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Playing speaking board games
Concluding
3 Meeting 3
Topic: ‘Hot Issues’ Material: agreeing and disagreeing
Activities:
Introducing the topic of the material
Presenting the materials
Doing some practices
Playing speaking board games
Concluding
2. Actions and Observation
The implementation of Cycle 1 were on April 15
th
, 22
nd
and 28
th
2014. The English teacher, the students and the research collaborator participated in the
research study to collect the data.
a. Applying speaking board games
The speaking board games were implemented during the teaching learning process in the production stage. After the students had done the practice, then they
would come to the production stage. The implementation of the speaking board games would help the students to speak using the expressions they had learnt.
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In the first meeting, the researcher used speaking board games to teach the students how to ask for information, how to give information and how to deny
information. First of all, the researcher explained the rules of the game. Sometimes she used Bahasa Indonesia to explain the rules so that the students
understand it easily. After giving the students the board games kit, 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 game. When they were playing the
game, the researcher moved around and went to the groups to monitor them playing the game. They enjoyed playing the speaking board games very much.
That was the first time they played this kind of game.
Then, the students started playing the game. Suddenly, the class became very noisy, because the students talked each other and they seemed excited in enjoying
the game. Most students were not anxious to speak English in playing the game.
Vignette 4
In the first meeting, the students needed more time to play board games. They competed each other to be the winner of the game. When the other groups
were still playing the game, there was a group which had finished the game. However, the researcher did not permit them to go outside or to disturb other
groups. The researcher asked them to discuss how they play the game and how they feel about the game.
Then the bell rang, but the other groups had not finished yet. They needed more time to finish the game, but the researcher had to end the lesson, because the
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teacher who would teach the next lesson had already come. The researcher ended the lesson and had no time to take a conclusion in the end of the lesson.
In the second meeting the students used speaking board games to learn the expressions of how to ask someone’s opinion and how to give an opinion. As she
did in the last meeting, she explained the rules of the game and the topic of the board game in this meeting. Then, she allowed the students to start playing the
game. In this meeting, the activity made the class noisy, because the students were very enthusiastic to play the game. They were actively participated in the game.
The students enjoyed the games very much. Sometimes they laughed, because their friend got such a punishment in playing the game.
Vignette 5
When the students were playing the game, the researcher moved around the class to monitor them. The researcher took notes when the students did some
mistakes. Then, she would give the students the feedback in the end of the lesson. In the third meeting the researcher still used speaking board games for the
students’ production. Through that kind of games she taught about agreeing and disagreeing in English. The students played the games in different topics. The
topic of the day was ‘hot issues’. Before the students played the game, the researcher explained the rules first,
then allowed the students to play the game. At the day the students were interested to playing board games. This made the class noisy, because they talked each
other. They had done very well. They played the game enthusiastically.
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However, the students played the games very well. They followed the rules and participated in the speaking activities. They spoke using the right expressions.
Vignette 7
b. Giving listening activities to provide the model of expressions
