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asked the researcher about the jumbled-words. Most of them did not know the meaning of some words, and they did not bring dictionary. Although the students
enjoyed the teaching activity, the observers also gave some comments and suggestions toward the implementation of jumbled-word game.
Observer A wrote: “The use of jumbled-words is not really shown on your teaching method.”
Cycle 1 observation sheet, see Appendix E
Observer B wrote: “Because we know that arranging jumbled-words is fun, it can be placed
after the reading section.” Cycle 1 observation sheet, see Appendix E Based on the comments given, the researcher could reflect that the
implementation of jumbled-word game should be improved in the next cycle. The observers also gave comment that the explanation about compound sentences was
not enough. Therefore, it made some students got difficulties in composing compound sentences.
The last activity should be the activity of composing some sentences about the students plan if they had a time machine. However, the time was limited and
the researcher decided to switch the activity as homework which had to be submitted in next meeting. At the end of the meeting, the researcher invited the
students to conclude materials they had learnt on the day before she ended the teaching-learning process.
There were some aspects that the researcher should pay attention more. The first aspect was about time management. The researcher should manage the
next cycle well, and every activity should be done in appropriate time. The other
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aspect was about the implementation of jumbled-word game. It should be placed before the students composed a written product to motivate them to be more
active in the learning process. The researcher should also pay attention to explanation of compound sentences because the
students‟ problem was about constructing compound sentences.
2. The Second Cycle
The second cycle was conducted on May 7, 2015 and May 8, 2015. In this part, the researcher would discuss the implementation of jumbled-word game in
first meeting and second meeting.
a. The First Meeting
The first meeting of second cycle was conducted on May 7, 2015 in 80 minutes. There were 20 students who joined the learning process; it meant that all
students came to class. Moreover, the jumbled-word game was implemented according to steps of Classroom Action Research, namely planning, action,
observation, and reflection.
1 Planning
The researcher began the study by reading comments and suggestions given by the observers in first cycle. Then, the researcher began to prepare lesson
plan and learning materials. Topic on the day was about preferences, and a competence standard of the lesson plan was the same as the first cycle.
Meanwhile, a basic competence of the lesson plan was about understanding foreign words, terms, and sentences based on a formula.
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According to the competence standard and the basic competence, an indicator of teaching-learning process was about using expressions of giving
preferences exactly. Then, the indicator was elaborated into three learning goals, which were 1 the students are able to identify the expression of preferences used
in a dialogue, 2 the students are able to rearrange the jumbled-words, and 3 the students are able to construct compound sentences about preferences. Moreover,
the researcher planned to apply the same learning strategies as in the first cycle. The researcher applied group work, discussion, and jumbled-word game.
Besides preparing the lesson plan, the researcher also prepared learning materials, such as a dialogue of preferences, grammar review, and jumbled-words.
The learning materials were taken from English 4: Unit 3 Expressing Preferences Cortes, n.d.. The researcher planned to use different media of using the jumbled-
word game. In the first cycle, the researcher only gave the jumbled-words on a worksheet. However, in the second cycle the researcher planned to give the
jumbled-words in small pieces of papers. Afterwards, the researcher planned to do the teaching-learning process in three activities, namely pre-activities, main
activities, and post-activities. In pre-activities, the researcher planned to greet students first. The
researcher would also check the students‟ readiness and showed some pictures on slideshow to gain the students‟ attention. The pictures also brought the students
into topic discussed on the day. In main activities, the researcher planned to have a discussion of the pictures, an explanation of the topic on the day, a group
discussion, and an individual work. In this activity, the researcher considered
55 about the observers‟ suggestions in the first cycle. Therefore, the researcher
decided to implement the jumbled-word game before asking the students to construct compound sentences. In post-activities, the researcher planned to
conclude the materials learned on the day with the students before she ended the meeting.
2 Action
The researcher implemented the lesson plan which had been arranged in this step. The implementation was conducted on May 7, 2015 in 80 minutes, and
it was divided into three activities: pre-activities, main activities and post- activities.
a Pre-Activities In this activity, the researcher began to prepare a viewer and a LCD
projector since she wanted to use them as media on learning process. Afterwards, the researcher began the learning process by greeting the students and asking their
condition. It was continued by showing some pictures on the slideshow and giving some questions in order to help the students in guessing the topic discussed on the
day. b Main Activities
The researcher started to discuss the pictures on the slideshow with the students. Most of them interested to pay attention on the pictures showed. The
pictures were about a picture of fried rice and a bowl of noodle. The researcher asked them about their preferences toward those pictures. They answered the
