They produce better pronunciation, although they still mispronounced some words. As they could produce better pronunciation, they were more confident to
speak up. Therefore, their English production increased.
c. Conducting Vocabulary Practices
In cycle 2, students’ vocabulary mastery was improved. Their vocabulary collections increased because every meeting they did vocabulary practices. They
spoke more fluently as they had enough vocabularies to express what they were going to say. They produced more various words. Bahasa Indonesia was still used,
yet it was used very rarely just in case they did not know the English words of what they were going to say.
d. Using Classroom English
Using classroom English increased students’ vocabulary, phrase and expression collections. They got used to hear and use English in the classroom.
They were also familiar with English instructions that the researcher used. Moreover, they understood what the researcher meant, even they could responded
using English.
e. Giving Handouts
Handouts made students learn materials more easily, since handouts were simpler and briefer than textbooks. The tasks were also more various. Pictures
were added as well to make students more interested in learning the materials. In cycle 2, copies of handouts were multiplied because students often forgot to bring
their handouts to the next meeting, even they lost theirs in cycle 1.
f. Displaying Pictures and Videos
Pictures and videos were always interesting and attractive to students’ eyes. Their attention was easily caught when they were shown colorful and fun
things. Pictures and videos were used not only to entertain students and refresh their minds, but also to help students learn materials more easily. They could see
the visualization of what they learned. They were able to generate their ideas, since the input was clear and visual.
g. Improving Classroom Management
Re- arranging students’ seats was one of some ways that the researcher
planned to manage the class better. The boys sitting in the back row moved to the front row and the girls sitting in the front row moved to the back row. By doing
this, the boys who were the trouble makers could be watched and handled more easily.
The researcher moved around the classroom more often to check that everyone did what they had to do. It was also aimed to check that everyone
understood. When she moved around the classroom, the researcher offered help to students as well. Some students might find difficulties and problems during
playing games and doing tasks, so the researcher could help them.
h. Giving rewards
Making an achievement board and getting students to competitively gain as many stars as possible were successful to increase students’ involvement in the
activities. All students, even the trouble makers, were eager to get as many stars
as possible since at the end of cycle 2, the winner would get a reward from the researcher. Everyone was motivated and challenged and it made the actions
implemented better as being expected. Since students were eager to get rewards, they competitively to be active
in the classroom. They tried to answer and do tasks correctly. As the result, they paid attention more t
o the researcher’s explanation.
4. Results of the Implementation of Cycle 2
The result of the implementation of cycle 2 can be seen in the following table. The results had been summarized.
Table 9: The Results of Cycle 2 Planning
Implementation Results
Implementing Communicative Games
A role play game
A ‘Lie Detector’ game
Students got more
chances to speak English.
Students spoke up
more confidently.
Students enjoyed playing the games and
looked excited and interested.
The class were more
alive as everyone was noisy and busy talking
with their friends and performing their roles.
Conducting Pronunciation Drills
The researcher
pronounced difficult words and students
repeated after her for some times until they
pronounced the words correctly.
Students produced less
mispronounced words.
Students were more aware of
mispronunciation.
Students could correct their friends’
mispronunciation. Conducting Vocabulary
The students found out Students’ vocabularies
