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D. Cycle 2 1.
Identifying the Problem
Based on the result of cycle 1, there were some problems which were found by the researcher. One of the problems was that some of the
students still had difficulties in memorizing the vocabulary. The other problems were the students were still incorrect in writing down the
words and they still had difficulties in pronouncing and spelling. They were also still passive when they had to give the response or answer the
questions. Although the first cycle showed that the students’ vocabulary mastery improved, she found problems about the lack of participation of
the students in teaching and learning process.
2. Planning the Action
Before conducting the second cycle, the researcher prepares lesson plan. The implementation of teaching vocabulary using
experiential learning would be held in four meetings. In this activity IA used the model strategy of games. The topic of this cycle was “Public
Places”, and “Giving Direction”. The objective of the lesson is to introduce new vocabulary to the students related to the topic.
However, the researcher made some changes to overcome the weaknesses of previous cycle. The changes are: 1 the researcher would
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involve the students in experiential learning activities by using strategy of model games; 2 the researcher would implement many interesting
activities. She will use experiential learning by encouraging collaborative learning; having active interaction among members of a
groups, learners will involve in real communication.
3. Implementation the Action
In this cycle, the teacher IA implemented the action plan and to get the result, the researcher IA observed the process during teaching
learning process in the classroom. The second cycle was conducted in three meetings for presenting the material. Each meeting took 70
minutes.
1 The first meeting Wednesday, 18
th
November 2009
a. Opening The researcher IA entered the classroom with her
collaborator W. IA started the lesson by greeting the students. She also checked the students’ attendance and asked about the students’
condition. b. Main Activity
· Aspect of meaning In the introduction phase, IA told the students that they
would learn about public places. She explored the vocabularies by
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finding the meaning of the words of public places. She asked the students about what kinds of public places, she said “menurut kalian
public places itu apa saja?” then the students said “rumah sakit…pasar…supermarket…” the situation was little bit noisy
because almost all students mentioned the names of public places. There were some students who spoke English but there were also
ones who spoke Indonesia. She asked them to look at the picture and mention some words about public places and tried to memorize.
After that she asked them to give the meaning of the words. · Aspect of spelling
To improve the students’ ability in spelling, IA wrote some new vocabularies about public places and asked the students to copy
it in their book. She read the words and asked the students to repeat after her. IA wrote down only the spelling of nouns, they are: post
office, church, market, library, museum, town hall, monument then, she lead the students spell the words repeatedly. After that, the
teacher asked the students to open their LKS on public places topic. Then, while the teacher was spelling the new vocabularies, the
students were paying attention to the teacher’s explanation and their LKS.
· Aspect of pronunciation In improving the students’ ability to pronounce the new
words related to public places, the teacher IA asked the students to
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play experiential learning with the games. The teacher and the students conducted “Roulette”. The students were really enthusiastic
to do the activity and they seemed to be active in the activity. She prepared a paper plane as the tools to play roulette. The teacher flies
the paper plane and when the paper plane landed on one student, heshe must answer the question from the teacher. Then, if the
student could answer the question they would get score. Heshe had a chance to fly the paper to hisher friend, and they could give a
question for their friend. But if the student couldn’t answer the question so heshe must be punished. Here, the students were active
in answering all questions given by the teacher and they were very happy until they did not want to quit the lesson even the time was
over. When the students asked a question and answered, the teacher checked the pronunciation. After that the question and answer were
pronounced repeatedly. · Aspect of using words
The last step of improving English vocabulary mastery by experiential learning was teaching how to use the words. After the
students were trained how to know the meaning, spell, and pronounce of new words, then in this activity, IA gave some
exercises to the students individually to make correct sentence by arranging the words and the answers were checked together.
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b. Closing Before IA closed the lesson, she asked the students to learn
more about English vocabularies. She reviewed some words including aspect of meaning, spelling, pronunciation, and using the
words in sequences. Then, she closed the lesson by saying goodbye.
2 The second meeting Saturday, 21
st
November 2009
a. Opening The English teacher IA and her collaborator W entered
the classroom. When they entered the classroom, the students screamed “ hooray… bu ike, bahasa Inggris”, “asyiikkkkk…..”.
They were very enthusiastic.
b. Main Activity · Aspect of meaning
In this activity, IA told to the students that they would study outside the classroom. They asked the teacher “metu bu… ngopo?”
then the teacher said “ada deh… pokoknya it will be fun, menyenangkan”. That day the researcher wanted to ask the students
to make an outside activity by applying games. But before that the teacher told to the students that they
would learn about public places. Before starting the activity, the
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teacher gave some explanation about the topic and the students seemed very enthusiastic to follow the activity.
