The Procedures of the Action Implementation

D. The Procedures of the Action Implementation

In doing the research, the researcher arranged the procedures of action in some cycles; each cycle consists of two meetings. As Elliott (1961: 80-81) states that Classroom Action Research is started from planning, action, observation and reflection.

1. Planning In planning phase, the researcher prepared all the needs in conducting the research, such as; syllabus, lesson plan, teaching material, table of specification, validity sheet, evaluation sheet, observation sheet for the researcher and students, field notes, cards, attendance list, and key of answer.

2. Action In action phase, the researcher applied Word Wish Game in the teaching-learning process in the classroom. This activity was done based on the lesson plan that had been arranged by the researcher.

3. Observation In observation phase, the English teacher-collaborator observed the students’ activities and the researcher’s activities in the classroom during the teaching- learning process.

4. Reflection In this phase, the researcher together with the English teacher-collaborator noted, analyzed, and evaluated the result of observation and looked for the way out to improve the students’ weakness in studying vocabulary.

The procedures above consist of planning, implementation, observation and reflection. The figure of the research cycle can be seen in the next page.

Preliminary Study:

The researcher identifies the student’s problems in SMP Swasta NUPELA especially for theeighth

grade students about the mastery vocabulary in learning English.

Cycle I

Planning is arranging syllabus, lesson plan,

Action

material, table of specification, observation Teaching material to the students by sheet, evaluation sheet, validity sheet, field

used Word Wish Game and evaluated notes, and attendance list.

Reflection

the students. Observation involves observing the Noting, analyzing, evaluating and concluding

researcher’s action and the students’ the result. After that, improved the students’ during teaching-learning process. weakness in studying vocabulary.

Unsuccessful

Improving and revising lesson plan, material, and the weaknesses and going to next cycle.

Cycle II

Preparing the teaching equipments, such as;

Action

syllabus, lesson plan, material, table of Teaching material to the students by specification, observation sheet, evaluation

used Word Wish Game and evaluated sheet, validity sheet, field notes, and

the students.

attendance list. Reflection

Observation involves observing the Noting, analyzing, evaluating and concluding

researcher’s action and the students’ the result. After that, improved the students’

during teaching-learning process. weakness in studying vocabulary.

Conclusion

Successful

Research report

Figure 2: Preliminary Studyof Increasing of increasing students’ vocabulary mastery in writing expository text by using Word Wish Game at the eighth grade of SMP Swasta NUPELA in 2015/2016.

The procedure of implementing the action of the researcher, the students, and the English teacher collaborator for each cycle is described as follows:

Cycle I

In doing the cycle, there were two meetings.

First Meeting

a. Planning

In planning, the researcher did some steps, namely:

1) The reseacher arranged a lesson plan.

2) The researcher prepared the teaching media.

3) The reseacher prepared the teaching material. The material was taught in the classroom about expository text.

4) The reseacher prepared the observation sheet and field notes of the researcher’s and the students’ activities.

5) The reseacher prepared the evaluation sheet of the students.

6) The reseacher prepared the students’ attendance list.

b. Action

There were some steps of action, namely:

1) The researcher entered the class and greets the students.

2) The researcher introduced her identity.

3) The researcher conveyed the purpose to enter the classroom.

4) The researcher checked the students’ attendance list by calling the students’ name one by one.

5) The researcher distributed the material to the students.

6) The researcher introduced the topic of the material to the students.

7) The researcher wrote the topic of the material on the blackboard.

8) The researcher asked the students’ prior knowledge about the material.

9) The students gave their opinion based on the researcher’s question.

10) The researcher implemented Word Wish Game to the students.

a) The researcher provided 36 cards in three piles.

b) The researcher used the wild card to stand among of three piles.

c) The students were asked to read through all 36 cards.

d) The researcher asked the students to chose the 10 wishes that mean the most to them.

e) If the students did not have 10 cards in their "very important" pile, the students chose some from “somewhat important" pile.

f) The students who had more than 10 in their “very important” pile, the students through the cards and put some of the cards into “somewhat important” or “not important” piles until the students only have 10 cards in “very important” pile.

g) The students were asked to rank 10 “very important” cards and put the most important ones at the top of piles.

