b. Actions and Observations
The second cycle was conducted in three meetings. The first meeting was held on October 1, 2013 the second meeting was on October8, 2013 and the last
meeting was on November 5, 2013. Similar with Cycle 1, the researcher acted as the instructor to apply the actions while the collaborator and English teacher
observed the teaching and learning process. The implementation of the actions was described as follows.
1 The First Meeting
The first meeting of Cycle 2 was conducted on October 1, 2013. The topic was Things in the classroom. The lesson started from 07.00 a.m. to 08.10 a.m.
The researcher greeted the students by saying Salam and good morning. After that, she
asked the students’ condition and they answered well in English.
Similar with Cycle 1, routines and patterns were also applied in Cycle 2. Prayer was led by conducting rolling-rolling up routine and pattern. T
he students’ presence was checked then. There was one student who absence today because of
sick. In the meeting, LCD was used to show some pictures to drill some words. Before the lesson was started, some students seemed enthusiastic with the pictures
in screen. After the students were ready, they were told about some classroom rules. The rules were applied to build students good behavior. The classroom rules
were presented by using pictures in the PowerPoint program and gestures. There were four main rules. First, students shall listen to the teacher explanation.
Second, they asked permission to the toilet. Third, they must respect others. The
last, before they spoke, they shall raise hand first. If the students did not obey the rule they should teach others to sing a song related to the lesson today.
After that, the objective of the lesson was introduced. The students were asked to mention the names of parts of body. Some students mentioned correctly,
but most of them were silent. Some students still mispronounced the words related to the parts of body. They were asked to look at the poster of a human body parts
which were reviewed. The students paid attention to the poster. The new words related to the theme were shown to the students. Some students read the words
with the pictures in the poster. They had been familiar with some words however they still mispronounced some words.
A few moments later, the researcher touched her parts of body one by one based on the monitor view. Every word was introduced to the students and they
shall repeat vocabulary. By using the same way, the students were drilled words of body parts: eyes, ears, teeth, face, shoulders, arm, hands, fingers, knees, and
toes. After drilling, the singing activity was conducted. Before asking students
to sing, the teacher presented the video clip. The students watched it first to know the lyric, tune, and also the movement. Looking at the video clips, most of
students were not patience to sing and dance. Therefore, then they were shown how to sing and dance in a slow speed to make them familiar with the parts of
body. Next, the students were allowed them to stand up in the aisles and then the
researcher taught them the song by singing it slowly and clearly while making
movement. After that, the video clip was played again and the students sang together. They were happy singing the song. Most of students could sing the song
well. They seemed happy with the movement too. The students were able to sing the song and do the dance well.
After that, the students were asked to sit down again. The students were checked their understanding by touching her body parts
and the students shall mention the name. They can mention the parts of body clearly.
Before the next fun learning activity, the jargon was applied and all students responded well. It caught their attention. In the practice stage, the
students were asked to play the Simon says game. In this game, a puppet was presented to the students. The students liked it. This fact could be seen in the
following field note. The researcher invited students to play Simon says game while she showed a
puppet to the students. The students looked enthusiastic with the Simon puppet. A boy walked to the front and wanted to hold the puppet. The researcher reminded
him the first rule.
Field Note 5, Appendix D
After the student could be settled well, the rules of game were explained to students. In the Simon says activity, students shall listen to the instruction and
made movement as the responds. The puppet was used as Simon. After the students understood the rules, the students were invited to start the game. The
students were asked to stand up between rows. At the beginning of the game, some pictures in the monitor helped the students to learn about language function
of instruction. After that, the students started to get instruction “Simon says, touch
your nose” and some students did the right movement.
Figure 7: The students do the Simon Says game enthusiastically.
Every instruction was repeated to the students. In this activity, most of students joined the game, but only some students in the back seemed reluctant to
play. To make them more motivated and get involved, the teacher gave a sticker to each student who joined the game. The strategy worked well. All students
wanted to join the game. The situation is described below. Then, she explained that the sticker was reward. It made all students wanted
to play the game. They were enthusiastic in playing the game even some boys snatched in walking the way of the front of the researcher.
Field Note 5, Appendix D
After playing the Simon Says game, the students were asked to do the next game section. The section was responding to the instruction individually. The
students were settled because they were invited to go to the front facing their friends. However, only a boy did. In this game section, he got instruction to use a
puppet. He did a movement. After he responded to the instruction, he got a chance to hold a puppet. The student was asked to give instruction to their friends as he
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