commit to user To solve the problems in cycle 1, the researcher and collaborator
decided to conduct cycle 2. They revised the plan in order to correct the weaknesses in cycle 1. The plan for the next cycle would be more focused on
teaching spelling and word use, making the students answer the teacher’s question regularly and avoiding class noisy, grouping the students in order to
decrease wasting time, and also conducting the teaching learning process in fun activity.
2. Cycle 2
a. Planning the Action
The action plan for cycle 2 was made to solve the weaknesses of cycle 1. To overcome the weaknesses in cycle 1, the teacher and collaborator
revised the plan as follows: 1 focusing on teaching spelling and word use; 2 asking the students to raise their hands when they want to answer
questions; 3 grouping the students to economize the time and build cooperation; and 4 challenging the students to play games in order that they
were not bored just sitting on their chair. In cycle 2, the teacher still used word webs in brainstorming, during activity, and post activity, but the teacher
and collaborator tried to present word webs as a game. They also grouped the students in order that they could cooperate.
The topic discussed in cycle 2 was “Food and Drink”. The researcher and collaborator prepared the materials, students’ worksheet that consisted of
commit to user some tasks, lesson plan as teacher’s guidance in teaching, and everything
related to the action. Post-test would also be given in the end of cycle 2.
b. Implementing the Action
1. First Meeting The first meeting was conducted on Saturday, 15
th
May 2010 at 09.00 a.m. to 10.30 a.m. The topic was “Foods and Drinks”. The material just
focused on foods and drinks in breakfast time. The teaching aids were course books and some pictures. After coming to the class, the teacher greeted the
students. After greeting, the teacher explained about the topic which would be discussed and the purpose to study that. Besides that, the teacher also
explained that the class would study the topic by creating word webs. After giving an introduction, the teacher continued the lesson. She
started the main activity by asking them a question, “Have you had breakfast? Tadi sudah sarapan?” Then, the students answer, “Udah, Miss.” she wrote the
word “breakfast” on the board, then, she made two lines to connect the circle with words “food” and “drinks”. After that, she asked to the students, “What
food do you usually eat in your breakfast? Biasanya kalian sarapan apa?” Enthusiastically, the students answer, “nasi”, “telur ceplok”, “nasi goreng”,
“ayam”. RI, then, made strands on the circle with the word “food”, “We usually eat rice, fried egg, fried rice. What about the drinks?”.
Enthusiastically, the student answer “Tea, Miss”, “milk”, “air putih”, “coffee”. The teacher added the drinks that had been mentioned by the students in the
commit to user strand of the word “drink”. After giving a brainstorming, RI asked the
students to be calm and pay attention to her because she wanted to read a simple dialogue for them. The teacher read a dialogue. If there was a kind of
meals in the dialogue, the teacher showed the picture to the students. After reading the dialogue, the teacher asked the students, “What meals are eaten by
White’s family?” some students were asked to write the words of meals they remembered on the board.
Then, the teacher drilled to pronounce the words. After they finished, the students were asked to make their own word webs. While the students
made their word webs, the teacher checked whether they spelled the words correctly or not. The teacher gave correction when the students made
mistakes. The teacher also explained how to use words in certain context, for example, “a glass of milk”, “a cup of coffee”, “The fried egg is salty, you put
too much salt.” To know the students’ understanding, the teacher gave exercise to the
students. The teacher shared the students’ worksheet. There are four kinds of questions: 1 some pictures, the students should give v to the picture which
are the meals eaten by White’s family; 2 dictation; 3 finding the meaning; and 4 using the words in certain context.
After doing the assignment, the teacher invited the students to play a game. The teacher still used word webs in the game. The students were
attracted to the game. There were two groups; each group consists of three
commit to user students. They were asked to stick the picture according to the proper context,
for example, the picture of sugar, should be stuck on the strand with the words “A spoon of . . . . “ The group which could finish their job faster and properly
was the winner. The winner was group one; the members were Tata, Nisa and Silvi.
