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3.6.1 Pre-Test
Pre-test consists of twenty-five items in the form of multiple choices.
3.6.2 First Cycle
Set up the class before the students arrived and begun the class with one of the simple activities. It made a nice change and it gave me an opportunity to greet each
student on arrival and did a register. Then calmed lively students and focus them, by saying if youre ready to start the activity, touch your nose, if youre ready to start
the game, point to the door and so on. Then I stated the topic, “the topic was about things around the class”. Then I
gave each student a piece of paper and a colored pencil. Told them that I was going to play some music and I asked them to draw whatever came into their heads. As music
was playing, all students should be drawing. After 20 or 30 seconds, I stopped the music. Students stopped drawing and passed their picture to the person to the left of
them in the circle. Playing the music again, and then they continued with the drawing the person
next to them had started. Stopped the music again, passed the pictures on and this continued until the end of the song. When I had finished, each student would have a
picture that several students contributed to and I showed the pictures they made and asked them to guess what pictures those were. Whenever the students got stuck of
guessing them, I directly helped them by giving some clues and finally the correct answer.
In addition, after everything in the first cycle was completely conducted, then I performed a simple test to check the students’ understanding toward the
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35 vocabularies gained. In this cycle, I did not only introduce and explain some basic
vocabularies based on the topic, but I had also given them the way how to pronounce and manage them to apply the vocabulary in a structural context. Indeed, the students
were not only getting vocabularies, but they were also expected to be able to apply them in structural contexts.
3.6.3 Second Cycle
The activity in the treatment II was the same as the first cycle. But before doing the second cycle, I took several minutes to check the students’ readiness and
review some of the vocabularies taught in the first cycle. The thing differentiated between the first and second cycle was just the teaching topic which it was about “the
things around the school” in this cycle.
3.6.4 Post-Test
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