understood not only in greeting, but also in instruction as well as in explanation. At the same time, they also learnt new vocabularies from this action. However, a
few students did not manage to fully understand the explanation in English. As a result, I still used Bahasa Indonesia for them.
c. Asking the students to bring dictionary
More than half of the students brought a dictionary. Although some students said that they did not have any dictionary but most of the students
realized that dictionary could help them in learning English. So I asked the students who had two dictionaries in their table could lend it one to the students
who did not have a dictionary in their table. At least there is one dictionary in one table. However, I still found difficulties to ask some students to use a dictionary
when they found difficulties in learning new words or understanding texts. They preferred to ask me or their friends when they did not know the pronunciation.
d. Giving a handout of today’s materials as a guideline
A handout which was distributed during the teaching and learning process helped all students in studying the materials. Besides, they gave more attention on
my explanations and they did not necessarily to take not during the lesson because all of them were on the handout.
e. Giving feedbacks on the students’ pronunciation
Giving feedbacks on the students‟ pronunciation had improved their
confidence in speaking. Besides, it helped them in understanding the materials. The frequent feedbacks I gave made them closer to me. They did not hesitate to
ask many questions. They rarely made the same mistakes or errors.
f. Asking the students to work in groups
Working in groups helped the students increase their self-confidence. The students were more active while in groups. They were not shy anymore when I
asked them to complete a task in front of the class. They said that working in groups was fun and a lot easier than working alone because they could discuss the
materials with their friends.
g. Giving rewards
Giving rewards were proved to be one of the effective ways to motivate the students in learning. The rewards given during the lesson could improve their
participation in the discussion. They became more active in answering the questions. The reward given after the game was also encouraging them to perform
their best.
D. General Findings
Based on the result of the actions in Cycle I and Cycle II, the collaborator and I agreed to discontinue the research up to this Cycle. The implementation of
Bingo Game and the complementary actions successfully accomplished the aim of the actions during two Cycles. The aim of improving
students‟‟ vocabulary mastery was determined based on the field problems and the needs. The actions
planned, acted, observed and reflected brought to the necessity of providing the general findings. The findings of these actions could be inferred from the
observations of the teaching and learning process and the interviews with the students and teacher. In summary, the improvement of teaching and learning
process during Cycle I and Cycle II can be seen in Table 6.
Table 6: The Improvement during Cycle I and Cycle II No
Actions Before
Cycle I Cycle II
1 Applying Bingo
Game to teach vocabulary
The students were not interested to
learn. They were passive during
teaching and learning process.
They had difficulties in
memorizing the new English words.
Bingo helps students in building
up their enthusiasm to learn new words.
They were active during the game
and the most important thing was
that it helped students in
memorizing and understand new
words easily in an interesting way.
However, they still have bad
pronunciation and there was a
problem about time management in this
Cycle. Their enthusiasm
increased after a new rule was
applied. The game was more
competitive and makes the students
more active in the game. They were
not afraid of making mistakes
when they worked with their friends.
They were confident to
pronounce the words in front of
the class. They were also
succeeded in memorizing and
understanding the new words and the
time management had already well
controlled by following the
lesson appropriately.
2 Using the
classroom English during the teaching
and learning process
Bahasa Indonesia and Javanese were
dominant in the classroom
Translations were mostly used when
the students could not understand
instructions. I used English in greeting
and closing. I decreased the
amount of the use of Bahasa
Indonesia in my explanation. The
students had already recognized
and understood expression of
greeting, instructions,
question and closing. They could
