Giving feedback to the students Asking the students to work in pairs and in groups

the previous meeting but in different part of speech, they had to make their own vocabulary cards based on the part of speech verb and adverb. Vignette 7 In the fourth meeting, the researcher let the students practiced and played their own vocabulary cards independently. The students started well in doing these practices. They looked enjoy and understand to what the purpose of giving them this kind of practices whether few students did not follow the stage well. It did mean they did not enjoy the vocabulary cards that they had made but they were undisciplined student who did not follow the class well. In the last meeting, the researcher did not ask the students to make their own vocabulary because of considering the easier type of procedure text and the time allocation. At the last meeting of cycle 2, the researcher prepared vocabulary cards in part of speech noun, adjective, and verb. The researcher considered aspect of the time and the student’s capability in playing the whole part of speech of the vocabulary cads that the students would play in the production stage. After all, the students were trained by themselves in the third and fourth meeting, instructed themselves in making their own vocabulary cards and practiced it with their partner each other, moved it to one to the other pairs to get different vocabularies that consisted on the cards. The undisciplined students could handle by warning them carefully and standing little bit longer to monitor them practicing vocabulary cards they made.

f. Asking students to bring dictionary

As the researcher planned before, the researcher would always ask the students to bring a dictionary during the English class. As what the researcher did in cycle 1 that in this cycle 1 also reminded the students to use dictionary when they found difficulties in learning new words or in understanding texts. In cycle 1 the researcher found that it was difficult to ask the students to bring dictionary. There were so many reasons why they did not bring dictionary to the class. But in this cycle, most of the students brought dictionary. However, the researcher still found difficulties in asking the students to use their dictionary during the lesson. The researcher reminded them that they were going to play the vocabulary cards and bring dictionary for the next meeting. Vignette 7

g. Giving rewards

The researcher decided to give rewards for the winner of the vocabulary cards game. All the students involved in learning activities got rewards somehow. The form of rewarding in the first was praising and giving applause. Nevertheless, some students commented that there should be prizes to make the games and activities more attractive in joining the vocabulary cards game. The notes and interviewed transcript below describe the situation. The researcher helped them to live by announcing the gift for the winner. “Bantu dong Miss. Klu nya ni lho Miss.” Nia asked for the researcher helps. The class was becoming very noisy. The game ran crowded because the students sti ll often speak in bahasa Jawa, suc as „Opo kwi artine’. The researcher the said “What is it, Guys. Bukan Opo kwi artine ya…” The winner of that day was the group 1 and the researcher gave them the gift. Vignette 6