because everyone was excited to play. To sum up, it is clearly seen that the students were enjoyed and were not bored in teaching and learning process.
For the teacher ’s performance was good enough. Before starting the
lesson, the writer tried to attract the students ’ attention by using ice breaking. In
the lesson time, the writer used power point, pictures, audio, and video in teaching and learning process for making them excited and interested in learning listening.
Thus, the learning process was happened conducively –fun and friendly, the class
was alive, and both the students and the writer enjoyed the class.
4. Reflecting
Reflecting is the last step of the cycle after implementing planning, acting, and observing which focused on the result of acting and observation phase by
reflecting all of the activities; whether the implementation of guessing game improved the
students’ listening skill or not. In the first meeting, the students’ responses were quite good. All of them focused on material given and got
enthusiastic about playing guessing game. They paid attention to the lesson and participated during the learning process which made the class alive, although there
were some vocabularies that they did not know. To overcome this, the writer asked the students to discuss and to repeat the words after the writer. It is for
making the students more understand and increase their vocabularies. For the last meeting, the students
’ responses were good. Moreover, when the students played in pair the guessing game in front of the class, they were excited and racing with
the other students to play it. In facing the difficult vocabularies, the writer still did discussion with the students.
In line with those facts above, the result from pre-test and post-test 1 show that there was an improvement of students
’ scores, but it had not reach the target yet 75 of students. Indeed, more improvement needs to be done on the second
cycle. Therefore, the writer decided to do second cycle with contains two meetings.
