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c Aspect of pronunciation
The teacher pronounced the words on the blackboard and repeated by the students, they were: swimming, singing, reading, drawing, football. Then, the
teacher asked one volunteer to pronounce fishing and asked the other students to repeat. By doing so, the teacher and the other students could check whether the
pronunciation was correct or incorrect. It was repeated for the five words on the board. There were thirteen students pronounce the words badly.
d Aspect of using word
The teacher showed a thing and then asked the students to make new imperative sentences, for example: comic. Read the comic. Each student was not
allowed to make the same sentence. They had to make different sentences. Again, the students made almost the same sentences as example given by substituting
noun or verb. 3
Closing The teacher summarized the material by reviewing some instructions
including aspect of meaning, spelling, pronunciation, and using the words in sequences and closed the meeting.
3. Observing
Based on the observation during the process of cycle 2, the problems encountered in the first cycle could be managed well. The following is the result
of the observation in each meeting:
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a. First meeting
The result of the observation in the first meeting showed that some students are bored. They seemed to be less active in answering the teacher’s question. It
could be seen from their face expression when the teacher told them that they would learn about food and drink. Yet, with the new position of seat, they felt
freer than sitting in rows. They were sitting in a big circle without table in front of them. In the first meeting of the first cycle, the collaborative teacher claimed that
the time management was not good. Therefore, in this meeting the teacher managed the time well so the teaching learning process covered the four aspects.
The meaning aspect was understood well by the students, so the teacher was concerned with the aspects of spelling, pronunciation, and using words in this
meeting. For spelling and pronunciation, the teacher wrote down the words and asked the students to write the spelling and pronounce them later. In a fact, it took
more time to do so. When there was a mistake in writing the spelling, the other students had to correct it until it was correct. For using word aspect, the teacher
asked the students to make a new sentence based on the words given. b.
Second meeting In this meeting, the students had been used to studying using TPR. They
understood well the rule of TPR. They followed the instruction, and they did not talk to their friends anymore. They could answer all of instructions well. The
teaching learning process was including the four aspects. In addition, the using of media ran well as it was prepared before the class began in order to manage time
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well. Unfortunately, some boys seemed not to be really enthusiastic in following the lesson. They sat in a bad manner.
c. Third meeting
The meaning aspect was understood well by the students, so the teacher was concerned with the spelling, pronunciation, and using word aspect in this meeting.
The way of writing down the words and spelling them seemed efficient. In a fact, it took more time to do so. When there was a mistake in writing the spelling, the
other students had to correct it until it was correct. For aspect of using word, the teacher gave a clue word and asked the students to make a new sentence.
d. Fourth meeting
In the third meeting there were thirteen students who got difficulties in pronunciation, but in the fourth meeting they had given attention more. The
teacher gave them more opportunity to pronounce the words. In the end of lesson, the teacher always asked all of the students to sing alphabet song and pronounced
the new words many times. Also, the teacher succeeded in handling the students’ noise by pointing them randomly or calling the name of those who made noise.
To monitor the effects of action in solving the problems, the researcher and her collaborative teacher did an intensive observation.
The results of observation can be explained as follows: 1
The improvement of vocabulary mastery There was improvement in students’ vocabulary mastery in aspects of
meaning, using words, spelling, and pronunciation. The students who got difficulties in the first cycle could cope with the process of teaching and learning.
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2 The improvement of students involvement
Based on the observation in cycle 2, the teacher and the collaborative teacher found a significant improvement related to students’ involvement. By
making a big circle, the students could be involved maximally. Mostly, they were not in doubt and ashamed to act as in the first cycle.
3 The improvement of class management
Class management in cycle 2 was much better than that of cycle 1. By making a big circle, it was easy to manage so that noise could be eliminated. In
fact, the way in conducting TPR by setting the students’ seat position in a big circle worked well.
4. Reflecting of Cycle 2
