Asking students to bring dictionary Giving rewards

able to pay the game after they mastered how to pronounce the new words appropriately. R : Hari ini terbantu nggak kosakata kamu lewat game tadi? Today, do you think the game helps you improving your vocabulary? S : Terbantu sekali kok Miss. Tadi kan juga sama temen- temen dibantu. Selalu menyenangkan Miss. Yes, it helped me so much, Miss. My friends also helped me. It is always fun. Interview Transcript 30 R : Gimana sama game tadi? Mudah nggak mengingat kosakata pas game tadi? How about the game? Was it easy in memorizing while played the game? S : Seru Miss. Hari ini lebih mudah kata-katanya. Tapi kayanya kok tambah banyak gitu ya Miss? It was fun, Miss. Today, the vocabularies were easier. But, I think the vocabularies seem many more than yesterday? R : Iya hari inikan vocab cardsnya ada noun adjective sama verb. Jadi agak banyakan kartunya. Tapi nggak ada masalah kan ya? Yes, it was. There was noun, adjective and verb. So the cards were many more. Is there problem? S : Iya Miss. Nggak ada Miss. Yes, Miss. Nothing. Interview Transcript 27 R : Waktu game tadi gimana? How about the game? S : Kata-katanya lebih mudah Miss. Klu yang dikasih sama temen- temen juga lebih mudah di mengerti. The vocabularies were easier, Miss. The clues that my friends gave was easier to understand. Interview Transcript 28 R : Menurut kamu tadi gimana gamenya, sekarang sekarang ini? Masih susah hafalin kosakata nggak? What do you think about the game recently? Is it hard to memorize the vocabularies? S : Seru, Miss. Lebih mudah paham Miss. Saya rasa juga lebih mudah nginget kata-kata gitu Miss. It was fun, Miss and easier to be understood. I feel easier to memorize the vocabulary cards. Interview 24

b. Using classroom English during the teaching and learning process

The students’ involvement in classroom interaction increased. They could respond with the target language towards my questions and expressions whether of the greetings, instructions or explanations. In conclusion, the implementation of the classroom English in every meeting effectively improved students’ self- confidence and experiences to communicate in the real-life context. Those all improvements could bring the students to the success of using the target language.

c. Giving feedback to the students

Giving feedback on the students’ pronunciation improved their confidence and also their ability to pronounce the words. Besides, it helped them understand the materials. Then giving feedback on the students’ pronunciation had improved their ability to speak up in English appropriately. The frequent feedback that the researcher gave, built rapport between the researcher and the students. The students did not hesitate to ask many things to the researcher. This gave good effects to them; they rarely made the same mistakes.

d. Asking the students to work in pairs and in groups

Working in groups helped the students increase their self-confidence. The students were more active and attractive while in groups. They were not shy anymore when the researcher asked them to complete and create their own work in pair even in groups. They said working in groups were fun because they could