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discussion, group discussion, quiz, games, and students‟ performance. Before conducting the research, the researcher decided the indicators to be achieved in
English learning process during the implementation of active learning. The indicators were b
ased on theory of students‟ participation proposed by Bonwell and Eison 1991. There were four important things the students should achieve.
Those four things were as follows. Students are involved in more than listening.
Less emphasis is placed on transmitting information and more on developing students‟ skills.
Students are involved in higher – order thinking. Students are engaged in activities.
Based on those four things, the researcher made the guideline employed in observing students‟ participation during the implementation of active learning.
There were eight aspects. Those aspects were written in the observation cheklistas the guideline for the observer to observe students‟ participation.
1. Cycle one
Since the students were not actively participating in English class, the researcher tried to include learning activities which could make the students
participate more actively. In making the plan, the researcher also carried out consultation with the English teacher.
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a. Planning meeting one and meeting two
The students of class XF SMA Bopkri I Yogyakarta had problem related to their participation in English class. Therefore, in making the plan, the
researcher referred to some learning activities. Since the topic of the first meeting of cycle one was speaking recount, the researcher decided to employed class
discussion, group discussion, and students‟ presentation. After deciding the topic and the learning activities to implement, the researcher prepared the material
which was going to be used in teaching the students. The most important material was students‟ story about their holiday experiences. Besides, the researcher also
prepared a story as an example of recount text to tell to the students in the beginning of the class. It was done because in the former English classes, they did
not review their background knowledge. Through this way, the students would be able to dig their knowledge about recount text. The researcher also prepared the
instruments such as observation checklist and field notes for the English teacher. In the second meeting of cycle one in the implementation of classroom
action research by the researcher, the topic was about writing recount text. It was conducted on Thursday, October 14
th
, 2010. The learning activities which were going to be implemented in the second meeting were quiz, game, and class
discussion. The researcher prepared the materials, the quiz, and the game. However, in implementing the second meeting, the researcher would also pay
attention to the observation result from the first meeting. If the researcher found that there was something to change or to improve, the researcher should improve
that in order to make the learning process better.
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In pre – activity, the researcher conducted a game in which the researcher
needed to provide a tennis ball. The game was about regular and irregular verbs. In this meeting, the researcher also gave a quiz to the students. The quiz was about
simple past tense. The material gave by the researcher was in a form of handout. It contained the generic structure, language feature, and an example of a recount
text. The researcher also provided observation sheet and notes for the observer. b.
Implementing meeting one In pre
– activity, the researcher told the students an experience as an example of recount text
. By listening to researcher‟s story, the students focused and tried to guess what was next in that story. In fact, it made the students more
focus and paid attention to the researcher and the story told by the researcher. After telling the story to the students, the researcher asked some questions to the
students in order to make the students review their background knowledge. The researcher asked questions like “Was it interesting?”, “What is the text about?”,
and “What kind of text is it?” Besides, the researcher also asked the students to identify the tense used in recount text being told by the researcher. The researcher
decided to give the students questions in order to make the students think and speak more. The researcher actually could directly tell the students about recount
text, but that was not the purpose of this learning method. Therefore, the teacher let the students think and speak English. Students had a class discussion at that
time. While having a class discussion, the researcher clarified students‟ answers.
Then the students got the idea about what they were going to study and what it was for.
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In whilst – activity, the researcher led the students to have more discussion
about recount text. The researcher did not explain everything about recount text because the researcher wanted the students to participate more actively during the
class. Some of them spoke spontaneously. The researcher asked and pointed at some students who answered the questions very rarely. In fact, the students
wanted to share their opinion and wanted to speak more although some of their answers were not right. The most important thing here was that the students had
willingness to think and speak. Knowing that they were going to have a speaking class, the students were happy. It was also shown by the field notes made by the
observer. The students yelled “Yeee…” After that, the researcher told the students
about some important aspects the students should notice in speaking English. Then the students were given instruction to prepare their stories of holiday
experiences. The whole class was divided into four groups. The students were to
practice speaking and tell about their experience of having a holiday to the other members in their groups. Before practicing, the students were given time to
prepare their stories. There were some questions from the students such as “What
is nature in speaking, Miss?” and “Miss, saya pergi ke Sundak how to say?” The students who spoke should stand up in front of their friends. The other students
should listen and pay attention to those who were speaking, because they also had responsibility to give comments on friends‟ performance by writing it down in a
piece of paper. This made the other students listen carefully. Some students could give good comments on their friends such as “Your story is interesting”, “You
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should speak louder”, and “Do not read all the time”. By conducting this activity, the students also learned how to give comments on
others‟ performances. Besides, it was also useful to keep the students paying attention to others while they were
performing. There was also an interaction between teacher and students more. The students started being dared to express their feeling. Some of the students said
“I‟m nervous, Miss,” and “I don‟t know what to say. Please help me, Miss.” It proved that a good relationship started being built. After everyone had performed,
the researcher gave opportunities to a student for each group to perform in front of the class. The students came in front voluntary. They performed and the others
paid attention, because later they had to give comments on those who performed. In post activity, the researcher gave opportunities to some students to give
comments on their friends‟ performance, including what was good and what their friends needed to improve. This helped the students think and analyze. In this
case, the students had a class discussion on speaking recount text. They expressed their feeling and their difficulties in speaking recount. Based on
the students‟ opinion when they were asked, they had difficulties in grammar, pronunciation,
vocabulary, and it was difficult for them to speak in English since they were nervous and they were not accustomed to speak English in front of many people.
