classroom. You said that many texts from the internet were not good, they still had grammar errors.
R: Oh gitu ya. Kalian masih ingat aja perkataan Miss yang itu. Kalian membuktikan sendiri kan, kalau sumber di internet itu
perlu disaring dulu. Oh, I see. You still remember that. You proved it by yourself right? We should be selective in
selecting references from the internet.
S4: Iya, Miss. Kemarin kan yang second story di tugas aku pakai dari internet dan aku nyarinya sampai lama banget karena ku
ambil yang sumbernya bener-bener terpercaya. I used internet sources for my second story. It took a lot of time
since I should find the trusted one.
Interview Transcript, May 7
th
2016
f. Giving handouts
In Cycle II, the researcher continued giving the handout to the students as she did in the previous cycle. She multiplied the number
of the handouts so that each student got a bundle of handouts. They were not necessarily sharing the handouts with their seatmates
anymore. The handouts given to the students were consisted of the
narrative text, model texts, tasks, and the script making guideline. It helped the students master the material easily. The fact can be seen
in the following interview transcript. R:
Syukurlah. Oh iya sebelum lupa. Handout yang Miss kasih kemarin masih pada disimpan kan? Do you still keep the
handouts with you?
S1: Masih miss. Bentar lagi mau UAS, belajar lewat handout itu
lebih praktis. Heheh . Yes, Miss. We will have an exam so it will be easier to learn the material from the handouts.
S3: Iya, Miss. Materinya banyak banget, kalau belajar dari handout itu kan lebih cepet. Poin penting nya langsung ada
disitu. So do I, Miss. There are a lot of materials. It is faster to learn by the handouts. I can find the important
point easily.
Interview Transcript, May 7
th
2016
g. Giving feedback on the students’ work
The researcher gave feedback on the stu dents’ work in all
meetings of Cycle II. It included pronunciation, vocabulary, grammar, and fluency skills. As it has been done in the previous
cycle, the feedback was given when they made errors and mistakes. The researcher also gave feedback in uplifting ways to the students
who asked questions to her. There were no borders between her as the English teacher and the students. Therefore, they were not shy
and confident in asking questions or asking about materials they did not know. Giving feedback activities can be seen in the following
field notes. The last activity was discussing what the students had done in
the previous activity. There were 20 questions so I gave chances to 20 students to answer the questions. “Well, time is up everybody.
We only have limited time to discuss this, so to make it quick, who wants to try number one in T
ask 1?” Many students raised their hands, but finally I gave the first chance to Izazi. The students were
really enthusiastic to compete in answering the questions. They tried to explain their answers in English, but Bahasa Indonesia was still
used. Moreover, not all the students gave the correct answers. A few of them answered with the incorrect answers. Here, I
explained why the answers were wrong and let the whole class know which one was correct.
Field Note, Meeting 1, Cycle II
After we had a discussion about the correct answers of the
task, I asked them to sit with their group. I explained what to do next. Then, the students started the discussion with their group
members, while I walked around to check their progress. Some students in front called, “Miss…Miss, how about this sentence?
Udah bener belum , Miss? I answered “It is incorrect. You need to
put a verb on this sentence because it has no verb yet. Don’t forget to
change the infinitive form to the simple past form”. The other groups
called for help. Most of them asked about the sentence in English and asked whether the sentences that they practiced were right or
wrong. The researcher gave feedback. Field Note, Meeting 3, Cycle II
Throughout the four meetings in Cycle II, the improvement of students’ work especially on vocabulary, pronunciation, grammar,
and fluency skill was improved. Their mispronunciation reduced, so did their mistakes and errors in choosing words could be minimized.
Dealing with grammatical error, the researcher gave feedback by correcting the sentences made by the students and explaining them
what tenses they were supposed to use. Besides, the researcher gave feedback when the students said some expressions in the incorrect
ways. It helped them improve their speaking fluency. Feedback on the students’ work that have been mention can be seen in the
following field notes.
Then, the bell rang. I informed the students that they could send me the script by email if they still needed
some revision. “If you still need some revision of your school play script, you can send
me an email and I will revise it soon after I receive the email”.
Then few students answered, “Okay, thank you very much, Miss”. After that, I ended the class by saying some motivational words and
reminded them to prepare the performance well. Field Note, Meeting 3, Cycle II
Considering the use of English classroom optimally during the lesson, there was something needed to be revised regarding the
students response. “Wait, what is the correct English expression when we want to say that something is not really good but it is also
not really bad? Anyone can guess?” The Ss just shook their head every time I stared at them. “We can use the expression just so so.”
Field Note, Meeting 2, Cycle II In the end of third meeting, the researcher offered an online
script revision to those who had problems especially on grammatical errors. Four of five groups sent the draft of the script to the
researcher’s email. She found that most students still made the mistakes in producing grammatical sentences. The researcher gave
revision related to this. At the end, the students’ performance was
better after the researcher revised their work. It can be seen from the interview transcript below.
R: Eh tadi kan ngajar terakhirnya Miss Rima. Oh iya kalian
kemarin ngirim email script yang buat direvisi nggak? That was my last teaching. Did you send the script to my
email?
S2: Iya Miss, makasih banyak ya. Ternyata masih banyak banget
yang salah ya Miss? Yes, we did it, thank you Miss. There were still a lot of mistakes.
R: Ya lumayan, wajar kan masih belajar. Itu ngebantu tadi
performance nggak? It was reasonable since you were still learning. Does it help your performance?
S4: Iya miss. Ngebantu banget It helps a lot
Interview Transcript, May 7
th
2016
