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process. Its purpose was to give the students exposure of English and helped them to be more familiar with common English expressions that was used in the
classroom. The researcher planned to use classroom English for several functions such as to greet the students, to explain the materials, to give the instructions, to
give feedback, to give praise rewards, and also to end the lesson. However, based on the observations and interviews before the actions, the students said that they
could not understand the instruction if it used full English all the time. Therefore, the researcher planned to use Indonesian or even Javanese translation in some
difficult aspects such as giving the further instructions and explaining the materials so the students could understand it well.
c. Communicating the Objectives of the Lessons to the Students
Communicating the objective was planned to be applied in each meeting in Cycle 1. At the beginning of the lesson, the researcher gave some background
knowledge first, and then she communicated the objective of the lesson so that the students knew what they were going to learn.
d. Asking the Students to Work in Small and Large Groups
During the action, the researcher planned to use flashcards into some tasks and games. Both of them would be done in small in pairs, groups of three to four
students in each group, and large groups of eight students in each group groups. By doing so, the students were expected to work cooperatively, and helped each
other by sharing what they knew to the members of the group to finish the tasks or the games.
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e. Giving Practice Feedback on the Students’ Pronunciation and Spelling
The aim of giving feedback to the students’ pronunciation was certainly to make the students have better pronunciation and spelling. This phase would be
implemented during the teaching and learning process whenever it was possible. The researcher gave the students pronunciation practice every time she showed
the students flashcard. She drilled the students to pronounce the words she showed to them. Then, she gave feedback when the students made mistakes in
pronouncing the words. She also corrected the st udents’ spelling if there were
mistakes in it.
f. Asking the Students to Bring the Dictionary
The reason why the researcher asked the students to bring the dictionary into the classroom was certainly to make the students check the spelling and the
pronunciation. In each table, it was expected to have at least one dictionary to help the students do the tasks or activities. The researcher always asked the students to
bring a dictionary in each meeting. She also emphasized the importance of bringing the dictionary to the students. She said that the dictionary could help the
learners in knowing the words they did not know.
g. Giving Rewards
In each meeting, the researcher planned to give a small reward whether it was praise rewards or material rewards. This was expected to give the students
motivation to be more active. The rewards also made the students motivated in joining the teaching and learning process.
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2. Action and Observation in Cycle 1
