The Procedures of the Action Implementation

D. The Procedures of the Action Implementation

In doing the research, the researcher arranged the procedure of the action in some cycles; each cycle consists of two meetings. Burns (2010:8), the operational of Classroom Action Research consists of four components, they are:

1. Planning In planning phase, the researcher prepared syllabus, lesson plan, teaching material, table of specification, observation sheet, evaluation sheet, validity sheet 1. Planning In planning phase, the researcher prepared syllabus, lesson plan, teaching material, table of specification, observation sheet, evaluation sheet, validity sheet

2. Action In action phase, the researcher applied her strategy in the teaching-learning process in the classroom. This phase or activity done based on the lesson plan that has been prepared by the researcher before.

3. Observation In observation phase, the English teacher- collaborator observed the students’ and the researcher’ activities in the classroom during teaching-learning process.

4. Reflection In this phase, the researcher together with the English teacher-collaborator analyzed, evaluated, and noted the result of observation and looked for the way out to im prove the students’ weakness in studying vocabulary.

The procedures above consist of planning, implementation, observation and reflection. The figure of the research cycle can be seen in the next page.

Preliminary Study:

The researcher identifies the student’s problems in SMP Negeri 2 Hiliserangkai especially for the

eighth grade students about the mastery vocabulary in learning English.

Cycle I

Planning is arranging syllabus, lesson plan,

Action

Teaching material to the students by material, table of specification, observation

sheet, evaluation sheet, validity sheet, field

used Guessing Game and evaluated the students.

notes, and attendance list.

Reflection

Observation involves observing the Noting, analyzing, evaluating and concluding

the result. After that, improved the students’

researcher’s action and the students’ weakness in studying vocabulary.

during teaching-learning process.

Unsuccessful

Improving and revising lesson plan, material, and the weaknesses and going to next cycle.

Cycle II

Preparing the teaching equipments, such as;

syllabus, lesson plan, material, table of Action

Teaching material to the students by specification, observation sheet, evaluation

used Guessing Game and evaluated the

sheet, validity sheet, field notes, and

students.

attendance list.

Reflection

Observation involves observing the Noting, analyzing, evaluating and concluding

researcher’s action and the students’

the result. After that, improved the students’ during teaching-learning process.

weakness in studying vocabulary.

Conclusion

Successful

Research report

Figure 2: The research procedure to develop students’ ability in mastering vocabulary through using Guessing Game.

The procedure of implementing the action of the researcher, the students, and the English-teacher-collaborator for each cycle would be described as follows:

Cycle I

In doing the cycle, there are two meetings.

First Meeting

In first meeting, the researcher did the activities by following the procedures, namely:

a. Planning In planning phase, the researcher did some steps, namely:

1) The researcher prepared syllabus

2) The researcher arranged a lesson plan.

3) The researcher prepared the teaching material. The material was taught in the cl assroom about describing thing entitled “My House”

4) The researcher prepared table of specification.

5) The researcher prepared validity sheet.

6) The researcher prepared the observation sheet of the researcher’s and the students’ activities.

7) The researcher prepared the evaluation sheet.

8) The researcher prepared the field notes of the researcher’s and the students activities.

9) The researcher prepared test.

10) The researcher prepared box and some words.

11) The researcher prepared the students’ attendance list.

b. Action There are some steps of action, namely:

1) The researcher entered the class and greets the students.

2) The researcher introduced her identity.

3) The researcher checked the attendance list of the students.

4) The researcher distributed the material to the students.

5) The researcher asked the students prior knowledge about descriptive text by using question answer technique to see the students’ comprehension about

material.

6) The researcher explained the definition and the characteristic of descriptive text and gives the example of it.

7) The researcher explained the definition of vocabulary and the important of it.

8) The researcher asked the students to practice Guessing Game as follows.

1. The researcher distributed the text to the students.

2. The researcher asked the students to read the text carefully.

3. The researcher asked the students to identify the new words from the text in

a piece of paper and collect to the researcher.

4. The researcher choose 10 words from the students’ papers that contains of words related to many different categories especially about things, and write each words on the cards.

5. The researcher made several groups of students.

6. To explore the students’ mind, the researcher asked the students to think all of things around them to build their prior knowledge.

