Procedures of Action Implementation

D. Procedures of Action Implementation

To conduct the research, the researcher has elaborated the procedure of implementing the research in two cycles, each cycle consisted of two meetings. In Cycle I most of the students was not achieved the goal and the result was still disastified for the researcher. Moreover, the researcher continued in Cycle II to improve the students’ weaknesses in order that most of the students could achieved the goal. The goal of the research was to increase the students’ ability in mastering vocabulary by using Password Game in order that the students could pass on Minimum Competence Criterion. According to Kemmis and Wilkinson in Kemmis and Friends ( 1998:21) ,” Though the process of action research is inadequately described in terms of a mechanical sequence of steps, it is generally thought to involve a spiral of self reflective cycles of.”

As Arikunto (2008:83) states that Classroom Action Research will start from planning, action, observation and reflection.

1. Planning In planning step, the researcher prepared all the needs in conducting the research, such as; syllabus, lesson plan, teaching material, table of specification, validity sheet, evaluation sheet and observation sheet for the researcher and students, field notes, test, attendance list, and key of answer.

2. Action In action step, the researcher applied Password Game in the teaching-learning process in the classroom. This phase or activity was done based on the lesson plan that has been arranged by the researcher.

3. Observation In observation step, the teacher collaborator observed the students’ activities and the researc her’s activities in the classroom during the teaching-learning process.

4. Reflection In this step, the researcher noted, analyzed, and evaluated the result of observation and looked for the way out to increase the students’ weakness in studying vocabulary.

The Procedure of Action Implementation through application Password Game presented in Figure 2, as on the next page:

CYCLE I PRELIMINARY STUDY

Planning

Action

The researcher preparing the Teaching material to the students teaching equipments, such as;

through Password Game and

lesson plan, material, observation evaluating the students. sheet and evaluation sheet.

Reflection: Noting, analyzing,

Observation

evaluating and concluding the Observing all the happen during

result. After that, the weakness is conducting the research in the

improved. classroom by teacher-collaborator.

CYCLE II Unsuccessful

Re-Planning, Revising and getting the syllabus, arranging the lesson plan, and Revising the lesson plan providing the familiar material in the

and continue to the next students’ life, the observation sheet and cycle.

the evaluation sheet.

Observation

Observing the researcher’s and Action, Explaining the material and

the students’ activities and the conducting again the procedure of weaknesses

during the Password Game.

teaching-learning process.

Successful

Reflection, noting, analyzing, and evaluating the result of the observation,

evaluation sheet and field notes and

Conclusion

improving the weakness of the students.

Making the research report

Figure 2. The procedure of conducting the research when applying Password Game.

The procedure of implementing the action of the researcher, the students, and the English teacher collaborator for each cycle described as follows.

Cycle I

Cycle I conducted in two meetings, as follows:

First meeting

In the first meeting, the researcher conducted some activities, namely:

a. Planning

In planning phase, the researcher did some activities, namely:

1) The researcher got the syllabus

2) The researcher arranged the lesson plan.

3) The researcher prepared flash cards.

4) The researcher prepared the material descriptive text to the students.

5) The researcher prepared the observation sheet for the researchers and the students’ activities.

6) The researcher prepared the field notes of the researcher and students

7) The researcher prepared the evaluation sheet of the students.

8) The researcher prepared the students’ attendance list.

b. Action

In action phase, the researcher did some activities, namely:

1) The researcher entered the class and greets the students.

2) The researcher introduced her identity and asks the students condition.

3) The researcher checked the students’ attendance list.

4) The researcher introduced the material to the students.

5) The researcher wrote the topic of the material on the blackboard.

6) The researcher explained the definition and the generic structure of descriptive text to the students.

7) The researcher gave the example of descriptive text to the students.

8) The researcher implemented Password Game.

a) The researcher prepared the word cards connected into the concept.

b) The reseacher divided the students into two teams.

c) The researcher gave a chance to one of the students in the team to choose one of word card to describe each vocabulary word based on concepts and ideas from the lesson.

d) The reseacher asked the student who took a word card to describe it by giving clues without pronouncing the keywords and other students in the team tried to guess the word.

e) The researcher allowed other students to say “Pass” and moved onto the next word if the students in the team could not guess the word.

f) The researcher gave a limit time was 60 second to guess the word.

g) The researcher gave the turn to the second team to guess the word by using another card that had been prepared before.

h) The researcher determined how many words that the students got the word in the team.

i) The researcher decided the students who got the high score would be the winner.

