1. 2 The Cycles of Action Research
In the second meeting, the next topic was regular and irregular verbs. For the presentation, the researcher put four big pictures on the whiteboard and started
to explain the material for today. The students listened carefully although there were some students that looked very sleepy and when the researcher asked some
questions, they answered the researcher’s questions lazily.
The researcher did not use the material from LKS students’ worksheet because the material provided there were not complete and the researcher also did
not take from the official text book because the students were not allowed to make any scratch on the book. Therefore, the researcher created her own material
compiled from various sources. After finishing the presentation, the researcher distributed a hand out to the students. On the hand out, there were several pictures
of activities and what the students needed to do was to match the pictures with the words provided inside the box. Since the students did not have much knowledge
about the vocabularies so the researcher thought that the use of pictures on the hand out would give much favor to the students to improve their vocabulary
knowledge easily. Before the students did the exercise, the researcher read the words inside the box and asked the students to repeat after her. After the
researcher thought that the students’ pronunciation was already correct then the students could continue matching the pictures with the words inside the box. After
finished matching the words with the pictures, the researcher discussed the answers with the students. In this activity, many students asked for the meaning of
the words that they did not know and unfortunately, many of them did not know almost seventy percent of the words that the researcher introduced on the hand out
while the vocabularies were quite familiar such as washed, studied, watched, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
listened, and prayed, etc. This activity took for almost twenty minutes itself. The researcher walked around the class to monitor the students’ progress on their
work. Some students looked motivated to do the exercise while some other students looked frustrated every time they found the difficult words that they did
not know the meaning. The researcher encouraged them to use the dictionary but only some of them who would open it and really looked for the difficult words
while other just waited to copy the answers from their friends although the researcher had warned them not to copy the answers from their friends.
After twenty minutes passed, the researcher discussed the answers with the students. The researcher asked the students to switch their paper with their
friends’ paper. Then the students had to check their friends’ work while the answers were being discussed. The researcher asked the students to read the
answer one by one. After finished discussing the hand out, the researcher divided the students into two groups. Since there were only seven students in this
classroom, so the group would consist of three and four students in each group. After that, the teacher gave a pile of cards to the students. These cards contained
the pictures that had been discussed on the hand out. The next activity was the speaking practice. In each group, one of the
students had to take one card. He or she could not show the picture on the card to other friends but he or she had to act the picture and the other friends had to guess
the action. The student who could answer the quickest and the correct one was the winner, so the winner could take the card. In the end, the student who got the most
cards was the winner. First, the students looked motivated to do the activity but when they met the difficult pictures or words, they looked frustrated and almost