Giving Handouts Displaying Pictures and Videos

R : Asik kan pake ada permainannya? Playing games was enjoyable, wasn’t it? S1 : Iya, Miss. Kami jadi lebih berani disuruh ngomong. Nggak tegang. Yes. We were not afraid and nervous. R : Kenapa nggak tegangnya? Apa karena kalian dibikin kelompok-kelompok kecil? Why? Is it because you were in small groups? S1 : Iya, Miss. Jadi nggak malu kalau ngomongnya cuma ke beberapa orang aja. Jadi lebih PD dan nggak deg-degan. Yes. I was not shy, because I spoke only to some people. I was more confident. Interview Transcript, April 20, 2015 Besides, the classroom management still needed to be improved. During the game implementation, some students were noisy talking about other things which were out of the topic they should discuss. The researcher could not handle all students. Some were handled, yet the rest were not. Explanation of the rules of the games was not clear enough. There were few students who still did not understand what to do. When the games were started, they were still busy asking their friends how to play the games. This problem disturbed the game implementation.

b. Conducting Pronunciation Drills

Pronunciation drills that were done gave good influences to students’ pronunciation skills. Their pronunciation skills were improved. They could pronounce words better than before the actions were implemented. It was shown when games were played. They could produce correct pronunciation, although mispronunciation was still happened.

c. Conducting Vocabulary Practices

Students’ vocabulary collections increased as the vocabulary practices were implemented in each meeting. They never forgot to note down new vocabularies they learned in each meeting. When they forgot some words, they already had notes that they could open anytime. This helped them solve the previous problem which was lack of vocabulary. By defining words in context rather than merely translating gave students new knowledge that one word can mean more than one meaning. It also trained them to look up dictionaries frequently.

d. Using Classroom English

Students started to get used to hear and use classroom English, for example, when they were asking for permission to go to the bathroom, at first they used Bahasa Indonesia, yet the researcher gave them example using English, and then they used English every time they were going to bathroom. They could respond using English as well. Although their English production was still limited, it was better that they could produce limited English rather than they could not produce English at all. Using classroom English was effective enough to increase students’ vocabulary, phrase and expression collections.

e. Giving Handouts

Students could learn materials more easily when materials were given in the form of handouts. Handouts were simpler and practical than textbooks. Students did not waste their time copying materials in their note books as well, because materials explained by the researcher were already written in the handouts. Unfortunately, most students forgot to bring their handouts to the class for the next meeting, even they lost theirs. Students who brought handouts with them had to share theirs with their tablemates. It disturbed teaching and learning processes.

f. Displaying Pictures and Videos

Pictures and videos successfully attracted students’ attention. They made teaching and learning processes more interesting and enjoyable. Students felt more excited when pictures and videos were shown. Pictures and videos made materials more understandable. Students’ ideas were generated easily too.

4. Results of the Implementation of Cycle 1

The result of the implementation of cycle 1 can be seen in the following table. The results are summarized. Table 6: The Results of Cycle 1 Planning Implementation Results Implementing Communicative Games  Survey game  Role play: A ‘Lifeboat Debate’ game  Students got more chances to speak English.  Students spoke up more confidently.  Students enjoyed playing the games and looked excited and interested. Conducting Pronunciation Drills  The researcher pronounced difficult words and students  Students produced less mispronounced words.