verb plus the exercises to the students. It took for about 45 minutes. Then, in the next 25 minutes, the teacher
applied the word claps game, at first, she divided the students into several group, next, she explained about
the rule of the game and how to play the game. So, the first student had to mentioned a verb 1 of
regularirregular verb, then, the next students had to mentioned the verb 2 and another student had to
mentioned the verb 3, for the last person had to mentioned the meaning of the words in Bahasa
Indonesia and the next students repeat the same way as the previous students did but in different words. They
mentioned the words directly after they claps their hand several times. The teacher
’s job was facilitated, guided and observed the students in the class.
c Closure In the end, the teacher asked the students about how
they felt after played word claps game and they thought that the game was quite fun and challenging to them.
And she also gave a courage to the students who could not be active in the class. The last was a short summary
from the teacher about the material that they had already learned.
3 Third Meeting DayDate : Monday, February 1
st
2016 Topic : Irregular and Regular Verb Part II
a Opening the Class The teacher greeted to the students and looked around
the class to make sure that the students were ready to receive the material. Then, the learning objectives were
given to empower the importance of the material in English.
b Main Activities The teacher first gave a brief ice breaking to the
students. She realized that the low motivation of students that have shown in the preliminary study had
to change because it would have made the students became uninterested and bored. Then, she reviewed the
previous meeting about regular and irregular verbs. She wrote a simple sample of recount text based on her
experience in the whiteboard and discussed it to the students about vocabulary, generic structures and
language features of recount text. Then, the students gathered with their previous group and they also
discussed about the exercise that was given before from the teacher. After that, the teacher asked them to make a
short story about recount text based on their experience to make it easier for the students. Each of member had
to write a least two sentences in the story, the reason was to avoid the students who counted into another
student in the group. After for about 45 minutes, the next activity was the word claps game, they had to
played the game with their group and the topic was still regular and irregular verb based on their story.
c Closure The teacher asked the students to submit their
assignment and still, the teacher motivated the students to become more active in the class, she also asked them
to play the game wherever and whenever they could. The last, she gave a homework for the students in LKS.
c. Observing Phase
In this phase, the English teacher or the observer tried to see all the activities in physical classroom. It was about the teache
r’s performance and methods, condition of class, and stude
nts’ participation in the process of vocabulary teaching learning on pre,
and post vocabulary through observation. In the first meeting, the observer realized that the teacher had to
do a lot of effort to make or to change the student s’ attitude toward
English. Some of them were quite active and enthusiasm with the teacher and followed the instructions given by her. However, some
of them were quite hard to work with, they tend to make some noise to distract other students. So, the teacher gave some rules for
anyone who disturbed or did not follow the instruction from the teacher to make the class became effective for both in teaching and
learning process. In the second meeting, the observer watched a better classroom
condition; they did not make a lot of noise because of that ‘rules’.
It was quite effective to them. They were noises when they played word claps game, they asked a lot questions about the rules and the
teacher answered them patiently. The game was the first to them. As the result, some of students were confused and nervous about
the game but the rest of them were interested and anticipated. In the middle of the game, they still did not get it when they played
the game, some of the students even mismatched with the claps and the words. So, it was messed up for moment. Fortunately, there
was a student who kindly help to explain about the rules one more time to other students. It was relieved because the situation was
under control and the student ’s help was really helped for teacher.
Then, the students continued to play the game for the rest of the time.
In the third meeting, the observer watched the class was in a good mood condition, the students anticipated about the new
material from the teacher and also the game. So, the second time game was given, the students still asked several questions
regarding the game but that was quite better because they were slowly understood about how to play the game. The students
followed and enjoyed the activities in the class. In here, the teacher gave a various technique about the game, at the first the students
only clap their thigh but at the moment the students have to clap their friends
’ hands together and the last they had to mention the word. They often made a mistake about the mismatch of each
student and that what made the game seemed alive and fun. In addition, after teaching and learning process finished in the
first cycle, it was also carried out the post-test 1. It was held the day after the third meeting because the writer thought there was no
more time when it used in English class. Based on the result of the post-test 1, the mean score of the class
derived 66,3 in which there were 16 students or 41.6 of the students who got score above the Minimum Mastery Criterion.
Meanwhile the other students were below of that criterion. It implied that the first criterion has not fulfilled.
d. Reflecting Phase
After doing all of the phases, the writer and the teacher discussed about the conclusion of implementing the action in order
students to be more comprehend in vocabulary and passed the KKM more than 75 in the total of students in the class, because the
result of post-test 1 showed only 41,6 students who passed the KKM. So, the implementation of word claps game has not given
satisfactory result yet on the improvement of stude nts’ vocabulary.
