Summary of Cycle 2 Report on Cycle 2

Fourth, the detective game is believed to improve interaction in the class. The activities of this strategy were conducted involving all students in the class. Therefore, this activity allowed the students to interact with their classmates. It was related to what Nation and Thomas 1988: 21 has stated in point d of the reasons of why teachers should use role play to teach speaking. Playing detective games improved the interaction between the teacher and the students. The teacher interacted closely with the students when she gave guidance and assistance during the preparation of the game. The last, the use of the LCD projector, the handouts, the cue cards and the sound speaker used in the implementation step could improve students’ enthusiasm. The use of the media was very useful in the exploration step during the main activity of a teaching and learning process based on Permendiknas 2006 No. 23. It changed students’ behaviour. They paid more attention towards the lesson. It made them understand the materials more easily than when the regular media such as a whiteboard and markers were used during the teaching and learning process. Those actions also decreased students’ misbehaviour like having chit-chat and drawing during the teaching and learning process. There were some good suggestions related to the problems which emerged on the implementation. First, the teacher should consider the time. The teacher should be able to manage the time, so the activities could be implemented well. Second, the teacher should give clear explanation and make sure that the students understand his her explanations related to the rules of the game and the materials explained before the game started. Third, the teacher should give effective guidance and assistance during the game and the discussion at the end of the game. The last, the teacher should manage the class well in order that all the activities run well. The summary of findings is presented in the following table. Table 6: The Findings after the Implementation of Detective Games No Before Implementation After Implementation Cycle 1 Cycle 2 1. The students lacked speaking skill. In reference to the observations and the interviews with the English teacher, one of the main problems of the students’ speaking ability was their lack of confidence. The students gained confidence in speaking in English, but it had not been maximal yet because they were still very much depended with the examples given by the researcher. Most students did what their cue cards said without being too depended with the examples written on the Power Point slides or their note book. 2. The students lacked vocabulary. It was in reference to the observations and the interviews with the English teacher and the students who said they did not know the meaning of English words. The students improved their vocabulary but it had not been maximal yet because they were lazy to write the new vocabularies they found or the ones in the glossary provided by the researcher. Most students wrote the new vocabularies they found during applying the Detective Game and the ones they find in the glossary provided by the researcher. 3. There was low interaction among the English teacher and the students or the students with other students in the teaching and learning process. Classroom interaction improved, but there were some students who did not take a part in the discussion to find the conclusion after the game ended. Also interaction among the students was very limited. Most students interacted with the teacher in the discussion at the end of the game. The interaction among the students was also getting larger. 4. Students were not enthusiastic in joining the teaching and learning process. Also, there was not speaking Some students were not enthusiastic in joining the speaking activities, Detective Game, provided by the researcher. They had Most students were enthusiastic in doing the game and did all the orders shown in their cue cards.