3. Reflections
As the plans that had been implemented in the action of the first cycle, the English teacher and the researcher had a discussion in order to reflect the action
based on the observation and interviews. It was the action step to fulfill the democratic and dialogic validities, since it had been mentioned in Chapter III. The
reflections functioned as the evaluation of the first cycle. Then, it would be used for planning the next action of the next cycle. The following are the result of the
actions in the first cycle.
a. Applying vocabulary cards game to teach vocabulary
As the researcher found in reconnaissance, before the implementation of the actions, the students were passive and reluctant to speak. The students were
not confident to speak English; they even tended to talk in bahasa Indonesia and Javanese. They were also afraid of making mistakes. Therefore, they became
reluctant to answer or to give responds to the teacher’s questions.
After the implementation of the actions the students got more confident, especially when they were playing vocabulary cards game. The students felt
comfort when they were playing the game, because it provided a friendly atmosphere for the students. They did not feel supervised, so that they were not
reluctant to speak up.
ET :
Kalo saya lihat, pertama, dari segi antusias saja mereka tinggi ya. Apalagi mbak Fira mengajarnya pakai media kartu seperti ini, ini
mereka tertarik ya. Jangankan menggunakan kartu, waktu anak-anak membuat kartu itu saya rasa mereka seneng ya seperti bikin prakarya,
jadi seperti tidak dalam pelajaran. Kemudian dalam menyebutkan ciri- ciri dari kosakata yang mereka buat itu mereka berantusias. Mungkin
kaya main tebak-tebakan biasa tapi sebenarnya itu membantu siswa untuk menggali kemampuan mereka menyebutkan kosakata-kosakata
yang mereka ketahui. Dan saat bermain game tadi ya, saat mbak Fira memberikan satu set vocabulary cards itu ya, mereka lebih senang
karna lebih menarik belajar dengan kartu, apalagi kalo game itu mereka udah mau mengikuti lah.
As I saw, first, they were enthusiastic. Moreover, you taught this media, they were interested. When, the students made the cards, I
think they were happy like making a creation so they felt that they were not in learning process. Then, in mentioning clues of the card
that they had made, they were enthusiastis. Maybe it was just like guessing games but actually it helped the students drilling their ability
in mentioning vocabularies that they knew. And when they played the game, when you gave the students the set of vocabulary cards, they
looked happier because it was more interesting learning by using cards, moreover game could make the students come into the learning
process.
Interview 15 R
: Kalo pas main game kartunya gimana?
How about when playing the game? S
: Menyenangkan Miss.
It was fun Miss R
: Menyenangkannya gimana, kamu merasa terbantu nggak?
How fun? Does it help you? S
: Ya terbantu Miss, nggak membosankan. Ya menyenangkan aja
Miss jadi bisa belajar sambil main. Yes, it was not boring. It was fun, we could learn something
while playing the game Interview Transcript 10
R :
Kamu enjoy nggak main vocab cards tadi? Did you enjoy playing the vocabulary cards game?
S : So much Miss haha
Interview transcript 11
But there was a problem in this implementation, was that some students violated the rules of the game. The students tended to come closer to the groups
that hold the card, so they did not concentrate during the game. It could be cause of my weakness in managing the students. The researcher could not pay attention
in all sides so that the students just did what they know. However, they had practiced new words quite well.
R :
Paham nggak sama peraturan game nya? Tadi kan harusnya tetap duduk dengan kelompok masing-masing ya?
Did you understand to the rules of the game? The rules asked you to stay with groups, isn’t it?
S :
Ya pada gitu ya saya ikutan Miss hehe They did it Miss so I did follow them hehe
Interview Transcript 7
The game was started, the time allocation was too short and the researcher could not manage the time allocation well and not all the students were joining the
game as enjoyed as the other student. The researcher found that there were students did not follow the game as well as the other students did, they only
watched and had their friends in leading their groups. It particularly happened in the first vocabulary cards game. After all, the students enjoyed playing the
vocabulary cards until the students and the researcher forgot about time allocation.
R :
Oh iya Bu. Ada yang harus saya maksumalkan lagi nggak Bu? Ok Ma’am. Is there anything else I should maximize?
ET :
Materinya di copy terus ya mbak biar bisa untuk siswa pelajari lagi di rumah. Terus coba tolong dikondisikan lagi ya mbak
waktunya, harus pintar-pinta ngatur waktu lagi ya mbak biar kegiatan selanjutnya juga bisa maksimal.
Always copy the materials Miss in order to the students can learn it at home. Then, try to manage the time allocation; you
have to handle the time allocation well in order that the next activity can be maximized.
Interview Transcript 15
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