54
targets could not accomplish yet. Therefore, they tried to modify the action and in order to achieve the goal of classroom action research and in order
the students more fluent and comprehend in speaking and in order 75 of students in the class could pass the KKM.
Moreover, the teacher and the writer had to still reflect the weakness of implementing communication games technique. They had to
make the students more aware that mastering in English speaking is very important. They also had to encourage the students to participate in
playing communication games and performance. They had to design the various games to motivate the students to take part in playing the game.
The teacher’s explanation should be more clearly and slowly, she also should give more attention to the entire students in order the class not
noisy and give the punishment for the student which didn’t participate and didn’t pay attention.
However, regarding the first cycle, the writer and the teacher felt satisfied enough because their efforts to improve students’ ability had been
developed although not all the targets could not accomplish yet. The reflecting phase above indicated that the action in first cycle
did not achieve the action success yet, so the teacher and the writer had to move on to the next cycle.
2. Second Cycle
a. Planning
The second cycle was carried out to solve the problem found in the first cycle, which were students still low in speaking ability, especially to
speak spontaneously and the participation in following the communication games activities. So, the writer and the collaborator made some new lesson
planning for the action based on the revision of the first cycle. In this case, the writer modified the previous lesson plan based on the result of
reflecting phase in the first cycle to make the teaching learning process was on the same line with the problem occurred. Like on the first cycle,
the lesson plan on the second cycle also implemented the communication
55
games as a method to integrate the learning material for improving students’ speaking ability. The game in this cycle was “Sports and
Hobbies” and “Routine and Leisure Activities” However, the language function in the second cycle was about asking and expressing about likes
and dislikes. Beside of that, the writer still also prepared the observation notes to monitor the classroom activities and also prepared the posttest on
to collect the data.
b. Acting
The implementation of the classroom action research cycle 2 was conducted on April 08
th
, 14
th
and 15
th
2011. The action was done based on the second lesson plan. In cycle two, the writer as a teacher in CAR. And
the collaborator is the real teacher. This phase occurred in twice meeting. She introduced new material by using dialog and asked the students to
practice with their partner and continued the evaluation session by using communication games.
1 First meeting
Function : Talking about Like and Dislike Topic
: Sports and Hobbies Game
: Matching Game Time
: Friday, April 08
th
, 2011. i.Pre Teaching Activity
The writer opened the class by greeting, asking students’ condition, asking students’ readiness in learning and starting by
reciting Basmallah, and then giving brainstorming related to the topic. ii.Whilst Teaching Activity
In whilst-activity, the writer as a practitioner, the teacher asked some students about their hobbies and their favorite sports including
like and dislike. The students respond to the teacher question then she corrected the student expression and gave explanation how to express
like and dislike. She introduced new vocabularies related the material by modeling and drilling she also introduced the new some expression
56
about like and dislike by drilling the students. She also gave the grammatical role of that material.
After explaining the material, she gave the instruction about role of playing the game and also gave the example to play it. The
objective of that game is to find out the perfect partner. They should try to find someone who is the same as theirs card. The students moved
around the class interviewed their friend about their like and dislike until they found someone whose tasted matched theirs.
Most of students looked enthusiastic in playing that game. They looked happy when they found the perfect partner. There was
still found the students’ wrong expression. After implementing game, the teacher reviewing and correcting
the students’ expression about like and dislikes who are not correct yet. iii.Post-Activity.
Before closing the class, firstly the writer asked students difficulties during the teaching and learning process. Some advice is
also given to students to motivate them to always practice their English. Then the teacher and the students closed the teaching learning
process by recited Hamdallah and farewell.
1 Second Meeting
Function : Talking about likes and dislikes Agreeing and disagreeing
Topic : Routine and Leisure Activities
Game : Mill Drill Game
Time : Thursday, April 14
th
, 2011 i.Pre Teaching Activity
The writer opened the class by greeting, asking students’ condition, brainstorming, asking students’ readiness in learning and
starting by reciting Basmallah. Then the teacher asked the students’ about the previous lesson.
ii.Whilst Teaching Activity
57
In whilst-activity, the teacher asked some students about their likes of activity, and then asked another student to give responds about
agrees or disagrees with the student’s answer before. The teacher corrected the students’ response by explaining and giving another
example about agreeing and disagreeing of likes and dislikes expression. Then she gave vocabularies related the material by
modeling and drilling. The teacher showed the picture and also wrote example
dialogues on the board indicating the language the students should use on the game.
Picture card shows going to the bookstore
Student A: Do you like going to the bookstore? Asking about like Student B: Yes, I do.
Expressing Like Student A: So do I
agreeing
Picture card shows doing homework
Student A: Do you like doing homework? Asking about like
Student B: No, I dont. Expressing dislike
Student A: NeitherNor do II do. Disagreeing
After explaining the material, the teacher gave the instruction of the rule of game. After the students understood the teacher’s
instruction, she gave the one picture card for every student. The students demonstrate the activity in their class using their pictures as
prompts. The students moved around the class and asked and answered the questions with many different partners. In this part of the activity,
the students repeat the same question several times. When the students have finished, they exchange cards and
moved around the class again, this time holding their cards the other way round so the picture was faced their partner. The students took it
in turns to ask questions using the pictures on their partners cards as prompts. In this part of the activity, the students asked a different
question each time they change partner. The students continue asking
58
and answering in this way until they have spoken to as many different partners as possible.
When conducting the game, all students had great enthusiasts in playing the game. They were motivated spoken to as many different
partners as possible. The teacher gave some reward for students who had spoken with many different partners.
iii.Post-Activity Before closing the class, firstly the writer asked students
difficulties during the teaching and learning process. Some advice is also given to students to motivate them to always practice their
English. Then the teacher and the students closed the teaching learning process by recited Hamdallah and farewell.
c. Observing