RI asked the students’ feeling after studying using word webs. “Are you happy?” The students answered, “Happy, Miss. Asyik nempel – nempel
gambarnya. Capek, Miss. Haus, Miss tapi happy”. The other studens said, “Kok aku nggak dapet giliran maen game nya tah, Miss?” The teacher was
happy because the students enjoyed the lesson. “So far, any questions? Ada pertanyaan nggak?” “No, Miss.” The teacher explained that the time was
over, and the lesson would be continued next meeting. 2. Second Meeting
The second meeting was conducted on Tuesday, May 18
th
, 2010 at 09.00 am to 10.10 a.m. The topic was “Food and Drinks” and the teacher focused on
“Snacks”. When the teacher and collaborator entered the class, the class was very
noisy and some students were still outside enjoying their meals. The teacher asked the students who were still outside to come in the class. After the class
was quiet, the teacher greeted the students. The teacher mentioned the topic which would be discussed. She wrote
the topic on the board Meals. “Last meeting, kita belajar tentang Meal when
commit to user having breakfast. Now, sekarang, kita belajar makanan favorite kita. Kalian
tau, ada banyak makanan instant dan makanan ringan snacks. Makanan mana yang lebih kalian suka?” The teacher made two branches on the topic
which had been made: instant meals and snacks. After that, she asked the student to give some examples, “Adam, tau makanan instant nggak? Apa
saja?”, Adam answered, “KFC ya, Miss.”, the other student answered, “pizza, Miss.” “Hamburger, Miss”. “Very good”. When the teacher asked the students
about the example of meals, they were very enthusiastic. The teacher also asked the example of snacks. The teacher asked the students to complete the
word webs on their board. The teacher gave text to the students. It was a kind of a simple poem.
The teacher read the poem, and asked the students to repeat. After reading the poem, the teacher led the students to understand it. The teacher shared a piece
of paper and some pictures of meals for each student. “Has everybody got the paper and pictures? Udah dapat semua?” the students answered, “Udah,
Miss.” The students made the word webs on the paper. After that, the teacher re-read the poem for the students, and asked the students to add the picture of
the meal to their word webs by sticking them on the paper without giving the name. While reading the poem, the students were sticking the picture on their
word webs according to the meal they had heard. When the teacher felt that the words were new for the students, she showed the picture to the students
and showed where the students should stick the pictures whether on the
commit to user branch “instant meal” or “snack”. After sticking the pictures according to the
word webs, the teacher drilled the students to spell the name of the picture and wrote the name behind the proper picture. The students looked enjoying the
activity. Still using pictures and the word webs, the teacher led the students to use the words in a simple sentence. “Miss Riana will show you picture, let’s
make the sentence”. The teacher showed the picture of a bucket of fried chicken, then, she said, “We buy a bucket of fried chicken.” The students
repeat the sentence, and they were asked to add the words “a bucket” to the picture of “fried chicken”. The students got difficulty in this activity, but the
teacher led them patiently to use the words. The three aspects of teaching vocabulary had been taught, then, the teacher led the students to pronounce
the words properly. After doing some activities, the teacher gave assignment to the students
to evaluate whether the lesson can be received well or not. The evaluation of pronunciation and spelling could be finished by the students, but
unfortunately, the evaluation of word meaning and word use could not be finished by some students. The teacher asked the students to finish the
assignment in their house and reminded them not to forget to do and bring the assignment next meeting.
The teacher gave reflection which had been done that day by asking the students’ feeling and comments. RI asked the students, “How is your feeling
after this lesson? Bagaimana pendapat kalian setelah pelajaran ini?” The
commit to user students answer, “Asyik, Miss, makanannya bikin laper aja, enak – enak, bikin
pengen.” Some students complained, “Waktunya terlalu cepat, Miss.” “Aku nggak selesai ngerjain tugasnya”, “Capek, Miss.” The teacher gave response
and advised them. The teacher also asked them to finish their assignment at home and bring the homework next meeting. Finally, the teacher closed the
lesson, then, said good bye. 3. The Third Meeting
The third meeting was held on Tuesday, May 25
th
, 2010, at 09.00 a. m. until 10.10 a.m. In the third meeting, the teacher chose “Having Lunch in
Food Court” as the topic. After preparing the material needed, the teacher and collaborator came to the 3A. They looked the students of 3A entering to their
class. All of the students sat on their chair, then, the collaborator sat on her chair in the back side. The teacher greeted the students and checked the
students’ attendance. The teacher asked the students about the topic which had been discussed in the last meeting, “Hari Selasa kemarin kita belajar tentang
apa?”, the students answered, “Favorite Meals, Miss.” Then, the teacher mentioned the new topic which would be discussed in the lesson. “Well, today
we will learn new topic. Hari ini kita belajar topic baru, tentang ‘Meals in Food Court’. Siapa yang pernah ke food court?” Almost all of them raised
their hands. The teacher made word webs on the black board. She wrote ‘Meals in
food court’ on the middle of the black board. Then, she gave the two
commit to user branches: ‘foods’ and ‘drinks’. Then, she asked the students to mention the
foods and drinks belonging to the each branch, then asked the volunteer to write their answer on the board. After the teacher and the students had
finished the word webs, the teacher drilled the students to pronounce each word appropriately.