9) The researcher gave the chance to the students to ask the question based on the material.

10) The researcher answered the students’ question.

11) The researcher concluded the material and motivated the students to learn more about the material.

12) The researcher closed the teaching-learning process by greeting the students.

c. Observation

In action phase, the teacher-collaborator helped the researcher to observe the teaching-learning activity and conducted some activities, namely:

1) The teacher-collaborator observed the researcher’ and the students’ activity during the teaching-learning process.

2) The teacher-collaborator observed the strength and the weakness during implemented the action.

d. Reflection

In reflection phase, the researcher did some activities, namely:

1) The researcher noted the observation’s result.

2) The researcher analyzed the observation’s result.

3) The researcher evaluated the observation’s result.

4) The researcher looked for improvement of the weakness.

Second meeting

In the second meeting, the researcher conducted some activities, can be seen on the next page: In the second meeting, the researcher conducted some activities, can be seen on the next page:

In planning phase, the researcher did some activities, namely:

1) The researcher got the syllabus

2) The researcher arranged the lesson plan.

3) The researcher prepared the material descriptive text to the students.

4) The researcher prepared the observation sheet for the researchers and the students’ activities.

5) The researcher prepared the field notes of the researcher and students

6) The researcher prepared the evaluation sheet of the students.

7) The researcher prepared the students’ attendance list.

b. Action

In action phase, the researcher did some activities, namely:

1) The researcher entered the class by greeting the students and asking the students ’ condition.

2) The researcher asked the students’ prior knowledge.

3) The researcher guided the students to follow the teaching-learning activity.

4) The researcher asked the last material to the students.

5) The researcher continued the last material.

6) The researcher explained material to the students.

7) The researcher repeated to give some instructions to play the game.

8) The researcher drilled the students in mastering vocabulary through Password Game.

a. The researcher prepared the word cards connected into the concept.

b. The researcher divided the students into two teams.

c. The researcher gave a chance to one of the students in the team to choose one of word card to describe each vocabulary word based on concepts and ideas from the lesson.

d. The reseacher asked the student who took a word card to describe it by giving clues without pronounced the keywords and other students in the team tried to guess the word.

e. The researcher allowed other students to say “pass” and moved onto the next word if the students in the team could not guess the word.

f. The researcher gave a limit time was 60 second to guess the word.

g. The researcher gave the turn to the second team to guess the word by using another card that had been prepared before.

h. The researcher determined how many words that the students in the team got the word.

i. The researcher decided the students who got the high score would be the winner.

9) The researcher guided the students who still got difficulties in finding the new words.

10) The students allowed to ask the questions related to the material.

11) The researcher answered students’ questions.

12) The researcher gave tests to the students.

13) The researcher closed the teaching-learning process by greeting the students.

c. Observation

In action phase, the teacher-collaborator helped the researcher to observe the teaching-learning activity and conducted some activities, namely:

1) The teacher-collaborator observed the researcher’ and the students’ activity

during the teaching-learning process.

2) The teacher-collaborator observed the strength and the weakness during

implemented the action.

d. Reflection

In reflection phase, the researcher did some activities, namely:

1) The researcher noted the observation’s result.

2) The researcher analyzed the observation’s result.

3) The researcher evaluated the observation’s result.

4) The researcher looked for improvement of the weakness. Because most of the students’ ability in mastering vocabulary in reading descriptive text especially in describing thing by using Password Game could not reach on Minimum Competence Criterion (MCC) yet in Cycle I, the researcher continued the research in Cycle II by considering the weaknesses in Cycle I and doing some improvements.

Cycle II

Cycle II consisted of two meetings, such as below:

The first meeting

a) Planning

In the plan stage, the researcher prepared again all things before coming in her action as follows.

1) The researcher got the syllabus.

2) The researcher re-arranged the lesson plan.

3) The researcher prepared another flashcards.

4) The researcher provided the familiar material (descriptive text) to the students.

5) The researcher prepared the observation sheet for the researcher’s and the

students’ activities.

6) The researcher prepared the field notes of the researcher and students.

7) The researcher prepared the evaluation sheet of the students.

8) The researcher prepared the students’ attendance list.

b) Action

The activities that the researcher did in this stage as follows.

1) The researcher entered the class and greeted the students

2) The researcher asked their condition and checked the students’ attendance list.

