80 effective, so she decided to ask the group to deliver their result of discussion in
the form of group presentation. All the members of the group should have contribution during the presentation. This way, the researcher expected that the
members of the group would not depend on one person only.
2. Vocabulary Practice
Based on the the reflection of Cycle I, the researcher found out that vocabulary practice were helpful for the students to enrich their vocabulary. So
that, she planned to still apply the vocabulary practice during the teaching and learning process. However, the researcher planned to upgrade the level of
difficulty during the vocabulary task. In Cycle I, there were two vocabulary tasks. The first task, there were five words and the students needed to look up
the meanings of the words with its meanings. The second task, the students only needed to match the words with the meanings. The definition already prepared
by the researcher. In Cycle II, the researcher would give ten words and the students needed to find the meanings by themselves.
3. Pronunciation Practice
Pronunciation was one of the problems when the students learn speaking in English. There were still students who mispronounced the words during the
activity in Cycle I. Based on this reflection, the researcher decided that pronunciation practice would still be applied during the Cycle II. The researcher
planned to give more drilling to the students.
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4. Using Classroom English during the teaching and learning process
In Cycle II, the researcher still planned to use classroom English during the teaching and learning procee. Same as the planning in Cycle I, she planned
to use classroom English to greet in the beginning of the lesson, give instructions, review the materials, and close the lesson. However, in Cycle II, she would try
not to translate the expression, rather if the students could not understand her intention, she would use other words or expression to make them easier to
understand the meaning.
5. Using Media
In this cycle, the researcher still needed media like audio recording to give input for the students. However, in this cycle, she would not use LCD
anymore since it needed some preparation time and during Cycle I, this preparation time affect the overall time management. So in Cycle II, she only
would use audio recording during listening activity.
b. Actions Implementation
Cycle II consisted in two meetings. The actions were conducted on April 22
nd
, 24
th
2014. The actions conducted after the third grade students had national examination. The actions were still focused on the implementation of Talking
Chips strategy. During the cycle, the students learned about hortatory exposition. In this cycle, the English teacher could not attend the class since she had
teachers’ training. So that, only the collaborator accompanied the researcher during Cycle II.
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1. Implementing the Talking Chips strategy
