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wrong in this game. For example, ff the student who became the representative did not get the answer correctly, then, the whole team would lose. Or if one of the
group members messed up while whispered the word from the representative, they also would not get the correct answer.
e. Giving Practice Feedback on the Students’ Pronunciation and Spelling
Giving the students feedback on their pronunciation was implemented in Cycle 2 as well as in Cycle 1. This action aimed to help the students pronounce
the words correctly. Since the feedback on the students’ pronunciation and spelling was given in each meeting, the students felt more confident to pronounce
the English words. However, sometimes the students still made a mistake in pronouncing the words, but, it was less than before the implementation of the
actions. It could be seen from the excerpt below.
On the extract above, the students showed a quicker response compared to Cycle 1. It was because they were given feedback from the researcher. She also
corrected their pronunciation if she heard some mispronunciation. Therefore, the SA pun lalu ramai mencoba menyebutkan benda-benda yang ada dalam
kamar tidur tersebut. Sesekali, P membenarkan cara pengucapan dari SA. Setelah itu, P menunjukkan flashcard menggunakan flash technique mengenai
things related to bedroom. P meminta SA untuk mengulangi cara pengucapan dari kosakata yang ada dalam flashcards tersebut. SA mengulangi cara
pengucapan dari kosakata yang diberikan dengan cepat dibandingkan dengan cycle 1.
The students tried to mention the things in a bedroom. Occasionaly, the researcher corrected their pronunciation. After that, she showed the flashcard
about things related to bedroom using flash techiques. She asked the students to repeat after her. They repeated the pronunciation of the words faster
compared to Cycle 1.
FN 16
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P menanyakan kepada SA apakah mereka membawa kamus. Beberapa menunjukkan kamus yang mereka bawa namun masih banyak SA yang tidak
membawa kamus. SA mengatakan bahwa mereka malas bawa kamus karena berat atau malas pinjam ke perpus karena lokasinya sedikit jauh sehingga
memotong waktu mereka. P lalu mengatakan bahwa SA boleh menggunakan kamus elektronik di hp mereka tetapi tidak boleh menggunakan google
translate.
The researcher asked the students whether they brought dictionaries into the classroom or not. Some of them brought their dictionaries but some of them did
not bring dictionaries. They said that they were too lazy to bring the dictionary because it was heavy. They also did not want to borrow the dictionary from the
library because it located too far from the school main building. The researcher then told the students that they were allowed to use their electronic dictionaries
on their devices, but they were banned to use google translate.
FN 16 students got the exposure of the correct pronunciation. They became aware of the
pronunciation without them noticing it.
f. Asking the Students to Bring the Dictionary
