commit to user
Acting Meeting 1
Introducing Total Physical Response Conducting Total Physical Response to study vocabulary
of the topic “Cleaning the Classroom”. Meeting 2
Conducting Total Physical Response to study vocabulary of the topic “Daily Routine”.
Meeting 3 Conducting Total Physical Response to study vocabulary
of the topic “Parts of the Body”. Meeting 4
Conducting Total Physical Response to study vocabulary of the topic “Objects in the classroom”.
Observing The researcher and collaborative teacher observed the
implementation and noted the results in field notes, diaries, and video shooting.
Reflecting Revising
Strengths Weaknesses
a. There was improvement in students’ vocabulary
mastery. b.
The most significant aspect of vocabulary that improved was meaning.
a. Some students were still ashamed and got
difficulties in spelling, pronunciation, and using the words.
b. The class was little bit disorganized and noisy as
they had to act and move. It often caused them laugh since it was new for them.
c. The time allotment seemed to be insufficient as the
students had to master the four aspects of vocabulary.
a. Focusing to improve the aspects of vocabulary on spelling, pronunciation and using word.
b. Focusing to motivate the students to be involved in teaching learning process to avoid noise.
c. Managing the time to be adjusted with the time allotment.
d. Arranging the students seat, so they could be comfortable in acting something
C. Report of Cycle 2
1. Revised Plan
Based on the weaknesses encountered in cycle one, the researcher and collaborative teacher revised the following plans:
a. Focusing on aspects of spelling, pronunciation and using words.
commit to user
b. Focusing to motivate the students to be involved in teaching learning process to
avoid noise. c.
Managing the time to be adjusted with the time allotment. d.
Arranging the students’ seat, so they could be comfortable to act. The researcher, then, planned a sequence of steps to be conducted in cycle
2 as follows: a.
Time allotment The time allotment in each meeting is 80 minutes. There were five meetings
in cycle 2 including posttest of cycle 2. Table 7: Time allotment of meetings in cycle 2
NO TIME ACTIVITIES
1 Thursday, February, 4
th
2010 the first meeting
2 Thursday, February, 11
th
2010 The second meeting
3 Thursday, February, 18
th
2010 The third meeting
4 Thursday, February, 25
th
2010 The fourth meeting
5 Thursday, March
4
th
2010 Post-test
b. Teaching Material
The teaching materials of the second cycle were food and drinks, direction and location, clothes, and hobby
. The teaching media were map, dinning set, clothes, and real objects.
Table 8: The materials of cycle 2 NO MEETING
TOPIC OF
TEACHING 1 1
St
Food and drinks 2 2
nd
Direction and
location 3 3
rd
Clothes 4 4
th
Hobby
commit to user
2. Acting of Cycle 2
a. First Meeting
1 Warming up
The researcher and the collaborative teacher entered the class at 11 A.M. The researcher greeted the students and asked their condition. The teacher
arranged the students’ seat in a circle without table. She stood up in the middle of the circle. The teacher asked them whether they were hungry and sleepy. All of
them answered in choirs, “ Yaaaa…. Bu….. “. “Ok, we will go home after we study about food and drinks. So, be active and we will go home early”.
They were curious with dinning set brought by the teacher. After the students settled
themselves, the teacher told them that they would study English by using TPR. All of them seemed to be more enthusiastic as they thought that they would have
lunch and go home early. 2
Main Activities a
Aspect of Meaning The teacher showed them the dining set and said their names: a glass, a
plate, a spoon, a fork, a teapot, a napkin, a bowl, water. Then, the teacher gave
example of series of instructions while practicing, take the glass, pour the water, drink the water, take the plate, take some rice, eat, wipe your mouth,
and wash your hands.”
The teacher asked who wanted to be volunteers. Some students raised their hands while standing up and little running. The teacher said that all of
students would get their turn in order to avoid noise. Then, the students sat and the teacher chose some who were less active than others. After that, the volunteers did
commit to user
the teacher’s instruction. The next turn, each volunteer gave instructions to the students who were sitting. They might sit after giving all of instructions as the
teacher did. Then, the teacher asked more volunteers to come to the front. The teacher did the same as before in order to give the same opportunity to the
students in involving themselves in the learning process. b Aspect of spelling
The teacher held the plate and said, “take the plate”. Then, the teacher held the spoon and asked the students to say something. One student replied, “spoon”.
