Planning Implementation of the Actions 1.

Field note 2, Appendix D From the field note, it can be seen that some students were interested in the media used. They looked at the media enthusiastically even before they used it. When the media was prepared, most of students paid attention and some of them wanted to see it closely. Even a boy wanted to hold some media. In this meeting, the material was about ‘asking and giving things’. A topic about Things in the classroom was introduced and written in the whiteboard. The students were questioned about what the things in the classroom are. Only some students mentioned some words, ‘book, pencil, ruler, chair, and desk’. The material focused on the things in the classroom, especially the stationary. To review the vocabularies, the students were shown some flashcards containing pictures and written text related kinds of things. Colorful pictures were used in the presentation stage to make the students more interested. All of students paid attention to the pictures even the students at the back. The students had drilled some vocabularies: a crayon, a sharpener, a bag, an eraser, a piece of paper, a ruler, a pen, a pencil case, scissors, and a book but some of them still mispronounced. Hereafter, the vocabularies were drilled for each row. The students in each row had to get appreciation. After finishing the drill for each row, the students got reward ‘good’ while showing the thumb. Figure 2: The students pay attention to the pictures in the flashcards media. Then, the expressions were explained and drilled to the all students and then to the each row. The appreciation was also given to the students. After that, the dialogue was performed by the researcher who invited the collaborator in the front in order to show the pronunciation and the intonation of speaking. Most students paid attention to the role play. The students were still shy to perform dialogue in the front. To make students familiar with the material, the song entitled Can I have a pen was introduced to students. Although the song was not complicated, many students were still confused and made noise. At last, the students could sing after some repetitions. The classroom management should be applied in the case. The pattern was applied , and the students said “Yes, I can” together. It made some noisy students focused on the lesson. They paid attention to the lesson again. However, later on, the class was noisy. It could be handled by applying the classroom management again. The fact could be seen in the field note below. The researcher asked the students to practice in pairs. While she told the students to work in pairs, some students moved to other chair. It made the class a little bit noisy. The jargon was led to make them quiet. But, a boy moved again and disrupted other friends. He was addressed to back to his chair. The researcher said, “Good boy, sit down here, please” then she continued to explain about the rule of a game called a card game. Field note 2, Appendix D The students were invited to join in Card game in the practice stage. The rules were explained to the students. They were put in pair. Each pair shall make dialogue related to the language function: asking and giving thing. After the students were ready, the researcher gave a pair of cards for each pair. The cards contained some pictures and the students should practice the dialogue based on the pictures. The rules were explained again for some pairs because they have not started. After all students started to practice, she also corrected the students’ mistakes. A few students still forgot the language function. It needed the help from the teacher and sometimes the others also took apart to help. They joined this activity happily. The time was almost end. However, one activity was still conducted in production stage. The next activity was playing game Things in the middle. All students were listening to the rules before the game was started. For the implementation of game, the classroom management should be applied. The case was related to the grouping activity which needed to manage well. The way of grouping was explained in the field note below. The students were asked what will they do next is playing a game. The researcher explained the things in the middle game rules. All students were listening. After that, she divided the class to some groups. She invited students to count 1, 2, 3, 4, 5, and 6 frequently until last student. Then, she said to all students, “OK everybody stand up, please”. There were two students who respond the instruction well. She repeated the instruction and all students stand up. “OK