making vocabulary cards related to the topic of how to make oriental fried rice and the part of speech verb and adverb. It could be seen in the extract of the
vignette below.
After the students finished all the tasks and discuss them together with the researcher, they were asked to make their own vocabulary cards based
on part of speech verb and adverb. The researcher showed them verbs and adverbs that consisted on the procedure text before they made the
vocabulary cards. She asked the students to make the vocabulary cards based on the procedure text of how making vocabulary cards. The
researcher asked them to play their own vocabulary cards like the previous meeting, but the researcher explained them again the rules of playing their
cards.
Before making vocabulary cards one of students said “Miss bikinnya seperti yang di teks kemarin kan ya
Miss?” Then the researcher said “You are right. Good question, guys Based on the procedure text of making
vocabulary
kemarin ya guys”
Afterwards the researcher invited them to continue playing the vocabulary cards. At that day, the students played vocabulary cards in the
same topic but different part of speech. At that day the students played vocabulary cards based on part of speech verb and adverb.
vignette 4
f. Asking students to bring a dictionary
As the researcher planned before, she asked the students to bring dictionary or they borrowed dictionaries from library. Every students should put
at least one dictionary on their table. But the students did not bring or borrow dictionaries from library. On the running of the teaching and learning process, the
students went to library to borrow some dictionaries for the students who did not bring dictionary. Unfortunately, the time was spent uselessly. The researcher
asked the students to borrow dictionaries before the teaching and learning ran. It could be seen in the extract of the vignette below.
The last, the researcher explained something related to what she and the students were going to do in the next meetings. The researcher did not
forget asking the students to bring dictionary in every meeting, because it helped the students in finding meaning very much.
vignette 2
The researcher asked the students to find again difficult words that contained on the procedure text of making vocabulary cards and they would
discuss the difficult words together with her using a dictionary. “Guys, open your dictionary please.” The researcher said. Then a leader of the class,
named Hendra, asked her friends to take vocabulary in library. Then some students went down stairs to borrow some dictionaries from the library. It
took minutes then the researcher used the time while waiting some students to start asking words that the students did not know. The researcher
reminded the students if the students did not have a dictionary they could borrow it from the library, at least they can borrow it before the lesson was
started. vignette 3
In the next meeting or the last meeting in the first cycle, the researcher saw some students borrowed dictionaries from library before the teaching and learning
process was started. The problem related to the use of dictionary during the teaching and
learning process, the researcher felt that it was a little bit difficult to ask the students to open their dictionary when they found difficulties in pronouncing
words. They preferred to ask the researcher how to pronounce the words correctly than open up the dictionary. It was difficult in asking the students to have a good
dictionary and buy for themselves because some of them came from middle-low economic status. So that the researcher, even the teacher of English itself, could
not force them to have their own dictionary. Although the students could borrow dictionaries in library, but still, the library had no enough dictionaries to every
student in the class.
3. Reflections
As the plans that had been implemented in the action of the first cycle, the English teacher and the researcher had a discussion in order to reflect the action
based on the observation and interviews. It was the action step to fulfill the democratic and dialogic validities, since it had been mentioned in Chapter III. The
reflections functioned as the evaluation of the first cycle. Then, it would be used for planning the next action of the next cycle. The following are the result of the
actions in the first cycle.
a. Applying vocabulary cards game to teach vocabulary
As the researcher found in reconnaissance, before the implementation of the actions, the students were passive and reluctant to speak. The students were
not confident to speak English; they even tended to talk in bahasa Indonesia and Javanese. They were also afraid of making mistakes. Therefore, they became
reluctant to answer or to give responds to the teacher’s questions.
After the implementation of the actions the students got more confident, especially when they were playing vocabulary cards game. The students felt
comfort when they were playing the game, because it provided a friendly atmosphere for the students. They did not feel supervised, so that they were not
reluctant to speak up.
ET :
Kalo saya lihat, pertama, dari segi antusias saja mereka tinggi ya. Apalagi mbak Fira mengajarnya pakai media kartu seperti ini, ini
mereka tertarik ya. Jangankan menggunakan kartu, waktu anak-anak membuat kartu itu saya rasa mereka seneng ya seperti bikin prakarya,
jadi seperti tidak dalam pelajaran. Kemudian dalam menyebutkan ciri- ciri dari kosakata yang mereka buat itu mereka berantusias. Mungkin
