Planning The Implementation of Games in the Second Cycle

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D. The Implementation of Games in the Second Cycle

The use of games in the teaching and learning process in the second cycle was conducted in two meetings on Friday, April 5 th and Thursday, April 11 th , 2013. The first meeting was conducted in eighty minutes. The second meeting was conducted in a hundred and thirty five minutes. There were 24 students who joined the class. The topic in the second cycle was writing an informal invitation letter. The steps were planning, action, observation, and reflection.

1. Planning

After reflecting the first cycle, the researcher began to plan the second cycle action. In this step, the researcher prepared the lesson plan and the materials based on the reflection done in the first cycle. In the lesson plan, there were 3 main activities, namely; pre activities, whilst activities, and post activities. In pre activities, the researcher planned to review the informal invitation letter that had been taught by the teacher. The researcher planned to give some questions about elements and language features used in an informal invitation letter. These activities aimed to give the students view about what they were going to do in class and recall what they had learnt about an informal invitation letter. After that, the researcher planned to distribute the stud ents’ call card to each student in order to help them memorize their number. In whilst activities, the class was divided into six groups with the same six groups’ names. Each group consisted of four students. The researcher planned to give jumbled sentences of an informal invitation letter. The jumbled sentences were about a birthday party invitation letter. The researcher planned to give some 53 questions about elements and language features used in an informal invitation letter. These activities aimed to help the students have experience in arranging an informal invitation letter and applying the elements and language feature used in informal invitation. In the next meeting, the researcher planned to give the second game which was jumbled words games. The jumbled words dealt with an informal invitation letter. The researcher planned to give two jumbled sentences to each student so there would be eight jumbled words in each group. Then each of them was asked to arrange two jumbled words by themselves. After arranging the jumbled words, they discussed the arrangement with their group members. This activity helped students make correct sentences by arranging the jumbled words and enrich their vocabulary. The aim of this activity was also to make the students had a responsibility to arrange the words. Therefore, by playing the games, the students were expected to be able to compose correct arrangement and sentences in composing an informal invitation letter. Jumbled sentences and jumbled words games were also competition games so the researcher planned to give a gift to the group that won the games. The last game was flash pictures. It was an individual game. In this game, the researcher planned to ask the students to write a graduation party invitationafter flashing the pictures. It aimed to know their improvement in writing. The researcher planned to flash some pictures which helped the students organize their ideas to write an informal invitation letter. The researcher planned to distribute lined papers so they would be able to write the informal invitation tidier. The researcher planned to flash three pictures. The pictures were a house, a graduation cap, and a clock indicating 3 p.m. In 54 conducting the research, the researcher planned to permit the students to find difficult words in the dictionary. Then the researcher planned to collect the students’ drafts in the end of the class. Then the researcher planned to give feedback to the students’ drafts and gave it back on Friday, April 12 th , 2013. After that, the researcher planned to collect the students’ revised written texts on Saturday, April 13 th , 2013. In post activities, the researcher planned to have a question and answer session. It was to make sure that the students had understood the material. The researcher also planned to give written reflective questions to the students in the end of this cycle. Reflective questions were aimed to help the students reflect what they had learned.

2. Action