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Reflection •
Students were enthusiastic in joining English class •
Students became more active during TLP •
Students could grasp the meaning of words well •
Students could write words correctly •
Students had their own initiative to write important notes by themselves
Findings as the whole •
The improvement of students’ recognition toward English words •
The improvement of writing ability •
The improvement of class situation after video applied •
The improvement of students’ behavior during TLP •
The improvement of students’ achievement
The overall activities in cycle 2 as stated in the Table 4.7. above is described as follows:
1. Identifying the Problem
Based on the result of the first cycle, there were still several weaknesses found to be solved. The students still made mistakes in grasping the meaning of
English words because there were some words have similarity on its writing i.e. T-shirt, shirt, skirt, shoes, socks, etc. The other problem was the students found it
difficult to write English words with correct spellings although they could pronounce it correctly. It caused by most of vocabularies given were new.
However, the problem toward classroom situation, the students did not want to write the notes given by teacher. When the teacher gave guidance to write
with the correct spellings by writing them on the blackboard, then the student did not want to copy them on their own books. Therefore, the students did not have
the correct sample of writing words and could not write correctly in the future.
2. Planning the Action
Before doing the second cycle, the writer prepared the materials, the collection of video, lesson plans, students’ exercises, posttest 2, laptop, LCD
Projector, loudspeaker, and everything related to the action. The topic was going to learn in cycle 2 was the same topic taught in cycle 1 that is clothes because
there were so many vocabularies about clothes that should be mastered by the students. By preparing everything was needed at cycle 2, the action could be done
well and the problems stated on cycle 1 could be solved.
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3. Implementing the Action
In implementing the action, the writer divided every meeting into four activities based on the lesson plan that had been made before. They were warming
up, presentation, practice, and production. There were three meetings for the second cycle and the topic taught was still clothes. The whole activities in each
meeting are described as follows:
a First Meeting Saturday, June 12
th
, 2010
1 Warming up TA and the writer came into the class 5 at 07.10. All students had sat on
their own chairs and prepared the books on their table. Then, the writer helped by TA, prepared laptop, LCD projector, and loudspeakers for
teaching. When the bell was rung at 07.15, the writer greeted the students and checked their attendance. After that, she did questioning and answering
related to the topic and also reviewed the previous lesson. For example: what do we wear for sleeping, what does she wear for swimming, etc. most of
students could answer correctly in English although the writer did not repeated the questions into Indonesian.
2 Presentation The writer explained to the students that the video would be played was
“read the word”. The video would show the name of each cloth, and then the students must read it together. When the video was being played, all students
looked enthusiastic to read the words shown on video. They read them loudly. Then, this activity was done individually in order to know whether or not all
students could read the word correctly. 3 Practice
The writer divided the class into two big groups; they were boys and girls group. For playing this game, each group had been asked by the writer to
bring clothes. Then, she asked the students to put the clothes they brought on their table. After that, she explained the rules of the game. The writer would
say a name of clothes, then the students from two groups who hold the cloth mentioned should stand up and show it to the class. The student who stand up
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first and had correct answer, hisher group would get the point. In the end of game, the group which had the highest point would be the winner.
When the students were ready, the writer started the game by saying “shirt”. Then, some students looked confuse and made noises by asking their
friends hold the cloth mentioned to stand up. A girl student stood up first and raised the cloth. The writer said “great or correct” for the correct answer and
then draw a star on the blackboard as the point for the group which answered correctly.
This game was done repeatedly until all clothes had been mentioned. All students looked happy and enthusiastic in joining this game. During the
game, the class situation was noisy but it still could be handled by the teacher. 4 Production
After played the game, the writer distributed copies of an exercise contains some vocabularies related to the clothes. Then, the students were asked to
write the number beside the name of cloth mentioned by the writer. The writer only mentioned the word once, so the students should paid much
attention to her.
b Second Meeting Wednesday, 16
th
, 2010
1 Warming up The writer came into the class together with TA. After prepared teaching
aids, the writer asked the leader of class to lead praying. After praying, the writer greeted the students and checked their attendance. To review the
previous lesson, the writer asked some students to mention 3 names of clothes orally. Some students raised their hands and said “Saya, Bu”. The writer was
happy to see it. It showed that the students’ did not feel ashamed anymore in answering the questions orally. Moreover, most of students could answer it
correctly. 2 Presentation
In this session, the writer told the students that the video would be played was “write the words”. The video would mention a name of clothes then
showed its correct spellings. But before the students watch the correct
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spelling of each word given by video, they were asked to write down first on their own paper. The writer would pause in each cloth mentioned and waited
for the students finish to write it. After they finish writing, she played the video and let the students checked their writing based on the correct spelling
shown on video. 3 Practice
After practicing writing by watching video, the writer asked the students to play a game. She divided the class into boys group and girls group. For this
game, the students had been asked to bring any kinds of clothes. The rule of the game was a student stood up and showed the cloth to other group. Then,
all member of the rival group should write the name of cloth shown individually. When the writer said “finish”, they should finish their writing
and showed their answer and let the writer counted the correct answer then wrote the numbers on the blackboard. In the end of game, the group which
reached the most number of score would be the winner. 4 Production
The writer wrote some Indonesian words related to the clothes on the blackboard, and then asked the students to translate them into English. They
were asked to do this exercise individually because it was done to measure their understanding about the lesson given.
c Third Meeting Saturday, June 19
th
, 2010
1 Warming up The writer greeted the students by saying “good morning”. After checked
the students’ attendance, the writer gave some questions about the previous lesson to activate the students’ memory. Most students still remembered by
answering the questions correctly. 2 Presentation
The writer explained to the students that they would learn to describe clothes. It meant that the students would not only learn about clothes’
vocabularies but also other vocabularies used to describe clothes. The writer explained to the students by writing on the blackboard about how to describe
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clothes. First, she drew a skirt then wrote the color in Indonesian. Then, she wrote the correct answer based on the picture and clues given, that is “a red
skirt”. She repeated this explanation by asking some students to come forward and write the correct answer based on the picture and clues given by
the writer. To check whether all students had understood or not, the writer played video about “describing clothes” and asked the students to describe
each cloth shown on video orally. Then, the writer checked their answer by watching the correct answer shown on video. Students looked enthusiastic in
doing this activity. They answered loudly although sometimes their answers were incorrect.
3 Practice The writer divided the students in groups consisted of 4-5 students for
each group. Each group was asked to draw a person wearing a set of clothes, and then other groups were asked to describe the clothes drawn. In the end of
game, the writer collected the answer of all groups and checked them together with the students. The group which got the highest score would be the winner
of game. When the game was started, some students were laugh because the picture
drawn by their friends did not good enough, even looked funny. During the game, all students were happy and enthusiastic, so the writer was also happy
to see this condition. 4 Production
The writer distributed copies of exercise contains some clues of certain clothes, and then asked the students to describe the clothes in English
individually. When the students did the exercise, the writer walked around the class to make sure that the students did not cheat.
4. Observing the Action
