Table 3 The Comparison of the Actions in Cycle 1 and Cycle 2
Cycle 1 Cycle 2
Using classroom
English and
sometimes Indonesian translation. Using
English more
frequently combined
with Indonesian
and accompanied by gesture and also giving
the students a copy of classroom English summary.
Implementing the Mingling Games technique.
Implementing the Mingling Games and asking the students to share their
answers or ideas in a group not in front of the class like what they did in cycle
1; Adapting games rather than adopting games.
2. Action and observation of cycle 2
Based on the finding in cycle 1, the researcher decided to using English more frequently combined with Indonesian and
accompanied by gesture and also giving the students a copy of classroom English summary. The researcher decided to using
English more frequently because in the cycle 1 the researcher using classroom English by some Indonesian translation was not very
effective. The score was not maximal in cycle 1 that is why in the
cycle 2 the researcher modified the strategy. Meanwhile the planned actions in cycle 2 include the following practices:
a Implementing the Mingling Games technique
The researcher also adapted Mingling Games for cycle 2 with large group discussion. The researcher avoided adopting
games which are difficult for 1
st
grade students. The researcher decided to make matching words written in English and asked
the students to find the Indonesian words. The researcher also determined the key expressions, key grammatical patterns and
key vocabulary to teach. After that, the researcher decided the type or strategy of
the game, including how the students should produce the expressions whether they should practice them in pairs, groups
or individuals. The researcher also considered the time and space which could be effective for the game. After adapting
the game, the researcher applied it in the class and observed how the students practiced their speaking while acting the
mingling games. However, the games were not running well because of ineffective time allocation, students’ chatting
among themselves and unclear instructions given in English. It can be seen from the following field note.
....
Semua siswa nampak bersemangat mengikuti permainan ini dan mereka berharap akan menjadi grup pertama yang selesai dan menja wab dengan
tepat. Suasana menjadi lebih gaduh karena ada grup yang telah selesai sehingga grup lain juga berusaha untuk lebih cepat selesai...
...The students seemed happy playing the game and they wanted to be the first group who could finish firstand answer correctly. However, the class
became noisy because one group has finished so that other groups are also trying to finished it ...
FN 05, Appendix B, Friday, 15 November, 2013
To make the students understand how to speak in English, the researcher divided the students in large group
discussions that focus on improving students’ vocabulary skills. The activities are as follows:
1 The students count number from one to eight,
2 The students grouped according to the number,
3 The researcher distributed vocabulary list for each
group, 4
Each group working on these activities, the discussion were also held almost in English,
5 When all of groups have finished, vocabulary list
collected to the researcher, 6
The researcher distributed the vocabulary list to the random groups,
7 The students work corrected together.
The following is the list of vocabulary introduced during the games.
Vocabulary List
Matching English words with their Indonesian meaning correctly
1. bedroom a. Ruang keluarga
2. living room b. kamar tidur
3. garden c. setiap saat
4. pond d. kolam
5. anytime e. taman
6. guess f. nyata
7. wardrobe g. rak
8. shelf h. boneka
9. dolls i. menebak
10. positive j. lemari pakaian
11. absolutely k. setiap saat
12. cage l. malahan
13. pictures m. menggantungkan
14. instead n. kandang
15. hang o. gambar
While in cycle 2, the activity discussed about the students’
house. This activity contains the numbers of bedrooms, bathrooms, and the condition. By in-pairs-mingling-games, the students
learned new vocabularies. They are also able to master some words and pronounce them correctly.
b. Using English more frequently combined with Indonesian and also giving the students a copy of classroom English summary
In cycle 2, classroom English was used more effectively accompanied by gesture to make the students understand the
expressions. Classroom English was used in opening lesson, giving instructions, checking attendance, giving explanations and closing
the lesson. When needed, English expressions were combined with Indonesian to overcome the students’ problem in understanding
the expressions. The researcher also gave copies of classroom English book summary to the students in order to make the
students expressions by themselves. In the first cycle, there were some students who were eager to answer my greeting. In this cycle
most of the students answered it correctly and enthusiastically. Classroom English was also used to give some instructions.
The students became more familiar with the classroom English. In cycle 1, most of the English expressions had to be translated to
Indonesian, while in this cycle, English expressions were not only combined with Indonesian but also accompanied by gesture.
3. Reflection of Cycle 2