The re searcher also gave feedback on overall students‟ performance and gave
correction on some pronunciation mistakes. At the end of the class, the researcher and the students reviewed the lesson they had on that day. The students shared
their opinion about what they had learned and what the purpose of their learning was.
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c. Implementing meeting two
In pre – activity, the researcher asked the students of XF to review about
what they had in the previous meeting. In the previous meeting, the students learned about recount text. Therefore, the researcher and the students reviewed
about recount text. Many students still remembered about recount text, including the tense and the purpose of recount text. They answered researcher‟s questions
related to recount text. This would encourage the students to speak English and by answering the questions and giving explanation. Students answered “recount text
is a text to tell past experience”, “it is usually funny”, “it is to entertain”, “it is to
give information to other people”. This activity aimed to gain their background knowledge before they learn how to write a recount text. Although not all answers
were correct, the most important thing is that the students were willing to share their opinion and they were willing to speak English.
After that, the researcher and the students played a game. The game was about regular and irregular verbs. In this game, the researcher used tennis ball. All
students made a big circle in a class. The student who brought the ball should mention an infinitive verb, for example
“sleep”, and should throw the ball to another friend. Then the student who caught the ball should mention the past form
of the verb mentioned before , that was “slept”. The students should mention
another verb and throw the ball to another friend. The friend who caught the ball should mention the past form, and so on. The students seemed happy while
joining the game. It made them nervous also because they had to be ready to answer whenever they got the ball. The verbs used by the students in this game
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were the simple verbs they used in daily life, such as “eat, sit, drink, swim, sleep, read, go, and buy”. Many students answered correctly. In this game, all students
should join and should get the chance to answer. This game aimed to recall students‟ memory about past form.
In whilst activity, the researcher gave a brief review about simple past tense, because in writing a recount text, the students should use past tense. Then
the students had a quiz about simple past tense. They were to fill the blanks with the past form of some verbs. There were ten questions in the quiz. The researcher
gave time limitation for the students to do the quiz. The students should finish the quiz in about ten minutes. Then the researcher discussed it together with the
students briefly. The pace between one activity to another activity was short in order
to minimize students‟ having opportunities to talk with friends. After discussing the quiz, the researcher and the students discussed recount text in
general. Then the students wrote a recount text. They should write about their experience of having a lebaran holiday. While doing the assignment, the students
asked actively to the researcher and the English teacher related to some difficult vocabularies. The students also asked to their friends who had better English in
class, while before they did not even want to talk with some of them. The class situation was quite noisy, but all students did the assignment. Some students
finished their recount texts, but some students did not. Therefore, the researcher asked the students to finish the text at home and submit on the following day.
In whilst activity, the researcher and the students reviewed about what students had done and what students had learned on that day. The students shared
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about their feeling and their difficulties in writing a recount text. The researcher also gave feedback on students‟ writing.
d. Reflecting cycle one
1 Meeting one
After the implementation of active learning in the first meeting, the researcher carried out reflection. This was carried out in order to reflect what had
run well and what had not run well. Researcher collected the data from observation sheet and field notes gathered from the observer and analyzed it. The
researcher analyzed the observation result together with the English teacher. The teacher gave his comment and suggestion due to the implementation of active
learning.
Table 4.2 Observation Checklist of Meeting 1 of Cycle 1 No.
Aspects Existence
Notes Exist
No
1. Students pay attention to the teacher
√
Students paid attention to the teacher, although
there were about four students who do not.
2. Students do teacher‟s instruction
√
It needed a long time for the students to find
groups, since they talked each other. Teacher
needed to give time limitation.