11) The researcher improved the students’ errors during did the procedure.

12) The researcher gave a chance to the students to asked the questions based on the material.

13) The researcher answered the students’ question.

14) The researcher ended the class while reminding the students to study thematerial at home again.

15) The researcher ended the class and greeted the students.

c. Observation

In observation stage, the researcher helped by the teacher-collaborator and does some activities, namely:

1) The teacher-collaborator observed the students’ ability and their activities as well.

2) The teacher-collaborator observed the researcher’s activities during the implementation of action.

3) The teacher-collaborator observed the strength and the weakness during the implementation the action.

d. Reflection

In the reflection stage, the researcher did some activities, namely:

1) The researcher noted the result of the observation.

2) The researcher analyzed the result of the observation.

3) The researcher evaluated the result of the observation.

4) The researcher found out the improvement about the weakness of action implementation based on the observation result.

Second Meeting

In the meeting, the researcher continued to did the activities of the second meeting by following the procedure below, namely:

a. Planning

In planning, the researcher did some steps, namely:

1) The reseacher arranged a lesson plan.

2) The researcher prepared the teaching media.

3) The reseacher prepared the teaching material. The material was taught in the classroom about expository text.

4) The reseacher prepared the observation sheet and field note of the researcher’s and the students’ activities.

5) The reseacher prepared the evaluation sheet of the students.

6) The reseacher prepared the students’ attendance list.

b. Action

There were some steps of action, namely:

1) The researcher entered the class and greets the students.

2) The researcher checked the students’ attendance list by calling the students’ name one by one.

3) The researcher reminded and reviewed the last material.

4) The researcher continued the last material by drill the students that did not finish in the previous meeting in vocabulary mastery by using Word Wish Game.

a) The students were asked to read through all 36 cards.

b) The researcher asked the students to chose the 10 wishes that mean the most to them.

c) If the students did not have 10 cards in their "very important" pile, the students choose some from “somewhat important" pile.

d) The students who had more than 10 in their “very important” pile, the students through the cards and put some of the cards into “somewhat important” or “not important” piles until the students only have 10 cards in “very important” pile.

e) The students were asked to rank 10 “very important” cards and put the most important ones at the top of piles.

5) The researcher improved students’ error during did the procedure.

6) The researcher conducted the test to the students.

7) The researcher distributed evaluation sheet to the students.

8) The researcher explained to the students how to did the test.

9) The researcher gave a chance to the students to answered all the questions.

10) The researcher collected the students’ evaluation sheet.

11) The researcher concludesd the material and motivated the students to learnt more the material.

12) The researcher ended the class and greeted the students.

c. Observation

In observation stage, the researcher helped by the teacher-collaborator and did some activities, namely:

1) The teacher-collaborator observed the students’ ability and their activities as well.

2) The teacher-collaborator observed the researcher’s activities during the implementation of action.

3) The teacher-collaborator observed the strength and the weakness during the implementation the action.

d. Reflection

In the reflection stage, the researcher did some activities, namely:

1) The researcher noted the result of the observation.

2) The researcher analyzed the result of the observation.

3) The researcher evaluated the result of the observation.

4) The researcher found out the improvement about the weakness of action implementation based on the observation result.

Cycle II First Meeting

In the meeting, the researcher continued to did the activities of the first meeting by following the procedure below, namely:

a. Planning

In planning, the researcher did some steps, namely:

1) The reseacher arranged a lesson plan.

2) The researcher prepared the teaching media.

3) The reseacher prepared the teaching material. The material was taught in the classroom about expository text.

4) The reseacher prepared the observation sheet and field note of the researcher’s and the students’ activities.

5) The reseacher prepared the evaluation sheet of the students.

6) The reseacher prepared the students’ attendance list.

b. Action

There were some steps of action, namely:

1) The researcher entered the class and greets the students.

2) The researcher checked the students’ attendance list by calling the students’ name one by one.

3) The researcher reminded and reviewed the last material.