The teacher gave text for the students. First, she read the text, then, the students repeated it. After reading the text, the teacher and the students
discussed some word dealing with the topic by asking the meaning. The teacher led the students to use each word in simple sentences by
adding word in the word webs. “Students, look the word ‘meatball’ coba lihat kata ‘meatball’ I want a bowl of meatball” While saying the sentence,
RI wrote ‘a bowl of’ beside the word ‘meatball’. “What do I want? Apa yang Miss Riana ingin beli?” The students answer, “A bowl of meatball.” The
teacher also explained the other foods that used ‘a bowl of’, like porridge and chicken noodle.
The teacher still drilled the students using the word in sentences. “The iced tea is bitter, I need a spoon of sugar. Es tehnya apa?” The students
answered, “bitter, pahit.” Then, the teacher asked, “And I need?” the students answered a spoon of sugar.” The teacher wrote the words ‘a spoon of sugar’
beside the word ‘iced tea’. The teacher continued for the other words. “The orange juice is sour.” The students looked confused. The teacher helped them,
“jus jeruknya rasanya asam, kecut.” The students said, “ow”. RI asked, “What
commit to user is the taste? Rasa jus jeruknya?” All at once the students answered, “Sour”.
The teacher smiled and said, “Very good”. The teacher wrote the word ‘sour’ beside the word ‘orange juice’ in the word webs. Because the time is limited,
the teacher explained to use the words and wrote the word fast. She said “The fried rice is hot and salty. Nasi gorengnya pedas dan asin.” and wrote the
word ‘hot’ and ‘salty’ beside the word ‘fried rice’. The students took notes like the teacher in their own word webs.
After leading the students to use the words in sentence, the teacher divided the students into 3 groups. Each group has eight students. Each group
had to stand in line according their group. The teacher used word webs in a game. Then, the teacher explained what they must do. “Students, setiap
anggota kelompok yang baris di belakang akan Miss Riana tunjukan kata, kemudian kalian bisikan ke teman kalian yang ada di depan, dilanjutkan
sampai depan. Yang ada di barisan paling depan, harus mencari gambar yang sesuai dan menempelkannya di tempat yang di sediakan sesuai dengan
nomor. Jelas?” Enthusiastically the students answered, “Jelas, Miss.” The students could do the game well. Each group competed to win the game.
They looked very cheerful. It seemed that the first group would win the game. The teacher asked the students to sit on their own chair. ”Are you tired,
capek?” The students answered, “sedikit, Miss. Nggak Miss.” The teacher asked them to do task, “After you finished your assignment, Miss Riana will
commit to user give you candies”. Some students complained, but the teacher could assure
them to do the task. Sometimes rewards were needed to motivate the students. The bell was ringing. The teacher gave quick review of the lesson. Then
the teacher said goodbye. The teacher and the observer left the class and went back to the teacher’s office.
4. Fourth Meeting After third meeting of cycle 2, the teacher also conducted post-test. It
was held on Saturday, May 29
th
, 2010 at 09.00 to 10.00 a.m. The test was used to measure the students’ understanding about “Foods and Drinks”. There
were 20 questions to measure pronunciation, word meaning, word use, and spelling.
After entering the class, the teacher greeted the students. Then, she checked students’ attendance. The teacher explained that they would have
test. Surprisingly, the students did not complain. They kept their English book in their bags, and just prepared their pencil and eraser.
While the students did test, the teacher and observer test the students’ pronunciation. The teacher called the students according to students’ number.
At 10.00 all of the students finished their test. The students submitted their work to the teacher. Finally, the teacher led them to pray and said good bye.
c. Observing the Action
