1. Observation Checklists
As in the previous cycle, the researcher still applied observation checklists as the data gathering instruments. Furthermore, the researcher added some points
which had to be observed during the implementation of anagrams in the second cycle. It was made based on the reflection of the previous cycle. The researcher
wanted to get more detailed data related to the class condition. The observation checklists were still done by the two observers. Then, the result of the observation
checklists is displayed on Table 4.6 and Table 4.7 see appendix E for the original copy of the result.
Table 4.5TheResult of Observation Checklist from the First Observer
No. Object of Observation
Yes No
1. Teacher opens the lesson with greetings.
√ 2.
Teacher checks the students whether they have been ready to study or not.
√ 3.
Teacher gives preview about the material to the students.
√ 4.
Teacher gives clear explanation about the rule of the games.
√ 5.
Teacher walks around the class. √
6. Teacher stands or sits in front of the class.
√ 7.
Teacher goes to every group to check the students’ activity in group.
√ 8.
Teacher uses media for teaching. √
9. Teacher gives ice breaking for students.
√ 10.
Students pay attention to the teacher. √
11. Students make noise.
√ 12.
Students keep the class quiet. √
13. Students talk to other students.
√ 14.
Students walk around the class during the lesson. √
15. Students sit on their own sit during the lesson.
√ 16.
Students raise their hand when the teacher asks them to answer the questions during the games.
√ 17.
Students discuss the questions actively in group during the games.
√ PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18. Students use the media for games given by the
teacher. √
Table 4.6TheResult of Observation Checklist from the Second Observer
No. Object of Observation
Yes No
1. Teacher opens the lesson with greetings.
√ 2.
Teacher checks the students whether they have been ready to study or not.
√ 3.
Teacher gives preview about the material to the students.
√ 4.
Teacher gives clear explanation about the rule of the games.
√ 5.
Teacher walks around the class. √
6. Teacher stands or sits in front of the class.
√ 7.
Teacher goes to every group to check the students’ activity in group.
√ 8.
Teacher uses media for teaching. √
9. Teacher gives ice breaking for students.
√ 10.
Students pay attention to the teacher. √
11. Students make noise.
√ 12.
Students keep the class quiet. √
13. Students talk to other students.
√ 14.
Students walk around the class during the lesson. √
15. Students sit on their own sit during the lesson.
√ 16.
Students raise their hand when the teacher asks them to answer the questions during the games.
√ 17.
Students discuss the questions actively in group during the games.
√ 18.
Students use the media for games given by the teacher.
√
As the result, in the second cycle, both observers got the same observation on the objects of observation. Furthermore, the researcher also improved several
aspects in the second cycle. In this cycle, the researcher was able to apply anagrams for teaching vocabulary more effectively than in the previous cycle. In
the previous cycle, the anagrams was too easy for the students. Thus, almost all of the students could guess the word correctly. In the second cycle, the researcher
increased the level of difficulty of the anagrams. Therefore, the students still thought and discussed with their groups before guessing the words. Furthermore,
the class condition was also not too noisy during the games. It was because the researcher used the five colored flags to avoid all the students raising their hands.
2. Students’ Improvements after the Implementation of Anagrams in the Second Cycle
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