50
checklist part. Based on the comments given, the researcher could reflect more about the teaching-learning strategy.
d. Reflection
In this step, the researcher reflected the implementation. The researcher found out what worked well and what had to be improved. Moreover, the
researcher found out whether the implementation of jumbled-word game succeeded or not. Then, the researcher prepared next cycle. According to Kemmis
and McTaggart 1988, reflection will recall an action as it has been recorded in observation. It will also ask the researcher to reflect on their experience, to
evaluate whether effects were pleasing, and to suggest ways of proceeding p. 13. The first activity was reviewing materials given by the teacher in previous
meeting. Based on observation step, the researcher did not do the activity well. The observers suggested that it would have been better if the researcher had led
students to recall form of future tense before giving examples. The second activity was discussing a dialogue about holiday plan. The activity was done well and the
researcher could respond to the students‟ problems.
Observer A wrote: “You give good response when your students make mistakes by giving the
correct pronunciation one.” Cycle 1 observation sheet, see Appendix E Observer B wrote:
“You can find their weaknesses in the reading section.” Cycle 1 observation sheet, see Appendix E
51
However, the researcher should give all students the chance to read the dialogue in order to make all of the students be active in the teaching-learning process.
The next activity was composing some sentences about holiday plan. This activity took too much time, and it affected other activities. The goal was that the
students could compose ten sentences of their holiday plan. However, the students found difficulties in making the sentences, and it made them spent too much time
for doing each number. Most of them asked the researcher about how to compose sentences. Actually, the students knew what they were going to write but they did
not know how to write it in English. Observer B wrote:
“The activities of making sentences spend a lot of time, and it makes the main activities using jumbled-words
is not effective.” Cycle 1 observation sheet, see Appendix E
The researcher realized that the number of the sentences she gave to the students was too much. It should be decreased into three or four numbers, so the students
would not take too much time in composing the sentences since it was not main focus of the research.
The activity was continued by arranging jumbled-words in group. The students were divided into some groups of three to four students. After being
grouped, the students started to arrange the jumbled-words in their group. The students involved actively in group discussion. Based on the observation sheets, it
was stated that the learners enjoy teaching activity. Almost all groups could finish the jumbled-words in short time. Then, the students were asked to arrange other
jumbled-words individually. The students looked confused and some of them
52
asked the researcher about the jumbled-words. Most of them did not know the meaning of some words, and they did not bring dictionary. Although the students
enjoyed the teaching activity, the observers also gave some comments and suggestions toward the implementation of jumbled-word game.
Observer A wrote: “The use of jumbled-words is not really shown on your teaching method.”
Cycle 1 observation sheet, see Appendix E
Observer B wrote: “Because we know that arranging jumbled-words is fun, it can be placed
after the reading section.” Cycle 1 observation sheet, see Appendix E Based on the comments given, the researcher could reflect that the
implementation of jumbled-word game should be improved in the next cycle. The observers also gave comment that the explanation about compound sentences was
not enough. Therefore, it made some students got difficulties in composing compound sentences.
The last activity should be the activity of composing some sentences about the students plan if they had a time machine. However, the time was limited and
the researcher decided to switch the activity as homework which had to be submitted in next meeting. At the end of the meeting, the researcher invited the
students to conclude materials they had learnt on the day before she ended the teaching-learning process.
There were some aspects that the researcher should pay attention more. The first aspect was about time management. The researcher should manage the
next cycle well, and every activity should be done in appropriate time. The other
Kategori