sentence easily. The researcher would check all desks so that each desk at least there was one dictionary so that the noise from the students borrowing the
dictionary could be minimized.
2. Actions and Observations
The implementation of the actions in the first cycle was done in two meetings. The first meeting was conducted on February 13
th
2016 and the second was on February 19
th
2016. The topic of the first cycle was how to make oriental fried rice. The genre for the topic was a procedure text. The researcher was helped
by the English teacher to design the course grid based on the curriculum in SMP Institut Indonesia. While the researcher implemented the actions, the English
teacher observed, took notes of the teaching and learning process, and sometimes took the photographs. The data during cycle 1 were collected through classroom
observations and interviews. The complete description is provided below. a.
Applying vocabulary cards game in teaching vocabulary
The vocabulary cards game were implemented during the teaching and learning process in the production stage. After the students had done the practices,
then they would come to the production stage. The implementation of vocabulary cards game would help the students to speak up in English and produce new
vocabularies. In the first meeting, the researcher used vocabulary cards game to teach
the students vocabulary cards related to the topic of the procedure text, how to make oriental fried rice. At that day, the researcher applied the vocabulary cards
related to part of speech of noun and adjective. First of all, the researcher
explained the rules of the game. Sometimes she used bahasa Indonesia to explained the rules so that the students understand it easily.
After giving the students vocabulary cards, the researcher allowed the students to start playing the game. The students could ask her first if they find
some difficulties. Then all groups played the vocabulary cards game. When they were playing the game, the researcher moved around and went to groups to
monitor them playing the game. They enjoyed playing the vocabulary cards game but some students did not followed the game; they just sat on their chair watching
their friends played.. That was the first time they played this kind of games. It could be seen in the following extract of the vignette.
The researcher moved to one other group to another to monitor and to observe them playing vocabulary cards and also explain something when the
groups asked a question or found some difficulties. She moved to one group to another. They were playing the vocabulary cards enthusiastically.
vignette 3
After they finished their own vocabulary cards, the researcher asked them to make a group in pairs and gave them rules of playing their vocabulary cards
and they were asked to play their vocabulary cards with their pair.
“Did you ever learn vocabulary card
s game?” Asked the researcher. One of the students said “Apa Miss? Main kartu gitu ya Miss?” “Nggak pernah Miss.”
All the students replied. The rules were describing the cards by giving three
clues. She asked them to exchange the cards to another group’s cards. vignette 1
In the first meeting, the students needed more time to play the vocabulary cards. The students competed each other to be the winner of the game. When the
other groups were still playing the game, there was a group who won the game. In the second meeting the researcher used vocabulary cards to teach the
students vocabulary cards related to the topic of the procedure text, how to make
