Giving rewards Revised Plan

game. The researcher moved around the class, from one group to another to monitor and to observe them. The researcher looked that the students seemed difficult in giving the clues to another students, because the level of the vocabulary cards topic were more unfamiliar than vocabulary cards in cycle 1. When the vocabulary cards game ran, the students often asked for helps and tended to ask their friend to repeat the clues in bahasa Jawa sometimes. It could be seen in the extract of the vignette below. Every group often asked the researcher to help them thinking about what clues they should give to the other groups. “Miss ini klunya apa ya Miss? Saya bingung.” One of the students said and asked the researcher came closer the group 4. Then she helped him by giving the group 4 three clues of the vocabulary card. The researcher helped them to live by announcing the gift for the winner. “Bantu dong Miss. Klu nya ni lho Miss.” Nia asked for the researcher helps. The class was becoming very noisy. The game ran crowded because the students still often speak in bahasa Jawa, such as „Opo kwi artine ’. The researcher the said “What is it, Guys. Bukan Opo kwi artine ya …” vignette 6 In the fourth meeting the students played the game better and it seemed well. After the researcher explained the rules clearly to the students, the students started playing the vocabulary cards game. The class became very noisy, because all the students were speaking loudly in giving the clues. This game engaged the students to speak up. All the students looked less to ask the clue to the researcher. All the students enjoyed the game, enthusiastic, and more active to win the game because in the first meeting the researcher gave the students reward to the winner. Most of the students said that they wanted to be the winner to get the rewards. It could be seen in the extract of the vignette below. At that day the game ran much better than yesterday. The students started good in doing the game. But in the middle of the game, two of the groups were debating each other because each group claimed that they answer the question faster than the other. The English teacher and the researcher asked the group to play professionally, no cheat. The class was handled. Consequently, the class became noisy and crowded. The students played the game very enthusiastically and lively, although there were some errors between one to the other group. As the rules, the winner will win the rewards. vignette 7 In the last meeting the students played the game very well, even it was the fifth time they played vocabulary cards game. In this meeting the researcher applied vocabulary cards game related to the topic, drawing insects. After the students got the vocabulary cards and explained of the rules by the researcher, they started playing the vocabulary cards game and started giving clues to each other. In this meeting the researcher applied the easier topic of the vocabulary cards because they would learned three part of speech; noun, adjective, and verb. It could be seen in the extract of the vignette below. The rules was the same with the previous game, but at that day the students were asked to play the vocabulary cards in all part of speech that they had just discussed in the early of teaching and learning process, noun, verb, and adjective. The researcher started putting the cards among the groups and asked the win group of the previous meeting to pick up the cards first. The game ran so fun. The group seemed easier in mentioning the clues and answering the clues. At that day the students seemed more enthusiastic that the previous meeting, maybe the topic influenced the atmosphere and the students’ mood in the teaching learning process. In that day the students were rare to ask about the clues to the researcher and few students kept quiet, tended to let their friends leaded the groups. But after all the game was going better and they played the game very well than before and the students seemed enjoying the game so much. vignette 8