Reflection of Cycle I

4.2.3 Reflection of Cycle I

After implementing the actions in the first cycle, the researcher and the English teacher had a discussion to make a reflection based on the observations during the implementation of the actions and the interviews with the teacher and students after the implementation. The reflections were used to plan the actions that would be implemented in the second cycle.

The result of the used both guessing games could give students motivation in learning speaking. Almost of the students were enthusiastic to play the game and they also liked to play it. The guessing games made the students try to speak English. The guessing games also made some students were afraid of speaking because the guessing games were group games, so the students could help each other to play the guessing games. These guessing games were also fun games that could make the students enjoy learning English, especially the speaking skill.

The results of using guessing games were stud ents‟ involvement in learning speaking increased. It can be seen in the interview transcripts below. The wor d “R” represents the researcher; “S” was student; “ET” was the English teacher.

Interview

M : “kaya mana tadi, suka gak main guessing game nya rin ?” (How about our learn, do you like guessing game ?”) S : “Suka miss… suka kali pun miss.” (I liked it miss… like so much.) M : “hahaha .. baguslah.. emang kenapa kok kayak nya seneng kali kelen main nya ?” ( hahaha …good.. why you like this game?) S : “ya yalah miss… kan kita nebak nebak juga… jadi pingin tahu miss apa sih jawabannya..

kayak ditv tv permainannnya jadinya miss ….” ( yes miss… this is like guessing something… so we have motivation to know the right

answer.. like game show in tv miss..) M : Enakkan main ini… jadi kelen bisa ngomong bahasa inggris juga ( th is game so happy right… so it make you can speak English…) S : ya miss.. ya juga ya miss..

(ya miss… yes.. that‟s right..) M : hahaha tapi sumpah kelen lucu kali tadi…. Karena gak tau bahasa inggris nya dah

kayak pantonim….. (hahhaha but it‟s so funny… because you don‟t know vocabulary in eanglish so you using

pantonim to describe it.. ) S : hahaha ya miss.. soalnya kan miss.. lupa miss bahasa inggrisnya .. tapi tau jawabannya .. jadi ya pakai gerakan tubuh lah miss hahhaha … (hahaha yes miss.. because.. we forget about the vocab miss.. we know the answer because we forget the vocab , we just used mimic miss hahahah… )

M : tapi kelen kok gak takut ngomong bahasa inggris tadi ya?.. pertama kali masuk ngomong fine aja susah . good morning aja sikit.. ( but why you don‟t afraid again to speak english? the first time, we meet you can not answer me in english.. like say fine and good morning.. I think so difficult you say it.) S : biasanya takut miss salah kan ngomong tapi karena tadi rame rame mati lah situkan yadah miss asal.. tapi bisa juga ngomong bahasa inggris kami ya miss hahah ( Usually, we are afraid that we make a mistake when say it but because the game like group.. I think I will say and never thinking I‟am afraid again but we can speake english right miss hhahah)

The tables above showed that students were nervous to speak English since they were afraid of making mistakes. By playing the guessing games, students‟ nervousness decreased as

when they made mistakes in their speaking, the members of their group helped them to correct their mistakes.

M : Mam Rin.. ibu rasa bagus gak game guessing game kayak tadi miss?

( Mam Rin .. what do you think about the guessing game ? R

: “ Bagus juga lah ki.. jadi anak anak kan gak bosen dan orang orang tu cukup antusias yak an.. soalnya biasanya kan orang tu belajar lks sama buku.. jadi tiba tiba ada kayak guessing game kayak gtu jadi seneng lah orang tu.. tapi game kayak gni bagus yak an ki..jadi bisa lah

orang ni speakingnya yak an… ( this is so good.. so the student were bored and they were so enthusiast.. because usually they only teaching LKS and book.. so when you make the game, they become so happy.. but I think this game are good so they can speak in english right..) M

: hehehe ya mam.. memang klo pake game kayak gni baru ah anak anak antusia abis tu mam ..memang klo gak pake game mana mau orang ni speaking ya kan mam (hehehe yes mam.. with the game they will more enthusiast .. and the purpose this game to improved speaking skill) R

: hahaha ya ki btul lah tu .. klo kayak gni orang tu sekalian belajar vocab, setelah itu belajar cara mengucapkan sma speakingnya terlatih. (hahah yes ki you are right.. with this game, they will learn about vocabulary, pronouncation and speaking with fluenly.)

Based on the interview above, the teacher gave positive responses about guessing games. She said that the guessing games made the students enthusiastic in learning speaking lesson. From the interview above, the teacher also commented that the use of guessing games in the first cycle was also decreasing students‟ tension in speaking. They enjoyed and participated actively in the learning process. Through these games, students learnt to speak without being shy and afraid. It made the speaking process became more effective. Moreover, the structure of the games which gave the same opportunity for all students could maximize students‟ performance in speaking and minimize the domination of higher-achieving students. Therefore, students could Based on the interview above, the teacher gave positive responses about guessing games. She said that the guessing games made the students enthusiastic in learning speaking lesson. From the interview above, the teacher also commented that the use of guessing games in the first cycle was also decreasing students‟ tension in speaking. They enjoyed and participated actively in the learning process. Through these games, students learnt to speak without being shy and afraid. It made the speaking process became more effective. Moreover, the structure of the games which gave the same opportunity for all students could maximize students‟ performance in speaking and minimize the domination of higher-achieving students. Therefore, students could

in learning. Based on the reflection of the implementation of guessing games in teaching speaking to the VIII-1 students of MTS Islamiyah YPI Batang Kuis in this cycle, it could be concluded that:

a. While the first guessing game was being played, there were some students who looked confused to play the game. But for the second guessing game the students could play them well.

b. By using guessing games, the teacher could handle the students because the students were very enthusiastic to play the guessing games, so they focused on the game and the material.

c. Guessing games could reduce the students‟ nervousness to speak English. By playing this game, students‟ nervousness decreased when they made mistakes in speaking the

member or their group helped them to correct their mistakes because this game was played in groups.

d. Guessing games made speaking lesson enjoyable; therefore, the students did not get bored during the lesson.