students who passed the KKM. Besides, they also tried to modify the teaching material in the lesson plan to be more interesting, so the students would be more
excited to follow the lesson. Next, the teacher and the writer had to still reflect the improper
implementation of TPR. Here the writer gave her perception of the teaching learning process. Then, the writer gave some solutions to solve the problems.
First, the teacher still had difficulties in implementing TPR in the class. In this case, the writer suggested to the teacher to discuss some minutes before teaching
learning process in implementing TPR. Second, in giving the explanation, the teacher was not clear enough and sometimes too fast, it made some students
confused. To solve this problem, the writer suggested giving explanation more clearly and slowly. Third, the students should be encouraged to think critically.
The suggestion was the teacher had to give more persuasion questions to the students, and then they had to analyze the teacher‟s questions well.
From the reflecting phase above, there must be efforts to improve students‟ ability in using prepositions of place through TPR, although there was significant
improvement in pretest and posttest of cycle 1. It had to be improved again in the next cycle.
2. Cycle 2
a. Planning
The writer decided to conduct the next cycle after identifying the problems that was found in the cycle 1. In order to get the optimal result to solve the
problem, there was re-planning. In this case, the writer modified the previous lesson which was used still related to TPR. However, there were some
modifications in the second cycle. First, the teacher needed to give more exercises which required students‟ critical thinking. Second, the teaching material should
be more interesting and creative than before. it needed to avoid the students felt bored in teaching learning process. Third, the writer prepared the observation
sheet to observe the teacher‟s and the students‟ activities in teaching learning process. Fourth, the writer also prepared the posttest 2 to collect the data of
students‟ achievement score.
b. Acting
There were two actions in cycle 2. In this case, the writer and the teacher collaborated to implement the planned action. The teacher applied TPR when he
was teaching, meanwhile the writer observed the class condition. The first action of the cycle 2 was done on Friday, January 21
th
2011. The teacher did the teaching learning process referring to the lesson plan. In fact, the
implementing of TPR was not too different from the cycle 1. It was the students had to make a new sentence from the different kind of prepositions of place. In
this case, the teacher gave a worksheet to the students which contained the task should be done by the students. At the task, prepositions of place was
implemented in speaking and writing form among the students. The topic discussed about things around your friend at home.
First, the teacher helped the students to remember the previous lesson by asking some questions. He also did not forget to give motivation to the students.
Then he gave worksheet to the students; the worksheet contained “Things around yo
ur friend at home” table. He explained briefly what the worksheet would talk about.
Second, the teacher wrote some steps to do the task on the whiteboard meanwhile the students did the same thing in their notebook. He then explained
the steps one by one. The teacher then asked the students to move around the class to fill in their worksheet, the students had to come back to their seat.
Third, the students continued their task on their seat. Their job was they had to make new sentencess by using their friend
s‟ name as the subject. After finishing all of the task, the teacher and the students discussed the tasks together.
Next, the teacher asked students to demonstrate the command given by the teacher. The teacher read out the sentence order in which there is prepositions of
place. Students imitate and said the words that are pronounced by the teacher. In the middle discussing the task, the teacher gave some questions which
forced the students to think critically. After discussing all of the tasks, the teacher gave score to the students. By the end of the lesson, the teacher made reflection
and conclusion of the teaching learning process. See Appendix 3: 65-69 The second action of cycle 2 was done on Wednesday, January 26
th
2011. In this case, the teacher did teaching learning process referring to the lesson plan.
The teaching material was about descriptive text. For the first exercise, the
students was listened to a text which was read by the teacher. And the students fill in the blanks that existed in t
he text. The topic discussed about “your money is in the drawer”. Therefore, for the second exercise was students observed their
classes. And fills the questions. First, the teacher repeated the earlier material. The teacher asked students to
demonstrate a command given by the teacher. Next, Students performed the command that given by the teacher. Then he gave handout to the students which
contained about prepositions of place. He read the text and the students listened carefully and answered fill in the blanks contained into text. The teacher then
together with students discussed the task. The students corrected their work by themselves.
Second, the students working on the next task given by the teacher about “observe their classroom. Where are the things?” . After that, the teacher and the
students discussed the answer together. Third, the teacher refered students to read a text at random and then
followed by other students. Then, the teacher asked the students to imitate sentences are pronounced by the teacher. By the end of the lesson, the teacher
asked them to do posttest of cycle 2. The test consisted of twenty five questions in multiple choices. The characteristic of the posttest 2 was same as the posttest 1 in
the previous cycle. See Appendix 4: 70 –74
c. Observing
During the implementation of the teaching learning process in cycle 2, the writer observed the teacher‟s and the students‟ activities. It was conducted on two
actions. The observation was done to know the implementation of the actions using checklist.
The observed tried to notice all the activities in the physical classroom activity. Related to the observation that had been done by the writer during the
teaching learning process, it showed that there was better improvement of students‟ activities during teaching learning process of cycle 2 than cycle 1.
The 1
st
observation of cycle 2 was done on Friday, January 21
th
2011. In this phase, the writer observed not only the teacher‟s performance, but also the
students‟ behavior during the teacher implemented the TPR in teaching learning process. Related to the teacher‟s performance, as a whole, he had accomplished
the task in line with the lesson plan had been made. He did the TPR better than before. He was also better in managing time of teaching learning process. He
could make the students more excited to follow the lesson. Therefore, the class seemed more alive than before.
Students‟ participation was very good at that time. The teaching material seemed interesting for the students, therefore almost of them followed the
teaching learning process enthusiastically. Beside that, they could move around the class and not only stayed on their sheat. Their understanding about
prepositions of place also looked increased. It can be looked when the teacher gave some questions orally then almost students could answer correctly. Teaching
learning process was under control as whole. See Appendix 5.c: 77 6.c: 81 The 2
nd
observation of cycle 2 was done on Wednesday, January 26
th
2011. Basically, in 2
nd
action, the implementing of TPR in the classroom was same as the previous action. That was the implementation of TPR on descriptive
text and fill in the blanks. As whole, the teacher was good in explaining the material. He was also
good in giving instruction to the students how to do the tasks. As whole, the students did the tasks well. They did not walk or jog with their friends anymore
but they still enjoyed their task. Meanwhile, the teacher gave his good contribution in motivating the students. He guided his students in the classroom.
He did not lose his students to work the task. He moved around the class to check his students‟ work. He would tell if the students made a mistake. The teacher and
the students concluded the lesson together in the end of the lesson. The teacher also did not forget to give homework to the students. At last of the teaching
learning activity, the teacher gave posttest 2 and the students did it very well.
There was not cheating anymore. See Appendix 5.d: 78 6.d: 82
d. Reflecting
After assesing the students‟ second posstest result, the writer and the
teacher did reflecting phase. The writer and the teacher felt satisfied since their efforts to improve students‟ ability in using prepositions of place through TPR
had been realized. From the second posttest result, they knew that most of the students had been able to understand each meaning of prepositions of place in
sentences. The students also could accept the material easily. They were more interested in following the teaching learning process in the classroom.
Shortly, since the score result of the second posttest reached the requirement of an action success where minimally 75 students could pass the
KKM in the score of 68 sixty eight. Therefore the writer and the teacher decided to stop the CAR. Hence, the writer and the teacher did not need to revise the plan
or move to the next cycle.
3. The Discussion of the Data After the Action