Ok, what…? Spoon? Bla bla bla spoon. The other student said “take the spoon”.
Good, the teacher replied. The teacher wrote the student’s sentence on the board.
She held the other thing and let the other students said something. The teacher wrote down only the spelling of nouns, they are: plate, glass, spoon, fork, and
water. Then, the teacher asked the students to write down the spelling and spell
them later. If the spelling was correct the teacher would erase the sentence. It was done many times until the students spelled correctly.
c Aspect of pronunciation
The students pronounced the instructions that had been already spelled. The teacher wrote them again on the board. Then, one student pronounced the words
and gave instructions to the other student to do so. The second student pronounced the words. When the teacher was sure with the students’ pronunciation, the
teacher asked them to pronounce the sentences together.
commit to user
d Aspect of Using Word
In this aspect, the teacher gave the students some time to make sentences using words napkin, bowl, and teapot. Here the teacher said, “take the glass”.
Then, she encouraged the students to make different sentences. One student replied, “take the bowl,”. The other students make different sentences using the
words given. Then, the teacher said, “eat”. One student in the left side answered, “eat rice”
. Good, “eat the rice”, the teacher replied. 3
Closing The teacher summarized the material by reviewing some instructions
including aspect of meaning, spelling, pronunciation, and using the words in sequences and closed the meeting.
b. Second Meeting
1 Warming up
The researcher and the collaborative teacher entered the class at 11 A.M. The researcher greeted the students and asked their condition. As usual, the
teacher gave a question to the students before the lesson. Whose house is the nearest from this school?
They did not understand the question. Then, the teacher drew a map of house and the school. The teacher repeated the question, while
confirming to the students, Wahid, where is your house? He said, no and spontaneously all of his friends laughed at him. Ok, please look at the map on the
blackboard. This is Wahid’s house and this is our school. From this school, go
ahead, turn left, go ahead until T-junction, turn right, Wahid’s house is on the corner.
Ok, today we will study about direction and location.
commit to user
2 Main Activities
a Aspect of Meaning
By giving real example of showing how to get to Wahid’s house, the students understood what they were studying about. The local map of school neighborhood
was put on the board. Then, the teacher acted, go ahead, turn right, turn left, look at the left side, look at the right side, stop
. To give an understanding about the meaning of direction and location, the teacher acted how to get to market. Then,
the teacher asked who wanted to be volunteers. Wahid came to the front. The teacher then gave the same instructions as before. It seemed that Wahid did not
master the meaning aspect, since he did not do the instructions well. Then, four girls came to the front as volunteers. The teacher gave the same
instructions as before. Two of them could not act well. The four girls were back to the seat. The teacher wrote down the instructions on the board and asked one boy
to act the instructions. After that, one girl gave instructions to the rest students who were sitting.
b Aspect of Spelling The teacher wrote down some verbs of the sentences on the blackboard,
they were: go straight, turn left, turn right, and stop. Then, she asked volunteers to write down the words. The word go straight had been done as example. One
boy came to the front and wrote the phonetic spelling of the rest of words. Then, he spelled the words followed by the other friends.
commit to user
c Aspect of pronunciation The teacher pronounced the previous instructions followed by action and
then wrote the verb on board. The students repeated them, they were: go straight, turn left, turn right,
and stop. The teacher asked one volunteer to pronounce turn right
and asked the other students to repeat. Then, she asked the students randomly to pronounce turn left. By doing so, the teacher and the other students
could check whether the pronunciation was correct or incorrect. d Aspect of using word
The teacher gave the students clue, “bank” and asked them to make new sentence with the vocabularies they had learnt before. The girl who sat in the left
side answered, “stop in bank”. Then, the teacher said, “stop at the bank”. 3
Closing The teacher summarized the material by reviewing some instructions
including aspect of meaning, spelling, pronunciation, and using the words in sequences and closed the meeting.
