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The first problem that emerged during Cycle 1 was students’ fluency in using the language functions. The students’ fluency in using the language
functions could be improved in Cycle 2 by providing a lot of opportunities to practice speaking in the jigsaw technique. In the first meeting, there were 50
students who spoke the language function at normal speed. In the second and third meeting, their fluency was still improved. The improvement can also be seen in
the following data. R : Tadi pas ngomong di depan atau pas ngomong dengan teman bicara
Bahasa Inggris-nya sudah lancar belum? Did you speak fluently when you were speaking in front of class or speaking English with your
friends? S15: Lancar. Nggak lancar mungkin karena belum tahu artinya.Yes, I was
fluent. I was not fluent because I did not know the meaning.
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R: Mungkin Ibu bisa menceritakan bagaimana tadi hasil observasinya? How did the observation result, Ma’am?
T: Cukup menarik tadi, banyak kegiatan. Tidak terlalu banyak materi, jadi anak-anak bisa cepat paham, dan bisa ngomong dan diskusi tentang
materi itu. It was interesting because of many activities. It was not full of material so the students could get understand easily, the students could
speak and discuss the material.
R: Researcher
T: English Teacher Interview 10, Appendix E --------------------------------------------------------------------------------------------
R: Kalau untuk penggunaan language function sendiri bagaimana Bu, apakah mereka sudah paham dan menggunakannya saat berbicara? How
did the language function used? Did they understand and use it in speaking?
T: Kalau menurut saya, anak-anak sudah paham karena sudah ditulis di papan tulis juga ya. Jadi sudah bisa membaca, menerapkannya langsung
di depan kelas dan berbicara. In my opinion, the students had been understood because it was written in whiteboard. They could read, speak,
and apply it immediately in front of class.
R: Researcher T: English Teacher Interview 14, Appendix E
119
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S1 :Sedikit-sedikit. Tapi menata bahasanya masih belum baik. Yes, a little bit. But, I thought that I did not arrange the words well yet.
R : Tapi sudah mulai lancar dibandingkan sebelumnya? Did you speak more fluent than before?
S1 : Ya. Yes. S3 : Sedikit-sedikit, artinya itu saya banyak yang belum tahu. Yes, a little
bit. I did not know much the meaning of words. S26 :Sudah ada peningkatan sedikit mbak. There was a little bit
improvement, Miss. S29 : Ya, sudah lebih baik dibandingkan sebelumnya. Yes, it was better than
before.
R: Researcher Ss: Students
Interview 11, Appendix E --------------------------------------------------------------------------------------------
R: Kalau untuk kelancaran atau fluency mereka dalam berbicara di depan atau dalam bermain drama tadi, menurut Ibu bagaimana? How did the
students’ fluency when they were speaking or playing a drama? T: Kalau yang pas berbicara di depan kelas tadi hanya satu kelompok saja
yang kelihatan bingung, yang lainnya sudah bagus, sudah mulai tahu dan mengerti, O…ceritanya tentang ini…. There was only one group which
looked confused when they were speaking. The others were good. They had already known and understood about the story. …
R: Researcher T: English Teacher Interview 14, Appendix E
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R: Bisa diceritakan kondisi dan hasil pengamatan Ibu selama KBM di kelas tadi? Could you tell me about the condition and observation result during
teaching-learning process? T: Sudah mengalami peningkatan, lumayan. Anak-anak sudah di-drill, sudah
dikasih tahu bagaimana membaca yang benar, kemudian membuat dialog dan sebagainya. Well, it was not too bad I thought. The students’
speaking skills had been improved. The students had drilled, known how to pronounce the words, made a dialogue, and etc.
R: Kalau pada saat mereka latihan tadi, bagaimana Ibu melihat fluency dan grammar mereka? How did their fluency and grammar when they were
practicing? T: Sudah cukup baik, sudah ada peningkatan dari pertemuan-pertemuan yang
sebelumnya. Their fluency and grammar were good enough. There was a better progress than some meetings before.
R: Researcher T: English Teacher Interview 12, Appendix E