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No. Aspects
Existence Notes
Exist No
3. Students try to speak in English
√
Students tried to speak English, it was better
than before. 4. Students get involved in class
discussion
√
Still less managed, students were noisy
since they answered randomly.
5. Students get involved in group discussion
√
Students worked with their groups.
6. Students ask questions to the teacher
√
Students asked questions related to
some vocabularies to confirm make sure,
such as “Is it correct?”,
“Should we use …?” 7.
Students answer
teacher‟s questions
√
Students answered individually or in class
discussion. 8. Students do the task
√
Students made the outline, practiced
speaking, paid attention, and gave comments.
From the data presented in Table 4.2, it could be seen that all aspects appeared. Number one showed that students paid attention to the teacher, who was
the researcher. Although there were still some students who did not pay attention to, but according to the observer, it was better than before because the number of
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students who did not pay attention decreased. Based on the observer‟s field notes
number fifteen, the number of students who did not pay attention was four. It meant that most of the students paid attention. Number two showed that the
students did what researcher instructed them to do. However, there was still a problem here. The students took a long time to go to their group. They spent too
much time to find the members of their group. Based on the observation, they were wasting time to chat with friends. This was needed to increase.
Number three was about students‟ trying to speak in English. Although not all students spoke in English all the time, but some students were trying to speak
in English since it was speaking class. So the researcher needed to encourage the students to speak in English more often. The fourth and fifth aspects were about
students‟ participation in discussion whether it was in small groups or in a class. Both aspects appeared. Students get involved in group discussion, since the
students should work together in groups. In their groups, they also discussed together about their difficulties in practicing English and about their
performances. They shared each other. The researcher also conducted a class discussion. Some students were able to share their opinions to the whole class. In
class discussion, the researcher also gave the students some questions. The students were involved in answering the questions. However, the students were
answering the questions randomly so it made the class situation noisy. This was also needed to improve.
Aspect number six showed that the students asked question to the researcher. Even though there were only a few students, but this showed
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something increased. They began to be brave in asking questions and speaking in English. The questions were yes no questions which aimed to clarify their
understanding. Number seven was about students‟ answering researcher‟s
questions. Yes, they answered researcher‟s questions, whether it was for the whole class or for individually. The last aspect was about students‟ doing the
assignment. The students did the assignment. They made the outline of their experiences,
practiced speaking, paid attention to their friends‟ practice, and they gave comments to their friends.
Based on the field notes taken by the observer, it could be seen clearer that students‟ participation improved. Students started to speak in English. It was
shown by notes number 6, 8, 10, 11, and 12. It al so increased students‟
enthusiasm. It was shown by number 6. It meant that the students were happy to have English class, especially speaking class. They were very enthusiastic when it
came to practice speaking. However, from the result of the observation, there were some aspects to be improved. They were shown in field notes number 2, 3, 15 and
16. It was related to students‟ performance. Some of the students often looked at
the notes they made, so they did not perform well. The next problem was related to the placement of each group. The location between one group and another was
too close. Therefore, the students were very noisy because they tended to talk with their friends in another group. Other thing was
about students‟ relationship with their friends. Some students were close friends. Whenever they were close or near,
they tended to be very noisy because they started to talk and disturb each other. Besides, there were some students who did something bad to one of their friends.
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Whenever the student did something, whether he asked or answered question, his friends would give bad comments and mocked him. It showed that some students
did not have good relationship. From the observation result, the researcher found that this learning method
could increase students‟ participation in a form of asking and answering
questions, speaking in English, and sharing their feelings. Besides, it also improved students‟ enthusiasm in learning English. However, there were still
some problems existed in English learning process. The researcher should give time limitation to the students to work, the researcher should also consider the
location of each group and students‟ relationship, for those problem would be able to make the learning process did not run well.
2 Meeting two
After the implementation of the second meeting in cycle one, the researcher collected the data gathered from the observation sheet and the field
notes made by the teacher. The teacher also gave his comment and suggestion on the implementation of active learning in order to make English learning process
better.
Table 4.3 Observation Checklist of Meeting 2 of Cycle 1 No.
Aspects Existence
Notes Exist
No
1. Students pay attention to the teacher
√
Students listened to the teacher.
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No. Aspects
Existence Notes
Exist No
2. Students do teacher‟s instruction
√
Students did the activities instructed by
the teacher. 3. Students try to speak in English
√
Some students tried to speak in English
although there were some mistakes. Some
students found it difficult to speak in
English. 4. Students get involved in class
discussion
√
Students were involved in question
– answer. 5. Students get involved in group
discussion
√
The teacher did not ask the students to work in a
group implicitly, but some students had
initiative to make a group and work together
with their friends. 6. Students ask questions to the
teacher
√
The questions asked mostly were about
simple past tense and vocabularies
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No. Aspects
Existence Notes
Exist No
7. Students
answer teacher‟s
questions
√
The questions from the teacher were asked by
the students. Now the students were more
managed in answering the questions.
