percakapan transaksional dan interpersonal lisan pendek
sederhana untuk berinteraksi dengan lingkungan sekitar
percakapan transaksional to get things done dan interpersonal
bersosialisasi pendek sederhana dengan menggunakan ragam
bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi
dengan lingkungan terdekat yang melibatkan tindak tutur: meminta,
memberi persetujuan, merespon pernyataan, memberi perhatian
terhadap pembicara, mengawali, memperpanjang, dan menutup
percakapan, serta mengawali, memperpanjang, dan menutup
percakapan telepon
2 Making Lesson Plans
Lesson plans were made as the guideline for the researcher to implement the actions. They were used to minimize problems during the teaching and
learning processes. They helped the researcher to run the class with the right and systematic stages, yet she could deviate from the lesson plans if necessary.
Lesson plans covered the standard of competency, the basic competencies, indicators, objective, media, learning materials including tasks, steps of teaching
and learning process, and assessment.
b. Action Plans
The table below shows the schedule of cycle 2.
Table 8: The Schedule of Cycle 2 No.
Date Topic
Game Time
Duration
1. April 21, 2015
Making a Telephone Call
Role Play: A Telephone
2 x 40 minutes
Conversation 2.
April 27, 2015 Responding to a
Statement -
2 x 40 minutes
3. April 28, 2105
Responding to a Statement
A ‘Lie Detector’
Game 2 x 40
minutes
1 Implementing Communicative Games
There would be two communicative games that would be implemented in cycle 2. They were role play and a ‘Lie Detector’ game. Below are the steps to
play the games.
Role Play: A Telephone Conversation
1. Work in pairs.
2. Your teacher will distribute situation cards.
3. Open the situation card you get.
4. Play the game based on the situation you get.
A ‘Lie Detector’ Game
The students are divided into eight groups. One member of each group leaves the room. In their absence the groups decide on a set of five questions they want to
ask the students. These can either be personal or factual questions. The students who went outside now return to their groups. They have to answer all questions,
except one, truthfully; in one case they may lie. The rest of the group has to decide which answer was a lie. They have to give reasons to justify their opinion.
The student tells them if they were right.
Communicative games would be played after all inputs were explained and presented by the researcher. Students used the inputs, including vocabularies,
expressions, and how to pronounce them, to play the games. Games were aimed to
avoid students from boredom and vary the teaching and learning activities. More importantly, games were aime
d to improve students’ speaking skills.
2 Conducting Pronunciation Drills
Pronunciation drills were still continued to be implemented in cycle 2, because these activities helped students improve their pronunciation skills. They
produced less mispronounced words. The activities would be the same as those in cycle 1. There would be
‘Listen and Repeat’. Students would find difficult and unfamiliar words they got from the model text, and then the researcher would pronounce the words loudly.
Students listened and repeated. Pronunciation drills of expressions were also the same. The repetition would be done for several times until all students
pronounced the words correctly.
3 Conducting Vocabulary Practices
Vocabulary practices were decided to be implemented in cycle 2 due to their success in increasing students’ vocabularies in cycle 1. Students produced
more words. As students’ vocabularies increased, they were confident to speak up. The activities would be giving students difficult and unfamiliar words
taken from the model text. They found out the meaning in their dictionaries. The researcher helped students to find the meaning by defining the words rather than
translating them. The same as students did in cycle 1, they would note down new words they learned every meeting.
