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B. Findings During Implementing the CAR
1. First Cycle
a. Planning
There were some activities conducting in this phase. First, the writer was helped by the collaborator designed lesson plan for the first
cycle. The lesson plan made in this cycle was three lesson plans. Second, the writer prepared the model of communication games. The
communication games model used was matching games and guessing games. Third, the writer prepared materials and media. The material in the
first cycle is about asking opinion, giving opinion and stating opinion. The media used were several pictures and card. Next, the writer and
collaborator determined the criteria of success. The criteria of success were 75 of the students’ speaking score achieved the Minimum Mastery
Criterion-Kriteria Ketuntasan Minimal KKM of English 65.0 or above and 75 of students participated in speaking class.
b. Acting
Action of the first cycle was done on March 31
st
, April 01
st
and 07
th
2011. The writer implemented the teaching learning process based on the lesson plan had been made. In the teaching learning process, the researcher
used three phase techniques; pre teaching activity, whilst teaching activity, and post teaching activity. In this acting, the writer tried to integrate
students to participate in the classroom activities. In detail, the writer
presents in the following action: 1
First meeting
Function : Asking and Giving Opinion Topic
: Opinion Poll Game
: Matching Game Time
: Thursday, March 31
th
, 2011 i.
Pre-Activity The writer opened the class by greeting, asking students’
condition, brainstorming, asking students’ readiness in learning and
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starting by reciting Basmallah. Then the teacher checked the students’ knowledge about some artists and musicians by asking the students
then asked them to say anything about some people that teachers’ said. This is to stimulate students’ ability to describe someone.
ii.Whilst-Activity In whilst-activity, the writer as a practitioner, she introduced
new vocabularies related the material by modeling, and drilling. Then give the example by asking and answering about expression asking and
giving opinion then she explained about that. The material involves the exponent of expressing asking and giving opinion and the lexical area
is about adjectives for opinion. After explaining the material, she gave the instruction for
implementing the game. Then she gave out opinion card game one card for each student. Each card consisted of three different subjects
with different opinion. The students were assigned to find someone whose opinions are exactly the same as theirs. Then they were moving
around the class to ask for and giving opinions on the subjects listed on their cards until they found someone who agrees with them about
everything based on their card. The students who were very rapid in finding their same opinion got the best score.
When conducting the game, some of students had great enthusiasts in playing the game. However, they still found difficulties
in pronouncing some word, and still got confuse to express about asking and giving opinion.
iii.Post-Activity Before closing the class, firstly the writer asked students
difficulties during the teaching and learning process. The teacher gave some advice to the student to use their knowledge about giving and
asking opinion in their daily life and also use the new vocabulary too. Then the teacher and the students closed the teaching learning process
by recited Hamdallah and farewell.
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2 Second meeting
Function : Stating Opinion Topic
: Famous things Game
: Guessing Game Time
: Friday, April 1
st
2011 i.Pre-Activity
The writer opened the class by greeting, asking students’ condition, brainstorming, asking students’ readiness in learning and
starting by reciting Basmallah. Then the teacher asked the students’ about the previous lesson.
ii.Whilst-Activity In whilst-activity, the writer as a practitioner, she showed the
picture of famous places and then asked the students to guess the picture by describing it. After the students had finished describing the
picture, the teacher explained how to describe it. The teacher and students thought about the other kinds of famous things, the teacher
wrote down the students answer on the white board. After that she listed the vocabulary which related to each famous thing. She
introduced those new vocabularies by modeling and drilling. The teacher then, divided the class into seven groups, and every group has
to delegate a member as a chairperson. The teacher gave the instruction about role of the game until the students understood, then
she gave out the envelope that contain picture of famous things person, band music, and places every group was given the different
picture. The students discussed and analyzed the characteristics of the picture that they have accepted, and they gave some opinion about the
picture. All members of the group presented the picture by introducing the characteristics and everything except the name of picture as clues
for the group to guess the picture, one member describe at least one clue, whilst the other groups guessed name of the picture by raising
their hand first, the other group asked to the presented group used the
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confirmation question if they still lack of information about the picture. The group which could guess the picture correctly would be
the winner. When conducting the game, all students had quite enthusiasts
in playing the game. They were motivated to speak by describing the picture and by guessing the picture. The cohesive team and the winner
got some gift from the teacher. iii.Post-Activity
Before closing the class, firstly the writer asked students difficulties during the teaching and learning process. Some advices are
also given to students to motivate them to always practice their English and must be cooperate when they are in group. Then the teacher and
the students closed the teaching learning process by recited Hamdallah and farewell.
c. Observing
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