8. Students do the task
√
All students were doing the task writing recount
text. Some students were noisy, they talked
with their friends while doing the assignment.
The first aspect was about students‟ paying attention to the teacher. The result of the observation showed that the students paid attention to the teacher
during the learning process. The students were listening to the teacher during the class. Besides, the students were also required to share what they knew about
recount text. There were some learning activities, such as quiz and game during English class. These activities
required students‟ attention and concentration. The second number showed that the students did teacher‟s instruction.
Teacher‟s instruction was related to the assignment, the quiz and game. The third aspect showed that the students were trying to speak in English rather than in
Indonesia. Although there were still some students who spoke Indonesian or even Javanese, at least most of the students did speak English. It was explained that
some students still had difficulties in speaking English. At the beginning of the
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class, the researcher emphasized that the students should speak in English in English class. This would be useful for the students to develop their speaking
skills. This was also to increase students‟ self confidence to speak in front of many people. As the result, most of the students were trying to speak in English.
Aspects number four and five explained about students‟ participation in discussion. It was shown that the students were participating in discussion,
whether it was a class discussion or group discussions. In this meeting, the students made some groups by themselves, without being asked by the researcher.
They discussed and worked together in their groups. They arranged their tables and chairs in groups in such a way that they could sit and work together. The
researcher did not forbid the students. Yet the researcher asked other students to do the same things if they would like too. In class discussion, the students were
participating too. They answered the questions from the researcher addressed to the whole class.
The next aspect was about students‟ asking the questions. During the learning process, the students asked some questions to the researcher. In asking
questions, most of the students used English as well. However, some students did not use English in asking questions since they had difficulties. When the
researcher asked the students to use English, the students said that they could not speak English. They were afraid in making mistakes. However, some students
keep trying to speak in English. Besides asking questions, the students also answered teacher‟s questions.
It was shown by aspect number seven in observation checklist. The students
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answered the question addressed to each student or to the whole class. The last number showed that the students did the assignment. Although there were
students who were noisy, but they were discussing about the material. All students did the assignment.
The field notes showed that students participated in English class. They were answering and asking the questions. They had initiative to make their own
group discussion although the researcher did not ask them. The game and quiz were requiring students‟ attention and concentration more. Besides, the students
were participating through the class discussion in which they were involved. The researcher allowed the students to think about and share what they had learned
and what they knew about recount text. In the second meeting of the first cycle, there was something which
increased. It was that the students were better in answering the questions than the previous meeting. Students raised their hands whenever they wanted to ask or
answer the questions, although not all students. This was shown by the note number 10. The students were started asking to their friends who they thought had
good abilities in English. It made the students more open with others. Some students who tended to be individual became more social, especially those who
had problem with some friends. Based on the observation result, the researcher should be able to explain the instruction clearer so that the students would not ask
questions about it. The English teacher suggested that the researcher wrote down the instruction on the board so that they could refer to the board.
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Based on the result of the implementation of the first cycle, it could be seen that active learning method did increase students‟ participation. Although
there were still some things which did not run well, but due to the implementation of this learning method, the students participated better than before the
implementation of active learning method. Therefore, the researcher decided to conduct the second cycle. The second cycle was conducted in order to clarify.
However, there were some important things which should be considered in conducting cycle two later. They were the way of grouping and placing the
students and if it was needed writing down the instruction and some important things on the board in order to make the instruction clearer for the students. Based
on the observation result of the first cycle conducted by the researcher, it can be seen that students‟ participation increased due to the implementation of active
learning. Those were the reflection of the implementation of active learning in
English class in the first cycle. The reflection was gained from the result of the observation and the discussion with the teacher. The result of the reflection was
summarized into four points. They were as follows. Students gave the expected response to the implementation of active
learning in English class. Students‟ participation increased due to the implementation of active
learning. The researcher needed to consider the controller to control and manage
classroom situation, including time and group placement.
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The researcher needed to give clearer instruction. If it was needed, the instruction could be written on the board.
Based on the reflection of the implementation in the first cycle, it could be seen that students‟ participation had increased. However, the researcher decided to
plan and conduct the second cycle. The aim of conducting the second cycle was to confirm and make the English learning process better during the implementation
of active learning. The planning of conducting cycle two was based on the reflection result of cycle one.
2. Cycle two
