Designing a Course Grid and Making Lesson Plans

The researcher pronounced the expressions of related topic and the students repeated after her. The students were also given words they would possibly use when playing games. The words were pronounced by the researcher and the students repeated after her. By doing this, the students knew how to pronounce the words. It w as aimed to avoid students’ mispronunciation. 3 Conducting Vocabulary Practices Vocabulary practices were planned to be conducted in relation to solve the students’ lack of vocabulary. The students found out the meaning by defining the words in context instead of merely translating them. The activities were to find difficult words in texts and proceeded by defining the meaning based on the context. Defining meaning in context is aimed to tell the students that one word can mean more than one meaning. The meaning will be different based on its context. The researcher also gave new vocabulary that would be possibly used when the students played games. The students might look up their dictionaries to find the meaning. It was aimed to make them get used to open dictionary frequently as well. 4 Using Classroom English Using classroom English helped students enlarge their vocabulary, phrase and expression collections. The researcher explained materials using English. She also greeted the students, gave comments or feedbacks, asked and answered questions in English. The students also had to respond in English. They were required to ask and answer questions in English. However, Bahasa Indonesia was still used only in case the students did not understand what the researcher intended. 5 Giving Handouts Giving handouts were aimed to vary the students’ sources of learning materials. The handouts were collected by the researcher herself. The researcher collected materials related to the topics from various sources. The handouts contained brief explanation of the topics and tasks. The rules and the details of communicative games that students were going to play were also stated there. The handouts were designed and developed to help the students comprehend the materials easier. 6 Displaying Pictures and Videos Pictures and videos would be shown in the beginning of the lesson. This activity was put in the presentation. This activity was implemented to introduce students to words they were going to use. Not only the vocabulary, the students were also introduced to the content of the topic including the function of the topic. Pictures and videos helped students to learn materials easily.

2. Action and Observation

Cycle 1 was carried out in three meetings which was held on March 30, March 31, and April 20, 2015. The researcher was the teacher who did the action. The English teacher was the collaborator who observed the teaching and learning processes and took notes. At the end of the teaching and learning processes, the collaborator would give feedbacks, comments and suggestions on the researcher