Conducting Vocabulary Practices Using Classroom English Giving Handouts

Practices difficult and unfamiliar words in dialogs, then found out the meaning based on the context.  Students noted down new vocabularies they learned in each meeting on their note books.  Students did a matching task. They matched words in the left column to their definitions in the right column. increased.  Students produced more various words. Using Classroom English  The researcher used English to greet students, explained materials, asked and answer questions, and gave feedbacks or comments.  The researcher used classroom English to instruct students to do tasks.  Students got used to hear and use English in the classroom.  Students could ask and respond to the researcher using English.  Students’ vocabulary, phrases, and expression collections increased.  Students were familiar with English instructions that the researcher always used.  Students understood what the researcher meant as they got used to hear classroom English every meeting. Giving Handouts  The researcher gave handouts to students for every topic.  The researcher added pictures in handouts.  The researcher multiplied the number of copies of handouts.  Students learned materials more easily, because the materials in handouts were briefer and clearer. Displaying Pictures and Videos  The researcher showed pictures and videos to  Students looked more enthusiastic to learn stimulate students’ ideas, understand materials easily, and attract their attention.  The researcher showed a video of a song entitled ‘If You’re Happy and You Know It’. materials when pictures and videos were shown.  Students could understand materials easily.  Students’ minds were refreshed and they could absorb materials better after watching videos. Improving Classroom Management  The researcher re- arranged students’ seats.  The researcher more frequently moved around the classroom to check students’ understanding, check whether they did tasks, and offer help.  Students especially those who were trouble makers could be handled more easily.  Students did tasks and played games well. Giving Rewards  The researcher gave rewards for active students.  Students were more active and challenged.  Students were competitive.  Students paid attention to the teacher ’s explanation more. The reflection of the implementation of cycle 2 showed that the actions were implementation successfully. The success of the implementation of the actions was also shown by the students’ test scores. The scores of the pre-test and the post-test were compared and the result showed that there was improvement in students’ speaking skills. D. Findings Based on the research that was conducted in VIII B class in MTs Negeri Ngemplak, students’ speaking skills were improved. The efforts that were