Planning the Action Cycle 1 1. Identifying the Problem

The implementation of back chaining drills technique is described for each meeting as follows. a. The first meeting Wednesday, July 29th , 2015 at 10.00 am – 11.40 am Opening The lesson started at 10.00 am. The researcher came to the class, greeted the cadets, and checked cadets ’ attendance. The class was not noisy. After greeting, she explained what they would have to do for that day. tried to create a good situation by telling the cadets about SMCP’s was and gave the cadets some examples of how seafarers on board ships using the SMCP’s. The students did not seem enthusiastic. Main Activity The researcher gave explanation about the technique that they would do in every English meeting. She gave a short explanation about back chaining drills technique. The material that would be discussed was about distress messages involving fireexplosion and flooding. Firstly, She explored the cadets ’ knowledge about the topic of that day to build cadets ’ background knowledge. She asked them to recall their knowledge about maritime English vocabulary. Secondly, She told the cadets of the activity on that day, that was drilling technique, especially through back chaining drills technique to build new activities in learning English. She explained back chaining drills technique theory briefly, then she asked the cadets to try the technique in learning vocabulary about Standard Marine Communication Phrases especially distress messages involving fireexplosion and flooding. Before doing the work, the researcher gave the example of practicing back chaining drills for the cadets. She asked the cadets to repeat what she said. She started the material from fireexplosion material. She said “repeat after me, the fire”. The the cadets said “the fire”. Next she said, “is the fire”. The cadets said “is the fire”. She said “where is the fire”. Then cadets said “where is the fire”. After giving the example of using back chaining drills, the researcher continued the teaching and learning process about fireexplosion and flooding. She still guided the cadets to use the technique. She said “please pay attention, what kind of assistance do you require? ”. Then she said the phrases from “require”. The cadets said “do you require”. She continued “assistance”. The cadets said “what kind of assistance ”. Then she said “what kind of assistance?”. And the cadets said “what kind of assistance do you require?”. Next, she asked the cadets to say the other phrases by using this technique. Of course she guided the cadets to say the phrases. She saw that not all of the cadets could say the phrases well. They seemed confused with the materials. Then she still guided them slowly in order to all of the cadets could repeat and continue her words correctly. Closing Before closing the lesson, the researcher checked the cade ts’ understanding about today’s material. She asked the cadets randomly to repeat and continue her phrases. When the time given was over, She summed up the lesson of that day. She said that they would learn other material in the next meetings and hopes that the