Applying Classroom English Action and Observation

81 Appendix C V.02 …. Setelah itu, P menyuruh S untuk mempresentasikan jawaban mereka. Banyak S yang angkat ta ngan kemudian P menunjuk Reza. “Nomer satu, clap your hands”, jawab Reza. “Excellent. What does it mean Reza?” tanya P. “Tepuk tangan Miss”. P membenarkan, “Ya, tepuk tanganmu.” Jawaban - jawaban selanjutnya kembali diutarakan beberapa S hingga mereka berebut ingin menjawab sampai akhirmya bel tanda berakhirnya pelajaran telah berbunyi. After that, the R asked the Ss to present their answers. Some Ss raised their hands. Then, the R chose Reza. “Number one, clap your hands,” Reza answered. “Excellent. What does it mean Reza?” The R asked. “Tepuk tangan Miss”. The R corrected the answered, “Ya, tepuk tanganmu.” The next answers were presented by other Ss even they competed for it till the end of the class. In addition, the English teacher as the collaborator also agreed that the students were more active in the classroom activities and their speaking skills were improved. This can be seen in the following interview transcripts. Appendix D IT.09 P : Bu, bagaimana kemampuan speaking siswa di cycle 1 ini? Mam, how was the students’ speaking skills in this first cycle? GBI : Alhamdulillah mbak, saya rasa cukup meningkat. Siswa selalu aktif saat pelajaran. Alhamdulillah, I think it quite increased. The students were very active in classroom activities. The researcher also interviewed the students to know their opinions related to the researcher’s actions. Most of them said that they enjoyed the class. They liked the researcher’s actions in using the videos. They also stated that the activities did not make them bored and the video given made them easier to learn English. Moreover, they asked the researcher to add more videos in the teaching and learning process. Below are the interview transcripts with the students. 82 Appendix D IT.10 P : Gita, menurutmu bagaimana kegiatan belajar mengajar dengan mbak selama ini? Gita, what do you think about our teaching learning process? S10 : Bagus mbak, aku suka. It’s good Miss. I like it. P : Kenapa? Why? S10 : Nggak mbosenin gitu. It doesn’t make me bored. P : Gita suka nggak belajar bahasa Inggris dengan video-video gitu? Do you like learning English using videos? S10 : Suka mbak. Jadi lebih enak belajarnya. I like it. It’s easy for me to learn. Appendix D IT.11 P : Membantunya gimana? How does it help you? S11 : Jadi tahu cara menyatakan ungkapan memberi instruksi dan mengartikan rambu-rambu itu mbak. I know how to give instructions and interpret the signs, Miss. Appendix D IT.12 P : Ada saran buat pembelajaran berikutnya? Is there any suggestion for the next meeting? S12 : Videonya ditambahin lagi mbak, hehee.. Please add more videos, Miss. P : Ya kalau video terus nanti nggak belajar. Tapi nanti mbak kasih video yang lebih menarik lagi. You won’t learn if you only watch the video. But I’ll give more interesting videos later. S12 : Ok mbak. Okay, Miss From the interview transcript above, it seemed that there was an improvement in fluency and comprehension aspects. It can be concluded that the video given helped the students in improving their speaking skills. The researcher planned to gave more interesting videos for the next cycle.

b. Providing Various Materials and Attractive Activities

As stated before, the researcher provided a handout in each unit or material which contained some explanation and tasks for the students. The materials provided in the handout seemed ease the students to understand the language 83 functions being explained by the researcher. The students were also enthusiastic in doing the tasks. It can be seen in the part of vignette below. Appendix C V.02 …. P kemudian menunjukkan contoh-contoh lain dari ungkapan untuk menyatakan rambutanda ketertiban dan rambutanda peringatan dan menjelaskan struktur kalimatnya. P juga menunjukkan ungkapan-ungkapan untuk meresponnya. Siswa memperhatikan dengan seksama penjelasan P sambil membaca materi di handout. The R then showed other examples of the spoken short notice and warningcaution text and explained the sentence structure. The R also showed how to respond. The Ss paid attention carefully and read the material in the handout. Appendix C V.02 …. S kemudian mengerjakan tugas secara berpasangan. Meski beberapa ada yang sedikit gaduh, namun S tampak mengerjakan dengan serius dan antusias. The Ss then did the exercises in pairs. Although some made noises, the others looked do the task seriously and enthusiastically. This handout guided all the students’ activities during the teaching and learning process. The students could follow the activities well. The details of the reflection are presented as follows. 1 Applying Vocabulary Practice and Pronunciation Practice The various activities provided in the handout also helped the students in improving their speaking skills. Another aspect like vocabulary seemed increase. The activity of finding the Indonesian equivalents of some new words helped the students since those words were used by the speaker in the video and could be used in the next tasks. It was stated in the interview transcript below. Appendix D IT.13 S13 : Misalnya lebih mengerti arti dari kata -kata. Apalagi kata yang nggak tahu artinya di video bisa dilihat di tabel yang sudah dicari artinya tadi. For example I know the meaning of some new words. Moreover, the new words from the video can be understood by looking some vocabulary in the table.