That day the teacher and the students were conducting the experiential learning activity which is called “topic card” study. This
experiential learning activity made the students very enthusiastic to involve in teaching learning process. The teacher had prepared the
questions in the card such as “What building is it?”. Then, the classroom was divided into several groups. Each group consists of
two or three students. Then, one of the students in the group took the card randomly from the teacher. And then, they discussed the topic
in the card with their group. They worked cooperatively with the members of the group. The students were enthusiastic in doing this
activity. After they discussed about the topic, then the teacher asked them to perform with their groups in doing the “topic card” in real
conversation. After finding the correct answers, they wrote the meaning of the answer.
· Aspect of spelling IA wrote down some words of public places and preposition
on the blackboard, they were: the post office is near the bank, the hospital is beside the drugstore, the cinema is in front of the
restaurant, the library is behind the mosque, the hotel is between the police station and the market. Then, she asked volunteers to write
down the words. The word near had been done as example. One
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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.
· Aspect of pronunciation In improving the students’ ability in pronouncing, IA
pronounced the previous the words of public places and preposition followed by action and then wrote on the board. The students
repeated them, they were: the post office is near the bank, the hospital is beside the drugstore, the cinema is in front of the
restaurant, the library is behind the mosque, the hotel is between the police station and the market. IA asked one volunteer to pronounce
beside and asked the other students to repeat. Then, she asked the students randomly to pronounce in front of. By doing so, the teacher
and the other students could check whether the pronunciation was correct or incorrect.
· Aspect of using words The last aspect, IA asked the students to complete the
sentence with the suitable words to make good sentence with the vocabularies they had learnt before. Here, the students practiced to
use the sentences in correct grammar. The students could do the exercises well.
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c. Closing Before IA closed the lesson, she asked the students to learn
more about English vocabularies. She reviewed some words including aspect of meaning, spelling, pronunciation, and using the
words in sequences. Then, she closed the lesson by saying goodbye.
3 The third meeting Monday, 23
rd
November 2009
a. Opening It was a bright morning. After having ceremony she entered
the class and greeted the students, “Good morning students” and they answered in high spirit, “Good morning, Mom” then she asked
their condition and checked the students’ attendance. She explained that day she would continue the discussion about giving direction.
b. Main Activity · Aspect of meaning
IA told the students that they would learn about giving direction. She showed the students the model of sentences used in
giving direction and location. The model: where is your house, go straight, turn right, turn left, beside, between, near, across. The
situation was not crowded because almost all students paid attention attentively. Then, IA asked the students to look at the map on their
book and complete the sentences and answer the questions. After
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that she asked them to give the meaning and find the synonyms- antonyms of the words in the picture. They could answer correctly.
· Aspect of spelling In improving students’ ability in spelling, IA taught spelling
by playing the game what is called “spelling race”. The method was: the board was divided into two halves, and a representative
from each of two teams stood at the board with a chalk. The teacher showed the rest of the class a word on a card. The team must
simultaneously spell the word to their representative, who cannot see the word. The first team to get the word on the board with its correct
spelling earned a point. The game continued with different students taking turns to be the team representative. Here, the students got
active in spelling the word given by the teacher and they were very happy until they did not want to quit the lesson. They enjoyed the
game very much. Then, She drilled them to spell the words about
giving directions. They repeated to spell the direction loudly. · Aspect of pronunciation
The teacher wrote down the words on the blackboard, they were: go straight, turn left, turn right and across. She asked one
volunteer to pronounce turn right and asked the other students to repeat. Then, she asked all of the students to pronounce the words
on the board. After that, she asked the students randomly to pronounce go straight. By doing so, the teacher and the other
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students could check whether the pronunciation was correct or incorrect. It was repeated for all words on the board.
· Aspect of using word In this activity, IA gave the students clue, “in front of” and
asked them to make new sentence with the vocabularies they had learnt before. The boy in front of the teacher answered, the school is
in front of the building”. Then, she asked one student to give a clue and the other students made different sentences. Most of students
made a sentence that was slightly different from the example given. c. Closing
Before the time was over, IA summed up the lesson. She told that next Wednesday they would have a test. The students yelled
“Oh, My God” and the others seemed to be ready to do the test. When the time was over, she closed the lesson and said goodbye.
4 The fourth meeting Wednesday, 25
th
November 2009
a. Opening The day’s program was having a test. IA greeted the
students and asked their condition. They answered eagerly. IA explained about the day’s program that she would have a test like
that she had announced before.
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b. Main Activity In this activity, post-test 2 was conducted to know the
students’ achievement in learning vocabulary after the action of cycle 2 was revised.
c. Closing Having finished the test, IA ended the class. Before ending
the class IA gave general review about the whole activities that she had done during the research. IA hoped that they could maintain
their participation in English class especially learning vocabulary. She ended the lesson by saying goodbye.
4. Observing the Action
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