R :Apakah kamu jadi lebih termotivasi untuk mengikuti pelajaran kalau ada
reward nya? ‗Did you feel more motivated in joining the class activities if there were some rewards?‘
S7 :Iya, Sir, jadi kepingin dapet hadiah terus nih. ‗Yes sir, I got more
eagerness to get rewards.‘ Interview transcript, November 23, 2013
3. Reflection
The collaborators and I shared the final reflections after implementing the actions in cycle II. Everyone participating in this research had ample
opportunities to share their ideas, opinions and feelings related to the implemented actions. The reflections were based on the classroom observations
and also interviews. Based on the discussions with collaborators in a democratic and dialogic atmosphere, the reflections can be summarized in the following
description.
a. Using Classroom English in Teaching and Learning Processes
The use of classroom English seemed to be significant to improve students‘ speaking skills. It could be seen that the students were familiar with
English words and expressions. It was also useful in creating an atmosphere in which the students were demanded that they should speak and use English during
the class. I did not need to translate all of my explanation since the students already understood the explanation. However, I, as the teacher, made use of
synonyms, gestures, simple sentences and a lot of examples to make sure that the students could really understand the explanation. All of the students could respond
to my question when I asked them questions, or when I interacted with them in
English, such as when they had lead-in activities and personalized questions, or when they had little chit-chat to create good rapport in the greeting. Besides, they
looked confident to use the language functions for communications.
b. Communicating the Objectives of the Lessons
The objectives of the lessons were always communicated in cycle II. After being told, the students realized the importance of the objectives of the lessons. It
could also give them the sense of direction; it directed the students‘ minds to the
topic and language functions they would learn. They then understood the use of the language and when to use it. They could set their own target to succeed in
accomplishing the goal of the learning. By telling about what they were going to learn to the students, it successfully motivated the students to participate in the
activities.
c. Designing the Lesson Plans
By designing the lessons plans before conducting the class, I could have better preparation. This really helped me to conduct the teaching and learning
process more smoothly and effectively. The lesson plan could also serve as the teacher‘s guidelines and reminders. I became more ready and prepared in
directing the students. The explanation could be better delivered and the class activities could become more systematical. The time was better managed and the
activities were better controlled. I became ready and prepared before conducting the class.
d. Conducting Pre-Communicative Activities
