1. 2. 2. 3 Reflection RESULTS AND DISCUSSIONS

previous meeting. So when the researcher asked about their activities yesterday, some students answered it using Indonesian language because they forgot the rules of grammar or even vocabulary that they had learned in the previous meeting. The topic for the third cycle was WH questions in past tense. For the presentation step, the researcher put again the same picture on the white board. The picture was the situation in the classroom. From the picture, the researcher asked some questions, such as, “Where was Ana yesterday?”, “How was the school yesterday?”, “What did Ana do yesterday”, “What was Ana doing at 8 a.m. yesterday?”, “Why did Ana study?”, “What did Ana study?”, etc. From the questions, actually the researcher tried to revise again the use of past tense from the first cycle until the second cycle, so the third cycle would be the end of past tense topic. After that, the researcher wrote the rules of WH Questions on the white board. Finished with the presentation step, the researcher then gave a handout to the students. The hand out was more to written exercise then speaking exercise because before the students were ready to speak, they needed to know the correct rules first. Some students looked surprise when they saw the hand out because the researcher put more questions on it than the previous handouts. As usual, they started to complain to answer many questions on the hand out. However, when the researcher said that they could look at the previous materials again then the complaints started to decrease. Although some students looked quite serious doing the written exercises, there were also some students that looked very lazy doing the written exercises. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI After the researcher and the students discussed the answers, then the next step was speaking practice exercise. In this session, the researcher did not use the cards anymore, but the researcher used the board game. On the board game there were several pictures that each picture had their own sign whether positive, negative, interrogative, or WH Questions such as what, when, where, why, who, and how. The researcher divided the students into two groups then each group would have their own board game. Each student had to have one pawn. One student would take turn to throw the dice and he or she had to follow the number that he or she had from the dice. When they reached certain number with certain picture, then they had to make a sentence or a question based on the picture. The students who could reach the last number first was the winner of the game. After the speaking exercise finished, the last step was production session. In this session, the researcher asked the students to make five questions using WH Questions in past tense. After they had finished making the questions, they had to interview their friends, one friend one question. They also had to write their friends’ answers and reported to the researcher in the end. Since WH Questions was not an easy material to master, the students often felt confused when they made their own questions. They already followed the rules but the quest ions still did not make sense, such as “What did you go yesterday?”, “When did you eat yesterday?”, etc. Therefore, the researcher had to give an extra attention to the students by checking the students’ questions first before they walked around and asked the questions to the other friends. The students looked tired of thinking but when the researcher emphasized that to make