4) The researcher continued the last material by drill the students that did not finish in the previous meeting in vocabulary mastery by using Word Wish Game.

a) The students were asked to read through all 36 cards.

b) The researcher asked the students to chose the 10 wishes that mean the most to them.

c) If the students did not have 10 cards in their "very important" pile, the students choose some from “somewhat important" pile.

d) The students who had more than 10 in their “very important” pile, the students through the cards and put some of the cards into “somewhat important” or “not important” piles until the students only have 10 cards in “very important” pile.

e) The students were asked to rank 10 “very important” cards and put the most important ones at the top of piles.

5) The researcher improved students’ error during did the procedure.

6) The researcher conducted the test to the students.

7) The researcher distributed evaluation sheet to the students.

8) The researcher explained to the students how to did the test.

9) The researcher gave a chance to the students to answered all the questions.

10) The researcher collected the students’ evaluation sheet.

11) The researcher concludesd the material and motivated the students to learnt more the material.

12) The researcher ended the class and greeted the students.

c. Observation

In observation stage, the researcher helped by the teacher-collaborator and did some activities, namely:

1) The teacher-collaborator observed the students’ ability and their activities as well.

2) The teacher-collaborator observed the researcher’s activities during the implementation of action.

3) The teacher-collaborator observed the strength and the weakness during the implementation the action.

d. Reflection

In the reflection stage, the researcher did some activities, namely:

1) The researcher noted the result of the observation.

2) The researcher analyzed the result of the observation.

3) The researcher evaluated the result of the observation.

4) The researcher found out the improvement about the weakness of action implementation based on the observation result.

Second Meeting

In the meeting, the researcher continued to did the activities of the second meeting by following the procedure below, namely:

a. Planning

In planning, the researcher did some steps, namely:

1) The reseacher arranged a lesson plan.

2) The researcher prepared the teaching media.

3) The reseacher prepared the teaching material. The material was taught in the classroom about expository text.

4) The reseacher prepared the observation sheet and field note of the researcher’s and the students’ activities.

5) The reseacher prepared the evaluation sheet of the students.

6) The reseacher prepared the students’ attendance list.

b. Action

There were some steps of action, namely:

1) The researcher entered the class and greets the students.

2) The researcher checked the students’ attendance list by calling the students’ name one by one.

3) The researcher reminded and reviewed the last material.The researcher continued the last material by drill the students that did not finish in the previous meeting in vocabulary mastery by using Word Wish Game.

a) The students were asked to read through all 36 cards.

b) The researcher asked the students to chose the 10 wishes that mean the most to them.

c) If the students did not have 10 cards in their "very important" pile, the students choose some from “somewhat important" pile.

d) The students who had more than 10 in their “very important” pile, the students through the cards and put some of the cards into “somewhat important” or “not important” piles until the students only have 10 cards in “very important” pile.

e) The students were asked to rank 10 “very important” cards and put the most important ones at the top of piles.

4) The researcher improved students’ error during did the procedure.

5) The researcher conducted the test to the students.

6) The researcher distributed evaluation sheet to the students.

7) The researcher explained to the students how to did the test.

8) The researcher gave a chance to the students to answered all the questions.

9) The researcher collected the students’ evaluation sheet.

10) The researcher concludesd the material and motivated the students to learnt more the material.

11) The researcher ended the class and greeted the students.

c. Observation

In observation stage, the researcher helped by the teacher-collaborator and did some activities, namely:

1) The teacher-collaborator observed the students’ ability and their activities as well.

2) The teacher-collaborator observed the researcher’s activities during the implementation of action.

3) The teacher-collaborator observed the strength and the weakness during the implementation the action.

e. Reflection

In the reflection stage, the researcher did some activities, namely:

1) The researcher noted the result of the observation.

2) The researcher analyzed the result of the observation.

3) The researcher evaluated the result of the observation.

4) The researcher found out the improvement about the weakness of action implementation based on the observation result. In doing the implementation, the reseacher always consulted to the English teacher-collaborator. She asked the English teacher-collaborator about the weakness during the teaching-learning process. In the first cycle the students did not achieve the Minimum Competence Criterion (fail) so it continued and improved in the second cycle.

In the research, the researcher looked for the qualitative and quantitative in collecting the data. The qualitative data obtained from the observation sheet and field notes during the teaching-learning process in the classroom. While the quantitative data obtained from the evaluation sheet that prepared by the researcher to evaluated the students’ ability in mastering vocabulary.