Table 4.5 The Revisions of the Implementation of the Actions in cycle 1 No.
The Aspect
Cycle 1 Cycle 2
1. The size T
he teacher’s picture file shown to the students was
small for the class so it was not interesting enough to attract the
students’ attention. Besides, the picture file given to the
students was not clear to be implemented to the group of
four. Not all of the member could see the pictures clearly.
The researcher gave the picture file with the clearer
picture so it could attract the students’
attention. The
researcher used LCD to show the pictures in the classroom,
in order that the pictures would be more interesting
and all of the students could see the pictures shown so
they were excited to pay attention
to the
teacher showing
the pictures.
moreover the picture file given to students was still the
same size, but the teacher change the total number of
the group member. 2.
The group member
The students worked in group of four. In fact, there were
some students dominated the group. They dominated the
group in seeing the picture file and doing exercises. This case
made the other members did not have any chance to see the
The students were asked to form group in pair to share
the picture file so it was easier for the students to see
the pictures and enthusiatic in doing the exercises.
picture file
given. Consequently, they were tend
to be
passive and
not enthusiatic
in doing
the exercises with their groups.
3. The
teacher’s movement
T he researcher didn’t go
around to the whole class when she taught regular and irregular
verbs using a picture file. It made the students who sat in
the back row and in the corner were not motivated to join the
teaching and learning . The teacher went around the
class while explaining the material. It was intended to
give the students the sense of belonging of the class as one
part, not only for some students whi sat in the front
row so it could motivate the student to join the teaching
and learning
process of
regular and irregular verbs using a picture file.
4.2 The Implementation of the Action in Cycle 2
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