10 Added to this, the teacher cannot help them because she did not know that the
students were in trouble. Since the first English meeting, the students were grouped fixly by the
teacher. These groupings were expected to give the students opportunities to share their learning with their friends. During the presentation activities, the students
were in the same group. The grouping was based on the students counting one to eight in the first meeting. The students will remain in the same group throughout
the year. From the explanation above, some important points should be taken into
account. Some actions should b e done to maintain students’ positive attitude
towards English as well as to fulfil their wants. First, the students’ confidence
should be raised. Second, there should be ample opportunities for them to practise speaking English. Thirdly, ample feedback should be provided for them so that
they would know their progress and to keep them reinforced and then motivated.
3. The learning activities
Activities are very vital in the ELT processes. Mainly in ELT process the activities are categorized into three parts which are the opening, the main activity,
and the closing. The poor selections of activities will cause chaos to the ELT process even though the other factors are excellent.
In this case, from the vignette of the observation result, the opening and closing conduted by the teacher was considered less powerful in rooting the
students into remarkable learning. It would be better to provide motivating things in the beginning of the lesson to attract the students in learning and to give the
11 strong reinforcement in the end of the lesson to make them remember things they
learned during the lesson. In the main activity, the selection of the learning activities followed the 5
steps of the scientific approach namely observing, questioning, collecting information, associating, and presenting. In the observation step, the teacher
introduced the topic and gave a brief explanation about the coverage. Next, in the questioning step, the teacher gave some points, or clues, or questions needed to
find, meet, or answer by the students to develop their knowledge. In the third step, which was collecting information, the students were in their groups to collect
information based on the clues given by the teacher in step two. They could access various sources including the internet, books, or their worksheet. In step four, the
students associated their findings and made sense of the information gathered in their groups. They helped each other within the group to understand the materials
they acquired. After that they made their power point slides and divided the members’ duty in the presentation. Finally, in the last step, each group presented
their finding and discussion to the other groups. These activities somehow had weaknesses. Dealing with the use of the mother
tongue, in step 1-4 the students mainly used Indonesian or Javanese in interacting with each other. In step 5 during the presentation, the students who performed the
presentation used English. In the opening of the presentation including the introduction, the closing, and the question and answer activity, the students used
English quite fluently, but when it came to the delivery of the material, they just read the slides. In the question and answer activity, the students used English as
12 much as they could and they switched to their first language whenever they got
stuck. Therefore the production of their speaking English was very minimal. In step 3, during the collecting information, the students often referred to the same
sources. What happened then was that they just copy-pasted the materials regardless the materials were also taken by the other groups. This resulted in the
absence of the information gap. Therefore they did not ask anything in the question and answer section which meant
that students’ interaction between groups was very low. The last, conducting presentation in such way all the time
seemed to narrowing the meaning of the presentation step itself. In this activity, presenting was depicted merely by showing power point slides and read the
materials to the other students. In fact, there are abundant varieties for presenting activity.
These activities in fact have not fulfilled the standard required by Government Regulation Number 32 Year 2013. It says that the learning activities in the
classroom should be interactive, inspiring, fun, challenging, motivating the learners to actively participate, as well as giving the students ample opportunities
to develop their ideas, sense of creativity, and sense of autonomy based on their aptitude, interest and physical and psychological developments. Therefore, certain
selected stimulating learning activities should be tailored to promote the students active learning to. Besides, the time allocation should be neatly managed because
the students have the chance to learn English in two ELT hours each contained of 40 minutes per week only.
4. The learning materials
