The students would make their own vocabulary cards related to the topic, how to make oriental fried rice.
The first, the students would be given procedure text that would guide them to make their own vocabulary cards. 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 guessing the cards. It gave them refreshment after doing some
practices that the researcher had given.
f. Asking students to bring dictionary
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. The researcher would check all desks so that each desk at least there was one dictionary so that the noise from the students borrowing the
dictionary could be minimized.
2. Actions and Observations
The implementation of the actions in the first cycle was done in two meetings. The first meeting was conducted on February 13
th
2016 and the second was on February 19
th
2016. The topic of the first cycle was how to make oriental fried rice. The genre for the topic was a procedure text. The researcher was helped
by the English teacher to design the course grid based on the curriculum in SMP Institut Indonesia. While the researcher implemented the actions, the English
teacher observed, took notes of the teaching and learning process, and sometimes took the photographs. The data during cycle 1 were collected through classroom
observations and interviews. The complete description is provided below. a.
Applying vocabulary cards game in teaching vocabulary
The vocabulary cards game were implemented during the teaching and learning process in the production stage. After the students had done the practices,
then they would come to the production stage. The implementation of vocabulary cards game would help the students to speak up in English and produce new
vocabularies. In the first meeting, the researcher used vocabulary cards game to teach
the students vocabulary cards related to the topic of the procedure text, how to make oriental fried rice. At that day, the researcher applied the vocabulary cards
related to part of speech of noun and adjective. First of all, the researcher
