle1. The vocabulary cards game would be played in large groups and
practiced playing vocabulary cards game in pairs. There are some reasons why group works would be implemented in the teaching and learning process. Group
works could exercise the students’ ability in a team work. Then the students would learn how to appreciate others’ opinion in a team. And the most important
point was the students would be more confident and more active involved in the teaching and learning process. Considering the advantages of grouping activities,
the researcher emphasized the activities more on the improvement of mastering vocabulary for the students.
e. Giving the students practice for making vocabulary cards
Before the students go to the production stage, they have to do some practices first. The researcher planned to provide them some activities to practice
making their own vocabulary cards. In this stage, the students would practice identifying procedure text of making vocabulary cards, especially for students.
The students would make their own vocabulary cards related to the topic, how to make oriental fried rice.
The first, the students would be given procedure text that would guide them to make their own vocabulary cards. The vocabulary cards should not
consist of picture, the word, and the meaning, but here the students were asked to write the words in English on the front side and the meaning in bahasa Indonesia
on the back one. This activity trained the students how to give their partner some clues of the vocabulary card they had, so that the students would not feel very
difficult when they had moved to the vocabulary cards game. Indeed, the practice of making their own vocabulary cards gave them
benefits. First, the students could write themselves their own vocabulary cards and also they added new vocabulary cards. Then, the second was that the students
experienced that the activity of making their own vocabulary cards were clear because there were instructions to make them understood what they would do in
the next stage. The third was that the students would not feel bored in doing practices such as guessing the cards. It gave them refreshment after doing some
practices that the researcher had given.
f. Asking students to bring dictionary
The aim of asking the students to bring the dictionary was certainly to make the students bring their dictionary. It also aimed at improving the students’
vocabulary. In learning new vocabulary, dictionary has very important role. The students could check pronunciation and spelling of a certain word on the
dictionary. If the students have much vocabulary mastery, they can produce
