Observing Cycle 1 a. Planning

15 60 16 75 17 65 18 40 19 65 20 70 21 65 22 74 23 78 24 75 25 75 26 60 27 72.5 28 62.5 29 72.5 Mean 74 Student Passing KKM In the first cycle, there were only 15 had passed KKM, however it significantly improved, from mean 54.4 to 74. The writer found that the students’ score are better than the post test, some students had reached KKM 75, even though, she still found so many students had not reached it yet. The writer and the teacher evaluated why so many students still could not pass KKM, based on the observation, the teacher found that some students did not pay attention during the class, when the writer asked them to prepare the word cards, they did not care about it. Then, the writer forced them to make the word cards when the class was beginning, of course, it wasted the time and caused teaching learning process was not maximal, because the time was over before the writer finishing the material. From those problems, the writer and the teacher decided to carry out the second cycle, they formulated the new lesson plans. In the second cycle, they still used word cards, however, they made the class more interesting than in the previous cycle, they made t he game called ‘back to board’ the writer explains it at the acting second cycle, besides to make students more interested in the classroom activity, the game also was given to reinforce their memorization. In overcoming the students who did not prepare the word cards, the writer made the students work in pair, the students who did not prepare the word cards should have co-worked with the students who did, it did not only result the efficient time, but also trained them to work in team.

2. Cycle II a. Planning

In the first cycle, the writer found there were so many students had not reached KKM, even though the scores were better than before implementing the CAR. In this phase, the writer made new plans, and she formed a new lesson plan. The writer and the teacher discussed on the problems then found the solution to solve the problems. The writer made the class more interesting for the students and more enthusiastic in receiving new vocabularies, since, in the first cycle, there were still some students lack of motivation and bored during the class. In this cycle, the writer prepared some new vocabularies given to the students, the vocabularies were still from their material book, the writer also prepared a game, that was ‘back to board’. In addition, the writer focused on the useful and contextual vocabulary, then she asked the students to make narrative paragraph from the words that she had given, it was also for improving their writing ability.