152 The collaborator also found the improvement indication in relation with the
using of English in the classroom interaction. The students developed their strategies in maintaining speaking English. Added to this, the students were not
nervous anymore in trying out to communicate using English. They enjoyed themselves expressing their ideas through English and they felt okay to make
mistake or errors. They knew they would learn from it. It was one of the ways for them to improve their ability in English. The following script shows the
collaborators’ point of view toward this matter.
R : ‗Semenjak di aula sampai sekarang, ada nggak perbedaannya C4?’
Since the ELT in the hall until now, do you see any progress C4? C4
: ‗Ya itu terutama kan kamu pernah tanya gitu. Mereka kan paling nggak di Instagram bisa bahasa Inggris captionnya jadinya paling nggak mereka lebih aware jadinya dan
karena mereka memang diharuskan pakai bahasa Inggris selama beberapa menit gitu kan
? Paling nggak mereka tu jadi muter otak, ini tu artinya apa. Kalau mereka nggak tahu kan mereka jadinya cari tahu di kamus. Bagus sih peningkatannya. Kayak dulu
kan nervous banget, sekarang kan lumayan. Mereka kan nggak baca teksnya lagi kan?
Yes you ever asked about it previously. Theyre at least use English on their caption
on Instagram so they become more aware
and it is because there’s an urge for them
to speak English for certain minutes, right? So at least they should find a way to cope with it. They should find expression to deliver their meaning. When they
came to their limitation, they would consult the dictionaries. Their improvement is good. They used to be very nervous, but now not anymore. They did not read
again to speak, right?
Appendix B: Interview 13 Cycle 2 Meeting 3
C3b2
c. Introducing the Topic and the Lesson Objectives, Brushing up the
Materials, and Reviewing the Materials
The review of the materials at the beginning of the lesson helped the students to stay on the track toward their learning. It was part of the teaching stages. After
reviewing the materials, the students were introduced to the topic and the lesson objectives of the day. Here, the students were guided to build the background
knowledge of the topic they were going to work on. In the end of the lesson, the students were asked to sum up what they had learnt during the day. The summary
153 of the lesson would be the review in the following meeting and so on. The
following is the collaborator ’s comment on the review activity.
C4 : ‗Dan kamu tadi bagusnya ee itu lho, langkah-langkah mengajar udah bener. Jadi
langkah-langkah ngajarnya kamu udah bener . Greeting terus kamu nanyain yang kemarin, terus kamu tadi itu nggak sih, oya tadi itukan kamu tadi membangun..
’ And today
you’re good, your teaching stages are good. So you follow the good step. You greeted them and you review the materials, and then you did.. Whatsit,
you build
.. .’ R :
‗ɒKOF?’
the BKOF?
C4 : ‗Hee iya, itukan bagus.
Exactly.
That’s good indeed.’
Appendix B: Interview 10 Cycle 2 Meeting 1
C3c1
In Cycle 2, the students ’ number increased in answering questions during the
reviewing and brushing up the materials. They were active in participating and showing their voice during the activity.
d. Promoting the Habit of Doing Self-check Dictionary
The students’ frequency in consulting their dictionaries improved. It was because the activity and the assignment given demanded the students to be so. For
example, when the students were to write diaries, there were many words that they did not know, thus it was a must for them to consult their dictionaries. This
situation is reflected in the following scripts.
R : ‗Tapi lebih seringan kapan? Dulu apa sekarang?’
But which one is more often? Previously or now
S6 : ‗Sekarang.. apalagi waktu suruh mbuat diari itu lho Miss, ya itu sering banget.’
Now .. especially when we were to write the diaries, Miss. I consulted to the
dictionary very often.
Appendix B: Interview 12 Cycle 2 Meeting 2
C3d1
R : ‗
…itu terus self apa, self-check kamus itu juga mulai walaupun mereka pakai HP gitu Buk. Yang apa
ya, yang kelihatan di situ.’
… and then about self, whatchamacallit, they started to make self-check dictionary their habit even though
they rely on their mobile phone. That’s what I observed.’
Appendix B: Interview 14 Evaluation
C3d2
154 In addition to this, the usage of the monolingual dictionaries increased. The
students were interested in exploring the monolingual dictionaries; in this case it was the CALD. For some students, it was new for them and for the rest, it was
not. However, the way to introduce the CALD succeeded in making them like English more. It can be seen in the following scripts.
R : ‗Oh, sebelumnya kalian udah pakai Cambridge?’
Oh, have you ever used Cambridge previously?
S7 : ‗Belum.’
Not yet.
S8 : ‗Baru kali ini.’
‗This is the first time.
S6 : ‗Kalau SMP dulu pernah to Miss, tapi nggak menarik e rasane tu.’
‗I ever used it in my junior high school, Miss. But it was not interesting.
S9 : ‗Masih gitu-gitu aja.’
‗Just so-so. R
: ‗Kalau sekarang menarik po?’
What about now, is it interesting?
S6 : ‗Hoo.’
Yes, Miss. S7
: ‗Dulu ya Miss, sekarang aku jadi suka Bahasa Inggris lho sekarang. Kalau baca novel Inggris itu jadi dong itu lho. Aku sekarang jadi n
download Wattpad jadi novelnya Inggris-Inggris. Hee tenan
.’
In the past it was not interesting Miss, now finally I like English now. Now I could understand the English novel when I read it. Now I like downloading
Wattpadd. It contains of English novels. I mean it.
Appendix B: Interview 12 Cycle 2 Meeting 2
C3d3
e. Integrating Media into the ELT Processes
