bener. I agree with that. My speaking English is getting more fluent. At first, I did not know the English
expression, but vocabulary practices helped me to know more words. I could pronounce the words in a correct way
since we had pronunciation drills.
Interview Transcript, May 7
th
2016
c. Using classroom English optimally during the lesson
The use of classroom English optimally during the teaching and learning process in Cycle I had
significantly improved students’ confidence to speak up. In general, the procedures of using
classroom English in the classroom were the same as they used in Cycle I. The researcher used classroom English to open and end the
lesson, to instruct the students to do something, to ask and answer questions, to give comment and feedback, to give appreciation, and
to explain materials. The students had been aware of many English expressions that
researcher usually used. So, they became more responsive and it caused the atmosphere of the class more conducive. Considering the
students’ responsiveness, Bahasa Indonesia translation was less used in giving instructions. However, the researcher still translated some
important things like when she explained past tenses materials in the third meeting of Cycle II. It was quite hard for the students to
understand the materials explained in English. Before the students were seated with their group to do the
performance preparation, the researcher gave them explanation about past tenses. It was important for the students in making the script due
to the fact that narrative text sentences were mostly written in past
tenses. In contrast, the students did not master past tenses well. They
still made mistakes when they used past tenses. So this brief explanation would help the students a lot to enhance their
grammar mastery. I often used Bahasa Indonesia translation in explaining this material in order to make all the Ss understand
the use of past tenses in different situations. They also received
the past tenses task to check whether they could differentiate when they should use simple past, past continuous, and past perfect tense.
Field Note, Meeting 3, Cycle II The use of classroom English in every meeting accustomed the
students to respond the researcher ’s questions. They understood the
questions given by the researcher without any translation, although they still used some Indonesian expressions in responding the
questions. After all the Ss entered the classroom, I started the lesson by
greeting the students.
“Good morning everyone? How are you getting on? I heard from Adhit that you just had a daily exam
before this subject, how was that? The students seemed
uninterested to answer my question.
“It is very bad, Miss. Nggak bisa ngerjain
, the question is difficult”. But, some others answered, “Ya gitu deh, Miss. Not too bad not too good”
Field Note, Meeting 2, Cycle II The improvement in carrying out classroom English from one
meeting to other three meetings was really good. In early meeting of Cycle II, a student asked a question to the researcher related to the
materials in English. In the next three meetings, they had no fear to speak in English such as when they wanted to ask permission. The
field notes below describe how classroom English was used in the classroom.
After I finished giving them brief explanation about narrative texts, I asked the students whether they have questions related to the
topic.
“Is there anything you want to ask so far?” One student raised his hand and said “Miss, what is parable?” I answered
Haikal’s question clearly and let the other students know the
definition of parable. Field Note, Meeting 1, Cycle II
I continued the lesson by giving explanation about that day activity that is outside classroom activity. But, a student in the front
seat interrupted my sentence. She reminded me that we did not finish discussing the task in the
previous meeting. “Miss, we have not finished discussing the answer of the
last meeting exercise”, she said.
I appreciated her effort to remind me about an unfinished discussion. We did it for 10 minutes.
Field Note, Meeting 2, Cycle II
As usual, I opened the lesson by greeting the students and asking their condition. “Hi, good morning everyone? Did you get
your breakfast?
” Most students answered “Of course, Miss”. While I was explaining the activity that day, two students came close to
me. “Miss, may we go to library to borrow dictionaries for all? It’s too heavy, I can’t bring it by myself, Bona will help me”,
asked the students.
Field Note, Meeting 3, Cycle II The bell rang and I closed the lesson.
“Are you happy with what we have learnt in all of our previous meetings
?” The Ss
answered,
“Yes, Miss, sudah selesai ngajarnya Miss? Yahhhh”.
Then I replied,
“Sadly, yes, this is my last day sharing the knowledge with such nice students like you. Thank you for the
hard work during the lesson, I am so proud of you”. A student
shouted
“Thank you, Miss, for teaching naughty students like us”. Then I ended the class by saying good bye.
Field Note, Meeting 4, Cycle II The optimal classroom English during Cycle II improved the
students’ willingness to speak English. The students were motivated to speak English all the time since the researcher used English during
the lessons. They became more confident and were not shy to ask or answers questions. There was no hesitation to interact with the
researcher as the English teacher. The interview transcript below shows the fact.
R: Good job. Oh iya ini kalau Miss Rima jelasin materi, kasih
instruksi, jawab pertanyaan kalian gitu pakai Bahasa Inggris paham kan? I used English almost all the time in the
classroom, is that easy to understand?
S2: Paham kok, Miss. Kita jadi termotivasi pakai Bahasa Inggris
kalo mau tanya sama Miss Rima. I understand, Miss. We were motivated in using English every time we would ask
you questions.
S3: Terkadang aja Miss gak pahamnya. Lha Miss itu suka cepet banget kalau ngomong. Tapi banyak pahamnya kok daripada
enggaknya. Sometimes, I did not understand. You spoke too fast. However, I often understood what you meant.
Interview Transcript, May 7
th
2016
d. Displaying interesting media such as videos and pictures
Pictures and videos were still used to attract the students’
attention in Cycle II. However, in the use of videos, the researcher used the shorter ones in order to save the time. Besides, in the use of
