cycle, they still used word cards, however, they made the class more interesting than in the previous cycle, they made t
he game called ‘back to board’ the writer explains it at the acting second cycle, besides to make
students more interested in the classroom activity, the game also was given to reinforce their memorization.
In overcoming the students who did not prepare the word cards, the writer made the students work in pair, the students who did not prepare
the word cards should have co-worked with the students who did, it did not only result the efficient time, but also trained them to work in team.
2. Cycle II a. Planning
In the first cycle, the writer found there were so many students had not reached KKM, even though the scores were better than before
implementing the CAR. In this phase, the writer made new plans, and she formed a new
lesson plan. The writer and the teacher discussed on the problems then found the solution to solve the problems.
The writer made the class more interesting for the students and more enthusiastic in receiving new vocabularies, since, in the first cycle,
there were still some students lack of motivation and bored during the class.
In this cycle, the writer prepared some new vocabularies given to the students, the vocabularies were still from their material book, the
writer also prepared a game, that was ‘back to board’. In addition, the writer focused on the useful and contextual
vocabulary, then she asked the students to make narrative paragraph from the words that she had given, it was also for improving their writing
ability.
In the last meeting of cycle 2, the writer got students to make the conversation in pair, it was written conversation, the topic was about
asking permission, then the writer made them practise the conversation in pair.
b. Acting
In this phase, the writer conducted teaching learning activities to get the better result than the first cycle.
In the first meeting, the writer reviewed all of the vocabularies that she had presented, it was by using
‘back to board game’, she chose one of the students to come forward and back to the board, then the writer
wrote a word on white board, the duty of the student was asking to the whole class by using yesno questions, for exam
ple; ‘Dina, is it a noun?, Ditmar, does it have 4 letters, and so on, until the student could guess
what word was that. In the second meeting, the writer tried to improve students’ writing
ability by using the words she had presented, she asked the students to make narrative paragraph, from about 55 words that she had given, the
students must have be able to take at least 35 words to apply in paragraph.
In the last meeting, the topic was about asking permission, the writer asked the students to make conversation about asking permission
in pair by using the words on their word cards in written form, and then, she asked them to practice the conversation they had made.
c. Observing
The writer with the English teacher carried out the observation. Both of them observed the teaching learning process by monitoring the
students’ activities in this cycle. This observation was done to get the data of students’ progress during the teaching learning process.
In the first cycle, the teacher found the students still had bad memorization when they were asked to recall the words they only could
remember a few words, however, in this cycle, she got the students had better enthusiasm, many students were brave to give teacher questions in
English and they actively respond the teacher’s question, since, the class was more interesting and communicative. The students did not only
memorize the words on the cards, and then check in pair, but also they could learn to apply the words into longer form, in the first cycle, the
writer only asked students to make sentence, but in this cycle she asked them to make paragraph.
d. Reflecting
In this second cycle, students’ vocabulary mastery was better than in
the first, it was shown by students’ capability to recall the words and their translation, in addition, they got the better score than the first, below
is the students’ post test 2 scores:
Students ’ Number Post test 2 score
1 80
2
100
3 90
4 90
5
100
6
97.5
7 97.5
8 90
9
85
10 95
11 80
12
90
13 70