7. The researcher asked the leader of each group to take a card that contains one word from the box.

8. The leader of group tried to describe the word from the card by giving the definition or the characteristics of the word to the member of his or her group.

9. The members of groups tried to guess the word by using Yes/No question form. To makes it easy, they asked first about the category.

10. The leader of group answered “No, it isn’t” if the category is false or “yes, it is” if the category is true, until the true category guessed.

11. After the correct category has been guessed, member of group continue to ask all of things about the category, until the right answer guessed.

12. The researcher repeated the procedure until the students guess all of the words in the box.

9. After the application of Guessing Game finishes, the researcher draw conclusion of the whole cycle activities and gives reinforcement to the students.

10. The researcher closed the lesson.

c. Observation In observation stage, the researcher helped by the English teacher-collaborator and did some activities, namely:

1) The English teacher-collaborator observed the researcher’s and the students’ activities during the teaching-learning process.

2) The English teacher-collaborator observed the strength and the weakness during the implementation of the action.

d. Reflection In the reflection stage, the researcher did some activities, namely:

1) The researcher noted the result of the observation.

2) The researcher analyzed the result of the observation.

3) The researcher evaluated the result of observation.

4) The researcher found out the improvement about the weakness of action implementation based on the observation result.

Second Meeting

In the second meeting, the researcher continued to did the activities of the first meeting by following the procedures below, namely:

a. Planning In planning stage, the researcher did some steps, namely:

1) The researcher arranged the lesson plan.

2) The researcher prepared the teaching material. The material was taught in the class room about describing thing entitled “My House”

3) The researcher prepared the observation sheet of the researcher’s and the students’ activities.

4) The researcher prepared the evaluation sheet of the researcher’s and the students’ activities.

5) The researcher prepared table of specification.

6) The researcher prepared the field notes of the researcher’s and the students’ activities.

7) The researcher prepared validity sheet.

8) The researcher prepared test.

9) The researcher prepared the students’ attendance list.

b. Action There are some steps of action, namely:

1) The researcher entered the class and greets the students.

2) The researcher checked the attendance list of the students.

3) The researcher reviewed and remained about the last material.

4) The researcher continued the steps of Guessing Game, there are:

1. The researcher showed 10 new words that have guessed by them previously with each meaning.

2. The researcher asked them to write the words and its meaning on their book.

3. The researcher showed the words randomly and the students said the meaning (close book) until they mastering meaning of 10 new words.

4. The students practiced to write a simple sentence of 10 new words.

5. Evaluated the students’ comprehension in vocabulary.

6. The researcher distributed the evaluation sheet as a final test in information transfer form to the students.

7. The researcher gave instruction to the students how to answer the question based test form is used.

8. The researcher controlled the students during the test is conducted.

9. The researcher collected the evaluation sheet.

10. The researcher and the students discussed the answer of the test.

11. The researcher concluded the material that has been discussed.

12. The researcher ended the class and greeted the students.

c. Observation In observation stage, the researcher helped by the English teacher-collaborator and did some activities, namely:

1) The English teacher-collaborator observed the researcher’s and the students’ activities during the teaching-learning process.

2) The English teacher-collaborator observed the strength and the weakness during the implementation of the action.

d. Reflection In the reflection stage, the researcher did some activities, namely:

1) The researcher noted the result of the observation.

2) The researcher analyzed the result of the observation.

3) The researcher evaluated the result of the observation.

4) The researcher found out the improvement about the weakness of action implementation based on the observation result.

Cycle II

In doing the cycle, there are two meetings.

First Meeting

In first meeting, the researcher did the activities by following the procedures, namely:

a. Planning In planning phase, the researcher did some steps, namely:

1) The researcher prepared syllabus

2) The researcher arranged a lesson plan.

3) The researcher prepared the teaching material. The material was taught in the cl assroom about describing thing entitled “A New Hotel”

4) The researcher prepared table of specification.

5) The researcher prepared validity sheet.

6) The researcher prepared the observation sheet of the researcher’s and the students’ activities.

7) The researcher prepared the evaluation sheet.

8) The researcher prepared the field notes of the researcher’s and the students activities.

9) The researcher prepared test.

10) The researcher prepared box and some words.

