book; When English Rings a Bell and the additional book; Interactive English. Before distributing the handouts to the students, I had consulted the content of the
handouts to the collaborator and got some feedbacks from her and directly revised it to the final version. After the handouts were ready to be distributed, I copied them as
many as the number of the students, so when the students faced new materials, they all had been got it.
In The first meeting of the Cycle I, I distributed the handouts to the students. The handouts were given before the lesson started. It helped them to learn the
materials explained and saved time not for making notes. The materials were about a short message containing the expressions of stating and asking someone‟s ability and
willingness. I also gave the handouts to the collaborator in order to make her understood how far I could explain the handouts in the teaching and learning process.
The second and third meeting, I still used the same handouts. The materials and tasks only continued from the first meeting.
b. Applying a group quiz
In the second meeting of Cycle I, I divided VIII E students into some small groups. Each group consisted of four to five students with different gender and
achievement. To gain students‟ motivation, I created group names by their desires. They mentioned the name of the group one by one and I wrote them in the white
board. They were quit e creative to create their group‟s name. Most of the students
were smiling because they were satisfied to give the names of the group by their desires.
In Curriculum 2013, there was one of the learning processes which needed a group activity, it was presentation process. Before each group presented their
understanding, I asked some groups to answer my question related to the materials given before. I promised to them to give the rewards for the group that had the
highest score in answering them. The group quiz was in the second meeting before they presented their
understanding about the materials. The questions that I gave to the students were about the rearrangement of the words. I did not point someone but let the
representative of the group to answer. Some students raised their hands and said, “Mas, aku Mas”. “Mas, aku bisa njawab”. “Kita Mas, kita ngacung duluan”. “Mas,
pilih kita dong”. The class started to be noisy because these students‟ activity. Finally, I gave a chance to the student who raised their hands fastest. If hisher
answer was incorrect, I gave a chance to another student to answer the question. The score would be added to hisher group‟s score.
In the group quiz, some students were busy with their business. Because they sat on the back row, they did other subject homework and thought that I did not pay
attention to them. Finally I approached the students and asked them to join the English teaching and learning activities. After that, they put their mathematic book in
their bag and they started to join the classroom activities. The students were enthusiastic to answer my question. Most of them
successfully answered my question and some of them might be willing their scores given to the other group.
Finally, the Yosi‟s group succeeded in collecting the highest score and entitled to get the rewards in the end of meeting.
