d. Asking the students to work in pairs and in groups
Considering that the students became more active when they were asked to work in groups and pairs, the researcher kept asking them to work in pairs and
large group. The researcher planned to make groups and pairs activity in every
meeting during cycle 2. e.
Giving the students practice for making vocabulary cards
As the same as in the cycle 1, the students would practice their own vocabulary cards related to the topic germinating petunia seeds and drawing
insects for the last meeting. The first, the students were asked to make their own vocabulary cards
related to the instruction that consisted in the procedure text of making vocabulary cards that the researcher had been given in the cycle 1. The vocabulary cards
should not consist of picture, the word, and the meaning, but here the students were asked to write the words in English on the front side and the meaning in
bahasa Indonesia on the back one. This activity trained the students how to give their partner some clues of the vocabulary card they had, so that the students
would not feel very difficult when they had moved to the vocabulary cards game. Indeed, the practice of making their own vocabulary cards gave them
benefits. First, the students could write themselves their own vocabulary cards and also they added new vocabulary cards. Then, the second was that the students
experienced that the activity of making their own vocabulary cards were clear because there were instructions to make them understood what they would do in
the next stage. The third was that the students would not feel bored in doing practices such as answering questions. It gave them refreshment after doing some
practices that the researcher had given.
f. Asking students to bring dictionary
As the researcher planned before that the aim of asking the students to bring the dictionary was certainly to make the students bring their dictionary. It
also aimed at improving the students’ vocabulary. In learning new vocabulary, dictionary has very important role. The students could check pronunciation and
spelling of a certain word on the dictionary. If the students have much vocabulary mastery, they can produce sentence easily. Thus, the students needed to bring
dictionaries to help them increased their vocabulary and also the researcher expected dictionaries could help the students enrich their vocabulary so that they
were learning English they had no difficulties dealing with vocabulary matters. The researcher would check all desk so that each desk, at least there was one
dictionary on each students’ desk.
g. Giving rewards
Following up the students’ comments related to the gift which would be awarded if they won the game, the researcher thought that it could be right.
Generally, a game was identical to a competition to be a winner of achieving rewards. Thus, in this cycle there would be gift as rewards for the winner of the
vocabulary cards games. Hopefully, it could be boost the students’ motivation and
Kategori