3) The researcher gave motivation to the students.

4) The researcher distributed the material to the students.

5) The researcher distributed and explained the new material (desciptive text) that familiar to the students.

6) The researcher asked one of the student to come in front of the class and asked the student to give an opinion about the material.

7) The researcher applied Password Game.

a) The researcher prepared the word cards connected into the concept.

b) The reseacher divided the students into two teams.

c) The researcher gave a chance to one of the students in the team to choose one of word card to describe each vocabulary word based on concepts and ideas from the lesson.

d) The reseacher asked the student who took a word card to describe it by giving clues without pronouncing the keywords and other students in the team tried to guess the word.

e) The researcher allowed other students to say “Pass” and moved onto the next word if the students in the team could not guess the word.

f) The researcher gave a limit time was 60 second to guess the word.

g) The researcher gave the turn to the second team to guess the word by using another card that had been prepared before.

h) The researcher determined how many words that the students got the word in the team.

i) The researcher decided the students who got the high score would be the winner.

8) The researcher gave the chance to the students to ask their difficulties.

9) The researcher concluded the material to the students.

10) The researcher closed the teaching-learning process by greeting the students.

c) Observation

In the stage of observation, the researcher together with the teacher- collaborator did some activities as follows, as on the next page.

1) The teacher-collaborator observed the researcher’s and the students’ activities.

2) The teacher-collaborator observed the strength and the weakness during implemented the action.

d) Reflection

In reflection phase, the researcher did some activities, namely:

1) The researcher noted the observation’s result.

2) The researcher analyzed and evaluated the observation’s result.

3) The researcher looked for improvement of the weakness.

The second meeting

The procedure of the second meeting as follows:

a) Planning

The activities that the researcher did in this stage are:

1) The researcher got the syllabus.

2) The researcher re-arranged the lesson plan.

3) The researcher provided the familiar reading text with the students’ life.

4) The researcher prepared the observation sheet for the researcher’s and the students’ activities.

5) The researchers prepared the field notes of the researcher and students.

6) The researcher prepared the evaluation sheet of the students.

7) The researcher prepared the students’ attendance list.

b) Action

The activities that the researcher did in the stage as follows.

1) The researcher entered the classroom.

2) The researcher greeted the students and asked their condition.

3) The researcher checked the students’ present list.

4) The researcher reviewed and reminded the last material to the students.

5) The researcher repeated to explain about the password game.

a) The researcher divided the students into two teams.

b) The researcher gave a chance to one of the students in the team to choose one of word card to describe each vocabulary word based on concepts and ideas from the lesson.

c) The reseacher asked the student who took a word card to describe it by giving clues without pronouncing the keywords and other students in the team tried to guess the word.

d) The researcher allowed other students to say “pass” and moved onto the next word if the students in the team could not guess the word.

e) The researcher gave a limit time was 60 second to guess the word.

f) The researcher gave the turn to the second team to guess the word by using another card that had been prepared before.

g) The researcher determined how many words that the students in the team got the word.

h) The researcher decided the students who got the high score would be the winner.

6) The researcher distributed the evaluation sheet as final test in Multiple-Choice questions to the students.

7) The researcher asked the students to answer the questions individually answer

in the evaluation sheet.

8) The researcher controlled the students while doing the test.

9) The researcher collected the students’ evaluation sheet.

10) The researcher discussed with the students about the answers of the questions.

11) The researcher gave the chance to the students to propose their difficulties

about the material.

12) The researcher concluded the material.

13) The researcher closed the teaching-learning process by greeting the students.

c) Observation

The English teacher as a teacher-collaborator helped the researcher to observe the students’ activities and the researcher’s activities during the teaching-

learning process. The activities in the stage can be seen below.

1) The teacher-collaborator observed the researcher’ and the students’ activity

during the teaching-learning process.

2) The teacher-collaborator observed the strength and the weakness during

implemented the action.

d) Reflection

In the stage of reflection, the researcher reflected all the actions that had been done, as follows.

1) The researcher noted the result of the researcher’s and the students’ activities

observation sheet.

2) The researcher analyzed and evaluated the result of observation sheet and

evaluation sheet. In Cycle II the students’ ability in mastering vocabulary in reading descriptive text especially in describing thing by using Password Game could reach on Minimum Competence Criterion (MCC) by considering some weaknesses and doing some improvements.