The writer and the teacher evaluated why so many students still could not pass KKM, based on the observation, the teacher found
that some of the students did not pay attention during the learning process in class, when the writer explained the rule of word claps
game, some of students still confused about the game, so that, the game did not work properly and effectively. As the result, it wasted
the allocation time that already set before in the lesson plan. In addition, the lack of memorize the words made the students quite
hard to apply the words in the game. From those problems, the writer and the teacher decided to carry
out the second cycle, they formulated the new lesson plans. In the second cycle, it still used word clap game, the writer realized that it
was only the matter of time, it would gradually better for them to comprehend about the rule of the game and also the vocabulary
words; because of the students had a hard time with memorizing the words, the writer tried to decrease the words in order to make them
easier to memorize it. Besides, the writer also gave a various technique of the game to prevent from the boredom. Also, the writer
should find an effective way whether the number of memb er’s
group work decrease or the game should not play in small group.
2. Cycle 2 a. Planning Phase
The planning phase of the second cycle was implemented into a lesson plan. In this case, the writer planned another strategy to
improve the stude nts’ vocabulary, and the writer modified the
lesson plan based on the phase in the first cycle. Since the students had a difficulty in memorizing the words, the writer tried to
decrease it to make them easier. Then, the new vocabularies given to the students and it was still taken from their material book.
Besides, the writer focused on the useful and contextual vocabulary,
she asked the students to make advertisement text based on what they already seen in the television, internet, newspaper, or
magazines, it was also for improving their writing ability. In addition, the writer also prepared the classroom observation
activity, and the last was prepared the post-test 2 to collect the data.
b. Acting Phase
The action of the cycle two was done on February 13
th
, 15
th
, 20
th
2016. In this phase, the writer conducted learning activities to get the better result than the first cycle. Here are the deep explanations
in each meeting:
1 First Meeting DayDate : Saturday, February 13
th
2016 Topic : Degree of Comparison
a Opening the Class The teacher greeted them as usual and explained the
purpose of today ’s learning. Also, she checked the
stude nts’ absence.
b Main Activities At first, the teacher asked them about the degree of
comparison, she surprised that no one ever known about that lesson. Then, the teach
er’s next step was giving the real object for the sample. She took the pen and marker
and asked about the size or the prize for both of things. The students finally spoke up after the teacher gave
some clue, some of them spoke ‘lebih mahal spidol,
Miss’ or ‘kalo pulpen lebih pendek daripada spidol’. Actually, they understood about today
’s lesson but they did not recognize about degree of comparison. Then, the
teacher explained about the material for about 15 minutes and the teacher asked the students to work in
pair, they had to make some sentences about degree of comparison; positive, comparative, and superlative based
on the real object they saw and showed it to the teacher and others students. Next activity was some exercise
related the material that students should be answered. The last was they had to play word claps game about the
words in positive, comparative and superlative. In here, the teacher divided into two big groups and they had to
face to face to another group, the line was like debate but they had to debate about mentioned the comparison
’s words.
c Closure The teacher gave some time for them to ask about the
lesson that they still did not understand and the teacher give some quizzes to give the additional score for the
students in the end of the meeting.
2 Second Meeting DayDate : Monday, February 15
th
2016 Topic : Advertisement Text
a Opening the Class The teacher came to the class and greeted them
passionately. Then explained about the objectives of the learning
’s today. b Main Activities
The teacher asked them about their favorit e’s
advertisement that they had ever seen in television. They were so excited to mention and describe about
those things. Directly, the teacher explained about the material which was advertisement text and gave some
samples in the handout. Then, the students divided into several groups and they had to select one of the pictures
in the piece of paper for the theme of their assignment later to make a poster. After that, the teacher gave a
cardboard and some markers in each group as the tools for creating the advertisement, they had to make and
draw creatively in the cardboard for the rest of hour s’
class. c Closure
The teacher reminded the students about next meeting because it would be the last meeting for the writer
teaching in that class. So, she wanted them to give their best in preparing their poster and present it in front of
the class.
3 Third Meeting DayDate : Saturday, February 20
th
2016 Topic : Advertisement Text 2
a Opening the Class The teacher greeted them excitedly and asked them
about the preparation of the poster and their presentation. Then, to get rid of their nervous, the
teacher mentioned about the prize that would be taken by them if they could be performed the best in the class
and absolutely the class became noisy and also to add their motivation.
b Main Activities In this phase, the teacher first gave a sample on how
presented the poster in front of the class but they could be performed well and better than the teacher. Then, the
teacher assessed the stude nts’ performance in speaking
and their poster while others students also kept attention to the presenter. After all of groups performed, the
teacher gave some time to them to walked around and
