As being promised, a student who got the biggest number of stars would get a reward. In the last meeting, the researcher announced the winner and gave a
reward.
At the end of the class, I announced a S who got the biggest number of stars, “As I promised, I will announce the winner of our competition. As you can
see on the achievement board, the one who gets the biggest number of stars is…………… Hasna. Give applause. Hasna, you can come forward. Great job,
Hasna. Keep learning a nd being active in the class. This is for you.” I gave her
rewards that I promised. Hasna said, “Thank you, Miss.” Vignette, meeting 3,
cycle 2
3. Reflection
In this stage, the researcher made reflection of what was done in cycle 2. The reflection was made based on the classroom observation and interviews done
by the researcher and the collaborator. Both of them shared ideas and opinions of the implementation of cycle 2. The reflection of cycle 2 was described in the
following explanation.
a. Implementing Communicative Games
Communicative games made students learn English better. They enjoyed the teaching and learning processes as they learned in fun and enjoyable ways.
They spoke English more confidently because everyone spoke English too. They were put in small groups and in pairs which made them less nervous to speak up.
b. Conducting Pronunciation Drills
Pronunciation drills that students did every meeting in cycle 2 made good improvement
in their
pronunciation skills.
They produced
fewer mispronunciations. It was shown when they played games and performed dialogs.
They produce better pronunciation, although they still mispronounced some words. As they could produce better pronunciation, they were more confident to
speak up. Therefore, their English production increased.
c. Conducting Vocabulary Practices
In cycle 2, students’ vocabulary mastery was improved. Their vocabulary collections increased because every meeting they did vocabulary practices. They
spoke more fluently as they had enough vocabularies to express what they were going to say. They produced more various words. Bahasa Indonesia was still used,
yet it was used very rarely just in case they did not know the English words of what they were going to say.
d. Using Classroom English
Using classroom English increased students’ vocabulary, phrase and expression collections. They got used to hear and use English in the classroom.
They were also familiar with English instructions that the researcher used. Moreover, they understood what the researcher meant, even they could responded
using English.
e. Giving Handouts
Handouts made students learn materials more easily, since handouts were simpler and briefer than textbooks. The tasks were also more various. Pictures
were added as well to make students more interested in learning the materials. In cycle 2, copies of handouts were multiplied because students often forgot to bring
their handouts to the next meeting, even they lost theirs in cycle 1.
