Asking students to bring dictionary

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 oriental fried rice. The topic was the same but at that day; the researcher applied the vocabulary cards related to part of speech of verb. As she did in the first meeting, she explained the rules of the game and what part of speech that they would apply at that day. 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. It can be seen in the following extract of the vignette. The students seemed enjoy the game very much, they felt so excited to answer the clues of the other group and the class was so noisy. Sometimes they laughed, because their friend got such funny answers in playing the game. vignette 4 When the students were playing the game, the researcher moved around the class monitoring 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. It could be seen in the following extract of the vignette. In the end of the lesson, the researcher invited the students to make a conclusion of what they have learnt at that day and gave them feedback of their mistakes they had done when they were playing the vocabulary cards. vignette 4 The problem was about the time allocation when playing the vocabulary cards game, because the students and the researcher over enjoyed the game. The researcher did not really pat attention to the time allocation. It was also become one of the weaknesses of the first action in this cycle. Then, the researcher found that not all the students were joining the game as enjoyed as the other student. The