meant they had more opportunity to get feedbacks from their friends, they felt more confident in answering the teacher‟s questions. The Bingo Game
successfully motivated the students to learn vocabulary. They enjoyed competing with other groups. It encouraged them to do their best. Unexpectedly, it was not
easy to face a problem related to the students when they were being more active in speaking in their native language. I could not keep controlling them to use the
target language.
C. Report of Cycle II
a. Planning
Based on the discussion with the collaborators, it was determined that Cycle II still focused on the same problems found in Cycle I. I decided to
implement the same activities and some new actions such as giving them a reward and giving them a new topic to enrich their knowledge with the hope that the
teaching and learning process would be more enjoyable and the students‟ vocabulary mastery would significantly improve. The action plans of Cycle II
reveal the following points.
a. Applying Bingo Game to Teach Vocabulary
As I stated previously, the use of Bingo Game in the classroom as a learning activity could attract the
students‟ attention and their involvement in the teaching and learning process. Through Bingo Game, the students would practice
having interaction in a group. The most important thing was it would help students to memorize and understand new vocabulary in interesting way.
I planned to apply the Bingo Game but with a new topic so it would enrich their vocabulary. I also planned to give clear examples of pronouncing the words
possibly used in the game to make the students get an ease while playing the game. The last I planned to manage the time allocation better by using alarm. So
when the time is up the alarm would ring and the game would be over.
b. Using the classroom English during the teaching and learning process
This action was the same as the planning action in Cycle I. I used English in some ways such as opening the lesson, explaining the materials, and ending the
lesson. In Cycle II, I would like to use English during teaching and learning process more frequently. I would like to decrease the use of Bahasa Indonesia. It
was expected that the students would be more familiar with English. c.
Asking the students to bring dictionary
The finding in Cycle I showed that some students were lazy to bring a dictionary. They preferred to share with others. I planned to keep motivating them
to bring a dictionary. At least there was a dictionary in one table. d.
Giving a handout of today’s materials as a guideline
The use of handout really helped the students in the teaching and learning process. The handout gave them experienced. The activities helped them to learn
vocabulary better and they did not need to take many notes. So I planned to give a handout as a guideline in every meeting in Cycle II as what I did in Cycle I.
e. Giving feedbacks on the students’ pronunciation
Giving feedbacks on students‟ pronunciation aimed to make the students
have better pronunciation so that they were confident to speak up. In other word,