11) The researcher prepared the students’ attendance list.

b. Action There are some steps of action, namely:

1) The researcher entered the class and greeted the students.

2) The researcher checked the attendance list of the students.

3) The researcher distributed the material to the students.

4) The researcher asked the students prior knowledge about descriptive text by using question answer technique to see the students’ comprehension about material.

5) The researcher explained the definition and the characteristic of descriptive text and gives the example of it.

6) The researcher explained the definition of vocabulary and the important of it.

7) The researcher asked the students to practice Guessing Game as follows.

1. The researcher distributed the text to the students.

2. The researcher asked the students to read the text carefully.

3. The researcher asked the students to identify the new words from the text in

a piece of paper and collect to the researcher.

4. The researcher choose 10 words from the students’ papers that contains of words related to many different categories especially about things, and write each words on the cards.

5. The researcher made several groups of students.

6. To explore the students’ mind, the researcher asked the students to think all of things around them to build their prior knowledge.

7. The researcher asked the leader of each group to take a card that contains one word from the box.

8. The leader of group tried to describe the word from the card by giving the definition or the characteristics of the word to the member of his or her group.

9. The members of groups tried to guess the word by using Yes/No question form. To makes it easy, they asked first about the category.

10. The leader of group answered “No, it isn’t” if the category is false or “yes, it is” if the category is true, until the true category guessed.

11. After the correct category has been guessed, member of group continue to ask all of things about the category, until the right answer guessed.

12. The researcher repeated the procedure until the students guess all of the words in the box.

9. After the application of Guessing Game finished the researcher made conclusion of the whole cycle activities and gave reinforcement to the students.

10. The researcher closed the lesson.

c. Observation In observation stage, the researcher helped by the English teacher-collaborator and did some activities, namely:

1) The English teacher-collaborator observed the researcher’s and the students’ activities during the teaching-learning process.

2) The English teacher-collaborator observed the strength and the weakness during the implementation of the action.

d. Reflection In the reflection stage, the researcher did some activities, namely:

1) The researcher noted the result of the observation.

2) The researcher analyzed the result of the observation.

3) The researcher evaluated the result of observation.

4) The researcher found out the improvement about the weakness of action implementation based on the observation result.

Second Meeting

In the second meeting, the researcher continued to did the activities of the first meeting by following the procedures below, namely:

a. Planning In planning stage, the researcher did some steps, namely:

1) The researcher arranged the lesson plan.

2) The researcher prepared the teaching material. The material was taught in the class room about describing thing entitled “A New Hotel”

3) The researcher prepared the observation sheet of the researcher’s and the students’ activities.

4) The researcher prepared the evaluation sheet of the researcher’s and the students’ activities.

5) The researcher prepared table of specification.

6) The researcher prepared the field notes of the researcher’s and the students’ activities.

7) The researcher prepared validity sheet.

8) The researcher prepared test.

9) The researcher prepared the students’ attendance list.

b. Action There are some steps of action, namely:

1) The researcher entered the class and greets the students.

2) The researcher checked the attendance list of the students.

3) The researcher reviewed and remained about the last material.

4) The researcher continued the steps of Guessing Game, there are:

1. The researcher showed 10 new words that have guessed by them previously with each meaning.

2. The researcher asked them to write the words and its meaning on their book.

3. The researcher showed the words randomly and the students said the meaning (close book) until they mastering meaning of 10 new words.

4. The students’ practiced to write a simple sentence of 10 new words.

5. Evaluated the students’ comprehension in vocabulary.

6. The researcher distributed the evaluation sheet as a final test in information transfer form to the students.

7. The researcher gave instruction to the students how to answer the question based test form is used.

8. The researcher controlled the students during the test is conducted.

9. The researcher collected the evaluation sheet.

10. The researcher and the students discussed the answer of the test.

11. The researcher concluded the material that has been discussed.

12. The researcher ended the class and greeted the students.

c. Observation In observation stage, the researcher helped by the English teacher-collaborator and did some activities, namely:

1) The English teacher-collaborator observed the researcher’s and the students’ activities during the teaching-learning process.

2) The English teacher-collaborator observed the strength and the weakness during the implementation of the action.

d. Reflection In the reflection stage, the researcher did some activities, namely:

1) The researcher noted the result of the observation.