S1 : Ya sama. Seneng kalau dikasih liat video atau gambar. Apalagi kalau
video, kan kami jadi lebih tau gimana orang Inggris ngomong pake bahasa Inggris. I was excited when pictures and videos were shown. I knew how
native speakers of English speak.
Interview Transcript, April 20, 2015
3. Reflection
After implementing actions in cycle 1, the next stage is reflection. In this stage, the researcher and the collaborator had a discussion to reflect implemented
actions in cycle 1. Ideas and opinions were considered. The reflection was needed to determine whether the actions had to be continued, modified, or stopped.
All actions were implemented successfully, yet there were some problems during the implementation. Students felt afraid and shy whenever they were called
on to come forward to do a task or answer a question. Trouble makers, who were all boys, always ruined the teaching and learning processes. They were very
noisy. They were busy talking with their friends, walking around the classroom, even disturbing girls when doing tasks.
The results of reflection on implemented actions in cycle 1 were summarized in the following explanation.
a. Implementing Communicative Games
The communicative games were successfully implemented in cycle 1. They gave chances to students to speak up. Students also seemed more confident
when speaking as they did the activities in small groups or pairs. The activities were fun as well. Therefore, they did not feel they learned, yet they learned while
playing games.
R : Asik kan pake ada permainannya?
Playing games was enjoyable, wasn’t it?
S1 : Iya, Miss. Kami jadi lebih berani disuruh ngomong. Nggak tegang. Yes.
We were not afraid and nervous. R
: Kenapa nggak tegangnya? Apa karena kalian dibikin kelompok-kelompok kecil? Why? Is it because you were in small groups?
S1 : Iya, Miss. Jadi nggak malu kalau ngomongnya cuma ke beberapa orang
aja. Jadi lebih PD dan nggak deg-degan. Yes. I was not shy, because I spoke only to some people. I was more confident.
Interview Transcript, April 20, 2015 Besides, the classroom management still needed to be improved. During
the game implementation, some students were noisy talking about other things which were out of the topic they should discuss. The researcher could not handle
all students. Some were handled, yet the rest were not. Explanation of the rules of the games was not clear enough. There were
few students who still did not understand what to do. When the games were started, they were still busy asking their friends how to play the games. This
problem disturbed the game implementation.
b. Conducting Pronunciation Drills
Pronunciation drills that were done gave good influences to students’
pronunciation skills. Their pronunciation skills were improved. They could pronounce words better than before the actions were implemented. It was shown
when games were played. They could produce correct pronunciation, although mispronunciation was still happened.
