Giving feedbacks on the students’ pronunciation Asking the students to work in groups

In the second meeting, I had the same treatment as the first one. The difference is about the topic. The topic was about tourism places so the vocabularies were related to them. In this meeting I rearranged the group to make the students do not feel bored with the same group. As usual before the game I distributed the Bingo board to each group and gave them the instructions to remind the group about the rules of the game. I also confirmed the students about the vocabularies that should be used to make the game runs well. They looked enthusiastic toward the game because they never have done this game before. During the game, the students were more active and enjoyed the game. It could be seen in their participation. The members of each group are helping their own group with their capability to guess the answers. None of them has a passive role. They were helping each other in their team. All of them showed good teamwork. For instance, when there was a student from a certain group who forgot the word‟s meaning, the other student from that group helped him or her to remember it then they could finish the game together. The following extract reflects this situation. R : Oh gitu. Kalau pake Bingo tadi kira-kira bisa inget ga kata-katanya dengan mudah? I understand. What about Bingo Game just now do you think you can memorize the words easily? S2: Inget kak daripada hafalan mending pake Bingo menyenangkan kayak ga belajar malah. I can memorize them better than memorizing itself. It is better using Bingo it was really exciting. It feels like we do not study. interview transcript 3 Besides having the strengths, there was a weakness in the first cycle. The problem was about time allocation to play the game because the students and I really enjoyed the game. I did not really pay attention to the time allocation. After the teaching and learning process, the teacher reminded me to pay more attentions to the time allocation in order to make sure the students got all material as what had been planned. The teacher also asked me to write it down on the reflection so that I could make it better on the next cycle. The situation could be seen in the following interview transcript: R dengan baik? Alhamdulillah Sir. But what do you think R: Menurut bapak Bingo Gamenya cocok tidak diterapkan untuk belajar kosakata setelah dua kali pertemuan ini? what do you think about the game? Is it suitable for learning vovabulary after this two meeting? T: Menurut saya gamenya bagus mas, menarik, anak-anak kelihatannya menikmati. I thought the game was good, interesting, the students enjoyed. R: Alhamdullilah kalau begitu pak. Tapi bagaimana menurut bapak, apa anak-anak bisa mengikuti dengan baik? Alhamdulillah Sir. But what do you think Sir, were the studens could follow well? T: Menurut pengamatan saya anak-anak terlihat antusias dan menikmati mas. Sebagian besar siswa juga bisa inget kosakatanya dan cara ngucapinnya. Dulu pas saya ngajarin mereka kosakata pake drilling belum sampai habis jam pelajarannya udah ada yang lupa. Based on my observation, the students looked enthusiastic and enjoyed the game. Most of them remember the vocubulary and how to pronounce them. Back then, when I teached them by drilling, they forgot the vocabulary that they learn even when their lesson time is over. continued When I said the sixteenth word, there was a group who has done a Bingo. Then I checked their their vocabulary in their Bingo board and one of the member of the group forgot the meaning of one of the words on the Bingo board. I counted one to five if he could not answer the righr one so his group will fail. When it came to the fourth count another member of the group help him to answer the meaning and her answer was right so his group won the first place. I said that he was saved by his teamate so he should be grateful. After that the other group said “continue sir, continue sir” then I continued the game to find the second winner. Appendix AField Note 4October 26 th , 2014