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vocabulary card and it make the other student disturbed because her or his friend borrowed their vocabulary card for the example for them and
it make the activity given by the teacher delayed. Because of this problem the teacher should remain the students to bring their
vocabulary card in every meeting. Third revision was on the explanation about the materials. In this
case is the explanation on several parts of speech such as noun, verb, adjective and adverb. The teacher should give the explanation clearly
and slowly to make a students understand about them and always repeat and check their understanding in beginning or the end of the lesson.
The last, the students had to bring dictionary, in order to help them to find out the meaning of word as their learning source except the
teacher. Collaboration with the teacher, the researcher concludes some
revisions for the first cycle to move to the next cycle, they are: 1
The teacher should give the clear explanation on how to make a
vocabulary card and slowly.
2 Remain the students to bring their vocabulary card in every
meeting.
3 Giving brief explanation about part of speech: noun, verb, adjective
and adverb slowly and clearly.
4 Get them to bring a dictionary in every meeting.
3. Findings of the Second Cycle
a. Planning
The researcher collaborated with her collaborator in this case is the teacher planned the action dealing with preparing vocabulary card
technique, instructional materials and media, and determining the criteria of success. In this phase, the researcher made a planning for the
Action Research based upon the problems faced by students about vocabulary. In this case, the researcher determined selected material
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and exercises into lesson plan. Based on syllabus, there are some kinds of text on this term, as follows: narrative, descriptive and procedure.
Procedure text was chosen as the text to be delivered for students. That was only discussing some vocabulary that consists of part of speech
especially noun, verb, adjective and adverb. In the lesson plan, there were some sentences to identify part of speech.
Besides of making lesson plan, the researcher also prepared observation sh
eet to observe the students and researcher’s activities in teaching learning process whether it was in line with the lesson plan had
made before or not. And the researcher also prepared the post test 1 to collect the data; to know there are some students’ improvement scores
from pre-test to post-test.
b. Acting
The action of the Second cycle was done on April 11
st
, 14
th
and 18
th
2011. The researcher implemented the teaching learning process based on the lesson plan had been made. In the first meeting, before involving
students in vocabulary card technique, the researcher act as teacher and she done based on the lesson plan before, the researcher give the hand
out to students and asked to listen to what the teacher read, next the researcher asked students to read the material, then asked to them to do
the task on their handout, showed them how to make a vocabulary card by using the vocabulary in the text given, asked them
to make a vocabulary card and finally the teacher asked the students to play a
game “who am I” by using vocabulary card.
First meeting Monday, April 11
th
2011 at 13.45 am – 15.00 pm
1 Implemented the teaching learning process based on the lesson
plan.
2 Giving the students handout, and asked them to fill in the blank
according to what their heard on the recorder.
3 Asked them to change their handout with their partner.
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4 Explained the students about noun and adjective, and how to
identify noun and adjective from the text.
5 Asked the students to mention all noun and adjective in the text.
6 Asked the student to make a vocabulary card based on the word
related to noun and adjective individually.
7 Asked the students to make a pair and play the game “who am I”
by using a vocabulary card. 8
Asked the students to keep their vocabulary card and retain their
vocabulary by keep their memory through vocabulary card. Second Meeting
Monday, April 14
th
2011 at 13.45 am – 15.00 pm
1 Implemented the teaching learning process based on the lesson
plan.
2 Brain storming by asking the last lesson noun, and adjective.
3 Explain the students about verb and adverb.
4 Asked the students to mention verb and adverb in the text, and
teacher write it on the board.
5 Asked the students to make a vocabulary card by using the word on
the board.
6 Teacher made them a group of four and gives them 1 set of
vocabulary card and asked them to play on it. See how to play a
game on appendix. A student with more cards is the winner.
7 Giving the students homework as feedback.
8 Asked the students to keep their vocabulary card and retain their
vocabulary by keep their memory through vocabulary card. Third Meeting
Monday, April 18
th
2011 at 13.45 am – 15.00 pm
1 Reviewed the material and student homework.
2 Teacher made them a group of four and introduced them about the
game “not belong” and asked them to be active in the game. This game function to measure their vocabulary related to noun, verb,
adjective and adverb.
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3 Give students a worksheet and asked them to do the task with their
partner.
c. Observing
