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As being stated before, besides the praise rewards the researcher also gave the students some material rewards like candies or chocolate for the students who
were active during the class. It led them to be more active and gave attention into the classroom activities. It could be inferred from the interview with some of the
students above.
3. Reflection
As the plans had been implemented in the action of the first cycle, the teacher and the researcher had a discussion in order to reflect the successful and
less-successful actions during the implementation. The discussion of the actions was to fulfill the democratic and dialogue validities as mentioned in chapter III.
Furthermore, they evaluated Cycle 1 by analysing the data from the field notes, interview transcripts, and alo observations. Then, they concluded some following
reflections as follows.
a. Applying Flashcards to Teach Vocabulary
The implementation of flashcards to improve the students’ vocabulary mastery was as planned. However, some improvements were still needed in some
aspects due to the efforts to maximize the teaching and learning process. On the first cycle, the flashcard that had been used was the picture-word cards and word
cards. Some picture-word cards were not in colour and the letters did not clear enough. Therefore, at the second cycle, the researcher and the English teacher
planned to make the picture-word cards clearer for the students. They also planned to keep the same flashcard as in Cycle 1 being implemented on Cycle 2. This
could be seen from the following excerpts.
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b. Using the Classroom English during the Teaching and Learning Process
During the actions, the researcher acted as the teacher in the class. The teacher as the collaborator and the researcher planned to use English in the
teaching and learning process to make the students more familiar with the English S2:
Tapi ini Miss, tadi ada sek rodo nggak jelas. S2:
But, there was a condition Miss. Some of them were unclear. P:
Apanya dek? P:
Which one? S2:
Tadi lak ada sek gak bewarna karo hurufnya kurang gede Miss. S2:
The flashcards. There were some of them that were not in colour right? And also the letter was not clear enough.
P: Oh iya? Kalo gitu besok diperjelas aja ya.
P: Oh really? Okay. It would be improved on the next meeting, Okay?
S1: Hooh Miss.
S1: Okay, Miss.
IT 07 GBI:
Oya gapapa. Dicoba aja Mbak. ET:
That’s okay. You could try it. P:
Nggih Pak. Oiya Pak, tadi juga kata anak-anak flashcards nya sedikit kurang jelas.
R: Okay, Sir. Anyway, Sir, the students also said that the flashcards
were a bit unclear. GBI:
Ya next meeting diperjelas aja Mbak. Emang kurang jelasnya kenapa to?
ET: Really? So made it clearer for the next meeting, okay?
What’s the reason of that?
P: Itu Pak, tadi ada yang nggak berwarna sama hurufnya kurang
besar. R:
Some of the pictures were not in colour, and also the letter was not big enough.
GBI: Oya udah. Besok dibikin bewarna semua aja sama dibesarin
hurufnya biar jelas anak-anaknya. ET: Oh really? Then you could made it in colour, all of them, okay?
And made the letter bigger so the students would not complain anymore.
P: Nggih Pak.
R: Okay,Sir.
IT 08
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expressions. The researcher used English for several functions in the classroom such as greeting, explaining materials, giving instructions, praise rewards or
feedback, and also closing the lesson. She translated some of those functions in Indonesian to make the students understand the meaning of the expressions used
in the classroom activity. Therefore, in Cycle 2, she will implement the same action. This could be seen from the excerpt below.
c. Communicating the Objectives of the Lesson to the Students
