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P membuka kelas dengan salam dan menyapa SA. “Good morning everyone. How are you today?” “I’m fine thank you and you?” “I’m fine too. Thank you.
So, who’s absent today? Siapa yang tidak masuk?” The researcher opened the class and greeted the students. “Good morning
everyone How are you today?” “I’m fine thank you and you?” “I’m fine too. Thank you. So, who’s absent today?”
FN 12 Based on the interview above, the students found the Kim’s Game was fun
and challenging for them. They also said that the flashcard helped them to remember the words. It was because the flashcards used in the game had the
pictures and its words. However, there were some words that they still did not remember its spelling. But, they tried their best to get as many asnwers as
possible.
b. Using Classroom English during the Teaching and Learning Process
As planned, classroom English was used in every meeting. The researcher greeted, explained the rule or asked the students to do something using English.
At the beginning of the lesson, the researcher used some expressions that have been familiar for the students. It could be seen from the excerpt below.
As the regular opening the researcher greeted the students and also asked who did not come to the class on that day. The students also would directly answer the
greeting, and the opening of the class usually ran smoothly because they were already familiar with the English expressions used at the beginning of the class.
Then, in order to make the students be more familiar to English expressions in the classroom, the researcher used as many English as possible in the teaching and
learning process. The following excerpt explained the situation.
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When the researcher said some expressions in English, she also translated them or gave the students the meaning of the expressions in Bahasa Indonesia. By
giving the students as many exposures as possible in English expressions, it hoped that their vocabulary in English aside from the materials given would increase.
c. Communicating the Objectives of the Lesson to the Students
As stated before, the researcher would communicate the objectives of the lesson in every meeting in cycle 1. The reason was to make the students knew
what to learn on each meeting. At first, they did not really pay attention to what the researcher said at the beginning of the meeting. But, in the next meeting they
tended to show more attention so that they knew what to learn. Some students were able to recall the previous material when the researcher asked them. The
following excerpt explained the situation. P lalu memulai pelajaran dengan menunjukkan gambar dari Nabilla JKT48. P
lalu bertanya kepada SA, ”Do you know who she is? Ada yang tahu ini siapa?”. SA langsung ribut. Salah satu siswa menyahut “Kae Miss, Nabilla
JKT48”. Ada juga yang menjawab,”Kembaranku Miss”, yang langsung disoraki oleh teman-
temannya. P lalu menjawab, “Yes. Correct. This is Nabilla JKT48. Ini Nabilla JKT48. Nah sekarang, could someone tell me how does she
look like? Ada yang bisa kasih tahu Miss nggak, Nabilla ini seperti apa?”.
Ada yang menjawab,“Itu Miss, cantik.” P pun menjawab,”That’s right. Ada yang tahu bahasa Inggris nya cantik itu apa?”. SA tampak ragu-ragu untuk
menjawab. Lalu ada satu siswi yang menjawab, “Beautiful, Miss.”. “Good Correct. It’s beautiful”.
The researcher started the lesson by showing the students a picture of Nabilla JKT 48. The
she asked the students, ”Do you know she is?” One of the students answered “Nabilla JKT48”. A student answered loudly,” My twin
Miss” the answer caused her classmates cheered at her. The researcher then answered, “Yes. Correct. This is Nabilla JKT48. Now, could someone tell me
how does she look like?” One of the students answered, “Itu Miss, cantik”. “That’s right. What is the English word for cantik?” The students looked
hesitate to answer, then, one of them shouted, “Beautiful, Miss”. “Good Correct.
It’s beautiful”. FN 12
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Based on the excerpt above, eventhough there were students said that they did not remember the previous meeting material, some of them still remembered.
They could recall the information that was given by the researcher. The students also answered the researcher questions actively.
d. Asking the Students to Work in Small and Large Groups
