At that day the game ran much better than yesterday. The students started good in doing the game. But in the middle of the game, two of the groups
were debating each other because each group claimed that they answer the question faster than the other. The English teacher and the researcher asked
the group to play professionally, no cheat. The class was handled. Consequently, the class became noisy and crowded. The students played the
game very enthusiastically and lively, although there were some errors between one to the other group. As the rules, the winner will win the
rewards. vignette 7
In the last meeting the students played the game very well, even it was the fifth time they played vocabulary cards game. In this meeting the researcher
applied vocabulary cards game related to the topic, drawing insects. After the students got the vocabulary cards and explained of the rules by the researcher,
they started playing the vocabulary cards game and started giving clues to each other. In this meeting the researcher applied the easier topic of the vocabulary
cards because they would learned three part of speech; noun, adjective, and verb. It could be seen in the extract of the vignette below.
The rules was the same with the previous game, but at that day the students were asked to play the vocabulary cards in all part of speech that they had
just discussed in the early of teaching and learning process, noun, verb, and adjective. The researcher started putting the cards among the groups and
asked the win group of the previous meeting to pick up the cards first. The game ran so fun. The group seemed easier in mentioning the clues and
answering the clues. At that day the students seemed more enthusiastic that the previous meeting, maybe the topic influenced the atmosphere and the
students’ mood in the teaching learning process. In that day the students were rare to ask about the clues to the researcher and few students kept
quiet, tended to let their friends leaded the groups. But after all the game was going better and they played the game very well than before and the students
seemed enjoying the game so much. vignette 8
b. Using classroom English during the teaching and learning process
The researcher used classroom English to open the meeting, to great the students, to give instruction, etc. in the third meeting, the researcher greeted the
students in English. The students gave respond comprehensively and appropriately. Then the researcher checked the student’s attendance.
The researcher also checked whether the students still remember with the material in the last meeting or not. Here the students answered the researcher’s
question comprehensively and appropriately. They also used English to give their responds.
The researcher came to the classroom and greeted the students. “Assalamu ‘alaikum warrahmatullaahi wabarakaatuh. Good morning, guys. How’s life?”
“I am fine. And how’s life Miss?” they replied. “I am fine too, thank you. Have you got your breakfast?” she asked. “Yes… yes… yes…” they replied.
“Well, is there anybody absent today?” the researcher asked. “Nihil, Miss. Nobody nobody.” the students replied…
vignette 6
After doing the classroom routines, the researcher asked the students about the last materials, she would know whether they still remembered the
previous materials or not
… vignette 6
In the fourth and the last meeting the researcher also used English to start the lesson. The researcher also used classroom English to introduce the materials
that the students were going to learn at that day. When the researcher asked the students some questions, they could give the respond comprehensively.
c. Giving feedback to the students
During this cycle, the researcher took some notes when the students had some mistakes in the vocabulary cards game performance. When the students
were playing vocabulary cards, the researcher did not interrupt them to give feedback or correction. She also gave more chance to the students to correct their
own and friends’ mistakes.
It successfully helped the students in pronouncing the words better. It also gave them more opportunity to practice new words orally. The feedback was
always given so that the students felt more comfortable to ask any question to the researcher. It seemed that they not feet shy anymore. A good relationship between
the students and the researcher created a good atmosphere at the class so that a feeling of anxiousness among the students could be minimized. As a result, most
students participated at class in the form of asking or answering questions. Since the researcher much feedback on their pronu
nciation, the students’ errors or mistake in pronouncing words could be minimized. The feedback was
followed by drilling. As a result, they rarely made the same mistakes.
d. Asking the students to work in pairs and in groups
As the researcher planned before, she kept asking the students to work in groups and pairs to do the tasks or game. This technique effectively improved the
students’ self-confidence during the teaching and learning process. They need to be more active when they asked to discuss the materials or tasks with their friends.
They were not shy anymore when the researcher asked some of them to complete
the tasks in front of the class. They said that they were not shy anymore because if they made mistakes, their friend would help them to correct their mistakes.
The researcher let them practice their own, but sometimes some students asked how to spell the word and what clues should they give to their pair.
Vignette 7
Then, the researcher started asking the students make a group of 5 and she put the vocabulary cards among the groups.
Vignette 7
e. Giving the students practice for making vocabulary cards
In the third meeting and the fourth meeting the students practiced the same practices as same as in the cycle 1, the students were asked to make their own
vocabulary cards based on the instructions that contained in the procedure text of making vocabulary cards. The students were asked to make their own vocabulary
cards based on the topic and the part of speech that the researcher taught at that day. It could be seen in the following extract of the vignette.
After the students finished all the tasks and discuss them together with the researcher, they were asked to make their own vocabulary cards. The
researcher showed them nouns and adjectives that consisted on the procedure text of germinating petunia seeds before they made their own
vocabulary cards. She asked the students to make the vocabulary cards based on the procedure text of how making vocabulary cards on the previous
meeting. The researcher asked them to play their own vocabulary cards, and also the rules were still the same with the previous meeting.
Vignette 6 The researcher asked them to play their own vocabulary cards, and also the
rules were still the same with the previous meeting. The teacher asked the students from the front line counting until the back one, each student should
make their own vocabulary cards based on the number they got and work it in pair. The researcher let them practice their own, but sometimes some
students asked how to spell the word and what clues should they give to their pair. At that day, the student made the cards related to the same topic like
