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large number of students like in the Whisper Challenge game, the researcher asked them to work in the group of eight students each. If the task like in the
crossword puzzle, the researcher asked the students to work in pairs so they could be more focused on doing the task. The grouping activities during this cycle
runned as expected. The students grouped themselves without any problem. They also could help each other to complete the tasks that had been given by working
together. Thus, it made the lesson more comfortable and enjoyable for them.
e. Giving Practice Feedback on the Students’ Pronunciation and Spelling
The practice feedback on the students’ pronunciation and spelling purpose was clearly to make the students have better pronunciation and spelling. This
action also helped them to be confident to pronounce the words with correct pronunciation. The researcher gave feedback on students’ pronunciation in each
meeting of Cycle 2 like in Cycle 1. The pronunciation practices gave the students more opportunities in improving their pronunciation. Everytime the researcher
heard the mispronunciation from the students; she drilled them with the correct pronunciation. Although their pronunciation had not improved significantly, they
made fewer mistakes when pronouncing the vocabulary that they have learnt. They were also more confident in responding the researcher questions, or when
they repeated the words gave to them at the beginning of the lesson. Moreover, the feedback on the students’ spelling aimed to make the
students familiar and know whether their spelling of certain words was correct. It was because often the students still did not know the correct spelling of the words.
By giving the students feedback on spelling the words, the students also could
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improve their vocabulary mastery because they knew how to write the words correctly. Especially when they were encountered the task that required them to
choose the correct words, they could answer it easily.
f. Asking the Students to Bring the Dictionary
The aim of Asking the Students to Bring the Dictionary to the class was to help them knowing the meaning of the words that they did not know on the
teaching and learning process. It also aimed at improving the students’
vocabulary. In learning new vocabulary, dictionary could help the students to check the spelling and the pronunciation of certain words that they learnt. When
the students were not sure how to write a certain word, they could search it into their dictionary. Also, the students could check on how to pronounce the words
correctly on the dictionary because English pronunciation was often different from its written form. Moreover, they also learnt to find out the meaning of the
words autonomously by using the dictionary. However, the students still asked the researcher when they did not know the meaning of the words.
g. Giving Rewards
