Applying Bingo Game to teach vocabulary Using the classroom English during the teaching and learning process

respond well without many difficulties. 3 Asking the students to bring dictionary Most of the students were not brought dictionary. They were lazy to bring it. There was at least one dictionary at each table. Although in the first meeting there were only some students brought a dictionary. However, they still lazy to open up the dictionary while they found difficulties in pronouncing the words. Most of the students had already brought a dictionary. Although there were some students who did not have any dictionary I tried to make the other students who bring two dictionaries in their table could lend it to the students who did not have dictionary in their table. The students get used to open dictionary whenever they found difficulties in pronouncing and find the meaning of new words. It helped them during teaching and learning process. 4 Giving a handout of today‟s materials as a guideline The teacher mostly used textbook and LKS during the class. He was rarely gave the students printout of the materials. The handout given successfully facilitated the students‟ learning. . It makes the students aware of what they would learn. The handout given also became the stude nts‟ note They paid more attention to my explanation. The handout given successfully facilitated the students‟ learning. It makes the students aware of what they would learn. The handout given also became the students‟ note They paid more attention to my explanation. 5 Giving feedbacks The students were Giving feedbacks Giving feedbacks on students‟ pronunciation afraid of making mistakes when they pronounced certain words. Their pronunciation on certain words was bad. helped the students in pronouncing the words. However, they were still made a lot errors or mistakes in pronouncing words. helped the students in pronouncing the words. They were made less errors or mistakes in pronouncing words. 6 Asking the students to work in groups The teacher was rarely asked the students to work in groups. They were not encouraged to work in groups. The students‟ interactions with their friends were improved. It was effectively supported communication experiences from the exchange they made in finishing the game and completing the task. Although it was noisy during the process. It effectively improved the students‟ self- confidence during the learning process. They tended to be more active when they asked to discuss the materials or tasks with their group mate. They were not shy anymore when I asked some of them to complete the task in front of the class. 7 Giving rewards Rewards that were given in every meetings successfully encouraged the students to do their best. Their involvement to ask and answer questions increased. 8 Vocabulary test The students‟ mean in pre-test was 64,3 before the actions. The students‟ mean in post-test was 77,9 after Cycle I. The students‟ mean in post-test was 89,8 after Cycle II. In connection with table 6, the process of teaching and learning vocabulary encountered many problems. The students had difficulties in memorizing the new