Planning Report of Cycle 2
R then asked S to prepare their notebook. R asked S to write down the public places vocabulary. S asked excitedly, “Maju nulis di papan tulis
lagi miss?”. R answered, “No, you will not write in the board today. Please open your book and write down the vocabulary on your book. Hari
ini kalian tidak menulis di depan, tapi langsung tulis di buku masing-
masing ya”. This time, R was the one who wrote the vocabulary on the board. R said,
“Now all of you, think of one public place and mention it. I will write the
words on the board.”. P asked S to mention public places one by one.
FN. 06 Thursday, March 10
th
, 2016 Starting from the first row student, the researcher guided the
students to mention a public places and the researcher wrote them on the board. A number of students could answer in English but many of the
students did not know the English word of the public places. They mentioned the words in Bahasa Indonesia. The researcher translated the
words and spelled them so that they wrote the word correctly. In this meeting, the students were also absorbed into finding
another occupation to write. The students in the back rows started to panic because they hardly thought about the words. The other students gave
suggestion and the collaborator also helped them. The list on the board grew up to 30 words of occupation as many as the number of students.
After everyone had their turn, the researcher started to pronounce the words one by one and the students followed to pronounce. Along with
that, the researcher not only explained the meaning of every word but also the description of the public places.
The next activity was playing bingo games. The researcher drew a 4x4 table on the board without saying a word to the students. It triggered
the students’ curiosity. The researcher told them to also draw a 4x4 table on their book. Then, the researcher explained the rules of Bingo games.
The students then started to write 16 vocabularies of public places in each box on the table. They were very excited because they had never played
Bingo games. Next, R drew 4x4 tables on the board. S was asking, “What is that miss? What
for?”. R answered, “Have you ever play bingo?”, S answered no and they looked confuse. R explained that they would play bingo game today.R asked students to
draw 4x4 tables on their notebook. Then, R explained about how to play bingo.
FN. 06 Thursday, March 10
th
, 2016 The researcher played the Bingo games with riddles. Instead of
directly mentioning the word, the researcher used the description of the places. The students should guess before they could cross the box with the
answer. Some students were competitive. They did not want the other to know the answer. Meanwhile, the researcher gave out the answer in order
to practice the students’ pronunciation by repeating the words. R started the bingo game by giving riddles instead of giving out the words
directly. S must answer the riddle before they could cross the words on the bingo board. S answered enthusiastically. Some of them did not want to give the answer
to the others. If the students could answer or if not, R gave the answer while repeating the pronunciation.
FN. 06 Thursday, March 10
th
, 2016 After the Bingo game is over, the wall charts were moved to the
board on the back of the class. The teacher gave feedback about how the students’ played the Bingo games and also the pronunciation. Finally, after
making a conclusion on the lesson of the day, the class was closed by praying.