c. Third Meeting
1 Warming up
The researcher and the collaborative teacher entered the class at 11 A.M. The researcher addressed the students and their condition. The teacher asked the
students to mention the names of clothes they were wearing. Later, the teacher asked them what they were going to study. They answered, “uniform”. Well, we
will study about uniform, the teacher said. The teacher began to mention the
names of uniform: cap, tie, T-shirt, trousers, dress, belt, socks, and shoes. Then,
commit to user
she asked further, what is it? She is asking while holding a hat. There was no answer. This is a cap. Ok, now please all of you repeat after me. The teacher
asked the students to touch the clothes they wore and said the names along with her. Further, she began to teach in the following aspects:
2 Main Activities
a Aspect of meaning
The teacher asked the students to touch the correct name of uniform they were wearing. Then, separately the teacher asked two boys to be volunteers and did
instructions along with her, touch your cap, put your cap off, put your cap on, put your tie on, put your left shoe off,
and put your right shoe off. After the instructions were sufficient, the teacher asked the first boy to give instructions to
the second boy. Next, one girl came to the front and gave instructions to the rest students.
b Aspect of Spelling
The teacher wrote down some words of the sentences on the blackboard, they were: put on, put off, T-shirt, dress, trousers, socks, and shoes. After that, she
asked volunteers to write down the words. One girl wrote the spelling of T-shirt and made mistake in writing the spelling of h. Then, the other boy came to the
front and corrected it. It was still wrong. One girl tried to correct the mistake, unfortunately it was still wrong. Ridho, the active student corrected the mistake.
Then, he spelled the words followed by the other students.
commit to user
c Aspect of pronunciation
The teacher pronounced the words on the blackboard and repeated by the students, they were: put on, put off, T-shirt, dress, trousers, socks, and shoes.
Then, the teacher asked all of the students to pronounce the words on the board. Then, she asked the students randomly to pronounce trousers. By doing so, the
teacher and the other students could check whether the pronunciation was correct or incorrect. It was repeated for all words on the board.
d Aspect of using word
The teacher gave the students clue, “touch” and asked them to make new sentence with the vocabularies they had learnt before. The boy in front of the
teacher answered, “touch your belt”. Then, the teacher asked one student to give a clue and the other students made different sentences. Most of students make a
sentence that is slightly different from the example given. 3
Closing The teacher asked the students to stand up and did her instructions in series.
Then, she summarized the material by reviewing some instructions including aspect of meaning, spelling, pronunciation, and using the words in sequences and
closed the meeting. d.
Fourth Meeting 1
Warming up The researcher and the collaborative teacher entered the class at 11 A.M.
The researcher greeted the students and asked their condition. Good afternoon students
. Good afternoon, Mam. How are you today? I’m fine. Ok, today we will
commit to user
study about hobby. The teacher asked the students what their hobbies were. Some
students answered loudly, reading. Next, the teacher show tools for hobbies and asked them what hobby needed the tool. The teacher held a racket, and the
students answered badminton. Good, then, the teacher held a ball. Again, they replied together, football.
2 Main Activities
a Aspect of Meaning
The teacher asked who wanted to be volunteers. Most of students raised their hands. The teacher chose four volunteers and let them do instructions along with
her, read the book, go swimming, play badminton, play football, sing a song, draw a mountain,
and fish at the river. After they remembered the instructions, they gave command to their friends. They, in a fact have already known about hobbies.
That’s why they could act the instructions. Yet, some boys seemed to forget since they acted incorrectly.
b Aspect of Spelling
The teacher wrote down some words of the sentences on the blackboard, they were: swimming, singing, reading, drawing, football. Then, she asked
volunteers to write down the phonetic transcription. One girl came to the front and wrote the spelling of swimming. It was already correct. Then, she spelled the
words. Next, the students one by one wrote the phonetic transcription of the words on the blackboard and spelled the words.
commit to user
c Aspect of pronunciation
The teacher pronounced the words on the blackboard and repeated by the students, they were: swimming, singing, reading, drawing, football. Then, the
teacher asked one volunteer to pronounce fishing and asked the other students to repeat. By doing so, the teacher and the other students could check whether the
pronunciation was correct or incorrect. It was repeated for the five words on the board. There were thirteen students pronounce the words badly.
d Aspect of using word
The teacher showed a thing and then asked the students to make new imperative sentences, for example: comic. Read the comic. Each student was not
allowed to make the same sentence. They had to make different sentences. Again, the students made almost the same sentences as example given by substituting
noun or verb. 3
Closing The teacher summarized the material by reviewing some instructions
including aspect of meaning, spelling, pronunciation, and using the words in sequences and closed the meeting.
3. Observing
