name of animal based on the description that given. The group who knows the answer should write the answer on the white board.
As an exercise, the students listened a description audio about animal and had to answer the questions given. After finished the task, they discussed the
answers and the difficulties faced including the vocabularies.
Second meeting
Overall, the second meeting has same procedure with the first meeting. The different are the topic the title is pets and the way guessing game conducted
they played in pair. In conducting the guessing game, the teacher asked the students to play in
pair. Every student had to make short descriptive text about animal without stating the name of the animal that they were going to write. Then, a pair of students
came in front of the class to play. The first student mentioned the clues short description while the second student had to listen and tried to guess correctly the
name of animal based on the clues given then take a turn. For example:
Student 1: I am a domestic animal. I can run fast. My fur is really soft. I love to catch a mouse. Guess, who am I?
Student 2: It is a cat. After guessing game, the exercise and problems faced discussions were
ran as the first meeting.
3. Observing
Observation is an essential phase. It is not only used to make sure that the lesson plan run well, but also to observe the teaching and learning process. The
detail you get, the more information you have for reflection phase. In cycle one, the writer has been designed the structured observation form to be used by the
collaborator to observe the writer and the students ’ performance during the
research. Based on the result of observation, the students
’ performances were good which they were curious and interested in learning listening. In addition, the
students were involved actively during the class. Obviously, the class was alive
because everyone was excited to play. To sum up, it is clearly seen that the students were enjoyed and were not bored in teaching and learning process.
For the teacher ’s performance was good enough. Before starting the
lesson, the writer tried to attract the students ’ attention by using ice breaking. In
the lesson time, the writer used power point, pictures, audio, and video in teaching and learning process for making them excited and interested in learning listening.
Thus, the learning process was happened conducively –fun and friendly, the class
was alive, and both the students and the writer enjoyed the class.
4. Reflecting
Reflecting is the last step of the cycle after implementing planning, acting, and observing which focused on the result of acting and observation phase by
reflecting all of the activities; whether the implementation of guessing game improved the
students’ listening skill or not. In the first meeting, the students’ responses were quite good. All of them focused on material given and got
enthusiastic about playing guessing game. They paid attention to the lesson and participated during the learning process which made the class alive, although there
were some vocabularies that they did not know. To overcome this, the writer asked the students to discuss and to repeat the words after the writer. It is for
making the students more understand and increase their vocabularies. For the last meeting, the students
’ responses were good. Moreover, when the students played in pair the guessing game in front of the class, they were excited and racing with
the other students to play it. In facing the difficult vocabularies, the writer still did discussion with the students.
In line with those facts above, the result from pre-test and post-test 1 show that there was an improvement of students
’ scores, but it had not reach the target yet 75 of students. Indeed, more improvement needs to be done on the second
cycle. Therefore, the writer decided to do second cycle with contains two meetings.
