Planning Report on Cycle 1
side faced them so that the students would not know what character they chose.
4.4
Peneliti membagikan
cue cards
kepada para siswa. Kartu-kartu tersebut dipegang oleh peneliti dengan cara dibalik sehingga
siswa tidak dapat melihat secara langsung isi kartu. Kemudian, masing-masing siswa diminta untuk memilih salah satu kartu
tersebut.
The researcher distributed the cue cards to the students. The cards were held upside down, so that the
students would not be able to see the content of its. Then, each student was asked to choose one of the cards.
FN-111
th
August 2015
The students were given times to understand their characters and to find out the words they did not understand. The researcher gave
opportunity to the students to ask anything they did not understand. Later, she wrote down every word the students did not know the
meaning on the whiteboard and invited other students to give the answer if they knew.
After all students understood what they had to do, the game was started. The students started to left their chairs in order to approach the
person they suspected to be the thief of the bicycle. Most of the students were enthusiastic to find out who it was. They introduced themselves to
other students as their characters in the cue cards. After they knew each other, they started approaching the ones their character in the cue cards
asked them to approach. They tried to collect every possible clue to help them find out the criminal.
Even though most of the students paid attention and followed the game enthusiastically, there were few students who stayed passive and
showed lack of enthusiasm. They stayed at their chairs and did not even try to participate in the game. Since the beginning they seemed bored
and did not pay attention to the researcher. During the material explanation, the researcher tried to reach them by asking their opinion
and some questions. However, they did not answer all the questions seriously. When the students given the opportunity to ask anything they
did not understand, the passive students let the opportunity pass by and did not write the new words asked by their friend.
Despite the few passive students, the whole teaching and learning process on the first meeting of Cycle 1 ran quiet smoothly. After the
game was conducted and the clues were collected, the researcher helped the students to analyse the clue and find the thief of the bicycle. At the
end of the lesson, the researcher asked the students about the game. She asked whether the students found the game interesting or not. She also
asked the students about the difficulties they faced during the game. Later, the researcher and collaborator found that the students still
had difficulties in the matter of vocabulary and daily expression. Thus, the researcher and collaborator tried to find the solving of the problems
that occurred in meeting one. This corrected version of the teaching strategy was to be conducted during the second meeting of Cycle 1.