Giving Practice Fe Action and Observation in Cycle 1

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e. Giving Practice Fe

edback on the Students’ Pronunciation and Spelling During the action, the researcher always tried to give the opportunities to the students to practice their pronunciation. The planned pronunciation practices were applied every time the researcher showed the students the flashcard. On each flashcard that was showed to the students, the researcher asked the students to pronounce the words to make them familiar with the pronunciation. Whenever the researcher heard the mispronunciation from the students and she felt it necessary to drill them a little, she did that. The researcher often asked the students to repeat after her and after that she asked some students to repeat that alone to make sure that they pronounce the words correctly. The following field notes explained the situation. Beberapa siswa masih salah dalam mengucapkan kosakata yang sudah diajarkan dengan menggunakan flashcard. Karena itu, P mengulangi cara pengucapan dari masing-masing flashcard sampai SA mengucapkannya dengan benar. Some students were still mispronouncing the words that have been taught using flashcard. Therefore, the researcher repeated the pronunciation of each flashcard until the students pronounce it correctly. FN 12 P menunjukkan flashcard berkaitan dengan Emma Watson, dan meminta SA untuk mengulangi setelah P. P lalu menunjuk beberapa siswa untuk mengulangi sendiri. “Coba sekarang, Asa, could you please mention the words that we have learnt? Sebutkan tadi apa saja kosakata yang sudah dipela jari”. “Itu Miss, wavy hair, long hair, generous…” Coba ulangi generous nya sekali lagi” . “Generous”. “Again?” “Generous” “Good. Next, mmm… Dewi coba ucapin tadi cara ngomongnya gimana?” “Wavy hair, long hair, generous, fair, eyes” “Great job. Tepuk tangan buat anak-anak kelas A. Pinter-pinter ya.” The researcher showed the students the flashcard related to Emma Watson and asked the students to repeat after her. After that, she asked some students to pronounce the words. “Asa, could you please mention the words that we have 68 In giving the students feedback for their spelling and pronunciation, the researcher also tried to speak slowly in order to make the students know exactly how to pronounce the words. The researcher also gave the students some explanation when they spelled the words incorrectly. It could be seen from the field note below. The researcher drilled the students to get the correct pronunciation. She also explained to them the spelling of both words. After given the feedback in their pronunciation and also spelling, the students knew the difference in spelling the words fire and fair. They also pronounced the words correctly. learnt?” Itu Miss, wavy hair, long hair, generous…” “Repeat the word generous once again?” “Generous” “Come again?” “Generous” “Good Next, mmm… Dewi?” “Wavy hair, long hair, generous, fair, eyes” “Great job Give applause for the students of class A”. FN 15 Salah satu siswa kemudian mengangkat tangan dan menanyakan kepada P apa beda dari fair dan fire. “Miss, berarti kalo fair yang f,a,i, r, sama fire yang nulisnya f, i, r, e, itu beda? Tapi, kok pengucapannya mirip Miss?” P lalu menjelaskan beda dari kedua kata tersebut dan bertanya pada siswa tersebut arti dari keduanya. “Nah, coba sekarang Miss tanya, kalo kalo fair yang f,a,i, r itu artinya apa?” “putih tadi tu kan Miss artinya. Warna kulitnya putih?” “Nah iya. Kalo yang fire yang nulisnya f, i, r, e, bacanya bukan fɛr ˈ tapi ˈfaɪər. Jelas kan bedanya? Coba sekarang diucapkan dua kata itu bareng- bareng ya?” Berarti selama ini aku salah ya nulisnya, Miss”. Lalu SA mengucapkan kata-kata tersebut dan P memastikan bahwa mereka mengucapkannya dengan benar. One of the students asked the researcher what is the difference between fair and fire. He was confused with both words because the pronunciation and the spelling were slightly same. Then, the researcher explained to him the difference. She mentioned that the word “fair” pronounced as fɛr and the word “fire” pronounced as ˈfaɪər. After that, she drilled the students and made sure that they pronounced the words correctly. FN 15 69 P bertanya kepada SA apakah mereka tidak pernah membawa kamus. SA menjawab bahwa mereka tidak pernah membawa dan kalau butuh mereka akan pinjam ke perpus. Lalu P mengatakan untuk pertemuan selanjutnya paling tidak satu meja ada satu kamus. Karena dengan adanya kamus, itu dapat membantu SA dalam memahami kosakata dalam bahasa Inggris dengan lebih baik. Kamus juga dapat membantu SA untuk mengetahui bagaimana cara pengucapan maupun penulisan dari kosakata bahasa Inggris. The researcher asked to the students whether they ever brought dictionary to the class. They answered that they never brought one and if they felt they needed it they would borrow it to the library. Then, the researcher said that for the next meeting at least there was one dictionary on each table.The researcher emphasized the importance of dictionary in learning English vocabulary. It could help the students to understand the English words better, as well as its pronunciation and spelling. FN 12

f. Asking the Students to Bring the Dictionary