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response toward the instructions that were given. During those meetings, all of the students gave appropriate responses to the taught language functions and the
instructions. The outcome could also be seen in the following field notes and interview.
R: Kalau Ibu lihat dari 5 aspek, ada comprehension, fluency, vocabulary, grammar, pronunciation, yang paling menonjol dari kegiatan siswa tadi
apa Bu? When you saw from five aspects, there were comprehension, fluency, vocabulary, grammar, pronunciation, Which one was dominant?
T: Pronunciation, saya pikir. Pengucapannya….sama ini….comprehension juga sudah lumayan. Pronunciation, I think. The comprehension also was
good enough. R: Pronunciation sama comprehension-nya sudah mulai ada peningkatan ya
Bu. So, pronunciation and comprehension had been improved already. T: Ya.Yes.
R: Researcher T: English Teacher Interview 5, Appendix E
“I will give you a song, please listen it carefully and fill-in-the-blanks in your worksheet here.” The instruction was given by the researcher. “Are
you ready?” the researcher asked students. “Yes” the students answered. The students had understood and ready for listening the music from Chicago
“Hard to say I am sorry”. … “What is apology expression that you find in this song?” the researcher asked. “I am sorry” the students answered. “Good.” the
researcher gave a compliment. ….
Field Notes 4, Appendix D
In ‘homebase group’, all of students were asked to practice to use the expression how to describe things. The students were given feedback, the
activities were monitored, and the questions from the student were tried to answer by the researcher by using realia. In the process of practicing language
function, sometimes one of students was asked by the researcher in group to ask her friend about something. “Can you ask Mita about this book?”.The
student asked her friend “What the shape of this book?”, her friend answered “ Rectangular”.
Field Notes 2, Appendix D
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The next improvement laid on students’ vocabulary. The number of students who had positive development in vocabulary was increased. In the first
meeting 40.63 of the students performed the indicator. In the second meeting 66.67 and third meeting also increased into 76.67. The use of accompanying
actions helped them in memorizing the vocabulary more easily. Since, video, picture, song, and story-telling gave the students more vocabulary items input.
The following data presented their improvement on vocabulary. R: Menurut Ibu, KBM hari ini bagaimana? In your opinion, how was the
teaching learning process? T: Ya…lumayan mbak, sudah ada kemajuan. Anak-anaknya sudah mulai
ngomong sedkit-sedikit, sudah tambah kosakatanya. Yes, it was good, there was an improvement. The students began to speak and they got more
vocabulary items too.
R: Researcher T: English Teacher Interview 7, Appendix E
