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After designing the tasks, the researcher designed the test for the second cycle. In order to avoid misinterpretation, the researcher put the vocabulary in the
sentences. There were twenty numbers in the test which consisted of fifteen numbers of word meaning and five numbers of synonym. The vocabulary in the
test of the second cycle was taken from the words which existed in the tasks of the same cycle.
b. Acting and Observing Phases of the Second Cycle
In the second cycle, the researcher focused on how to avoid the problems happened in the previous cycle and how to solve them. Hence, this cycle was the
improvement of the implementation process of the first cycle. Similar to the first cycle, in this part, the researcher reported the action done by the teacher and also
the students’ responses during pre-activity, whilst-activity, and post-activity.
1 Pre-Activity of the Second Cycle
The teacher opened the teaching and learning process by greeting the students and checking their presence. All students were present. In order to avoid
the students misused their electronic dictionaries, the use of them was forbidden in this cycle. Since the students did not bring the dictionary book, the teacher
asked two students to borrow ten dictionaries from the library, five English- Indonesian dictionaries and five Indonesian-English dictionaries. The teacher later
continued the pre-activity by encouraging the students to review the previous materials. Most of the students were active to do so. Hereafter, the teacher
distributed the handout and asked the students to read and comprehend the instruction of tasks in the second cycle. A problem occurred. When the students
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asked the teacher about the instruction which they did not understand, the teacher explained it in Indonesian Language. As a result, when the teacher asked the
students to restate the instruction, the students did it in Indonesian Language.
2 Whilst-Activity of the Second Cycle
Most students did the vocabulary tasks seriously and enthusiastically. Some students found problems during the implementation process, so they tried to
consult the dictionaries and the teacher. After all students had completed the tasks, the answer to tasks 1 and 2 were discussed in the class discussion. The teacher
gave an opportunity to all students to answer the tasks and sometimes gave the meaning of some important words. Thereafter, the activity continued with the
presentation of each group on task 3. During the presentation, the observer recorded that there were only three students who still could not easily express
their idea in speaking. During the whilst-activity, the teacher also found a difficulty. The teacher
kept speaking and asking more questions to the students so that she looked a little bit tired. However, what went well during the whilst-activity of this cycle was the
variation tasks given to the students prevented them from doing something else. Furthermore, in the second cycle, the teacher could manage the time better than
the previous one, so that the learning process ran well.
3 Post-Activity of the Second Cycle
It should be the students’ role to review the lesson but in this cycle, the teacher did it. The teacher reviewed the lesson by asking the students some
questions related to the topic. The students were active in responding to the
