Revised Plan
a. Revised Plan
In this cycle, the researcher planned to solve the problems in the first cycle by focusing students’ participation in interviewing, improving students’ behavior from passive to be more active, and decreasing the use of mother tongue in interview. The researcher expected the students’ motivation and achievement increased; therefore, the objectives of the study can be achieved. Before doing the second cycle, she prepared the lesson plans. Post-test also would be given in the end of the cycle.
1) The first meeting (09.30 am-11.00 am)
a) Opening The first meeting of the second cycle was conducted on November 11 th
2009 at 09.30 until 11.00. In this meeting, the topic was still narrative text. At the beginning of the meeting, the researcher came in to the class. Then, she greeted the students. After that, she checked students’ attendance in order to know who was absent in that day.
b) Main Activity In this meeting, the researcher explained that some of narrative text
contained direct indirect speech and conditional sentences. She explained the nature of these two terms. Actually, they had mastered the nature of those two terms. Thus, she did not need to explain it in detail. At the end of the explanation, she gave some exercises related to the materials.
To give a further comprehension about the nature of direct indirect speech and conditional sentence, the researcher asked the student to change sentences from direct to indirect speech and to compose conditional sentences based on the fact provided. They had to do it in group. The direct sentences that would be changed into indirect speech and the fact that would be changed into conditional sentences were made by the students themselves. The sentences were really based on the fact about their daily life. The example of the decision about the sentences that would be changed was provided below:
Dibyo : “Apa yang mau ditulis ini? Conditional dulu ya.”
Dibyo
: “About our hobby.”
Danar
: “What is your hobby?”
Dibyo
: “My hobby is playing football.”
Danar : “Ok. That’s for no 1. Ehm… I do not go to the movie because I have no money. That’s for no 2. Do you agree?”
After doing the exercises, the students asked the researcher to make a game in order to reduce their tiredness. After ensuring that the students had understood the concept of Direct Indirect Speech and Conditional Sentences by asking their difficultness of those two terms, the researcher gave a game. The name of the game was “If I were you”. In this game, she asked the students to find friends who had similar face with Valentino Rossi, Sule, Susilo Bambang Yudhoyono, Zainuddin MZ, Dewi Persik, Shahrukh Khan, Cinta Laura, and Mr. Bean. The students chosen had to pretend as the person stated above. After arguing about who would be the actors, finally they chose Ali Ridho as Valentino Rossi, Danar Wijanarko as Sule, Rian Adi Negoro as SBY, Yudhistiro as Zainuddin MZ, Ika Wahyu as Dewi Persik, Billy as Shahrukh Khan, Dwi Wahyuningrum as Cinta Laura, and Dibyo as Mr. Bean. However, Ika Wahyu and Dwi Wahyuningrum would not come in to the front of the class. So, Ali, Danar, Rian, Yudhistiro, Billy, and Dibyo acted as the actors mentioned before in a talk show while the rest of the class acted as the audience of it. They were free to ask many questions related to the actor’s life.
opinion. The first question came from Anggita to Ali as Valentino Rossi. She asked why he joined Yahama. Ali answered “because Yahama selalu terdepan.
I like this jargon. It brings a winning for me because Yamaha make me selalu di depan in every competition.” One of the students set behind asked him “But your motorcycle is not Yamaha.” Many students laughed because of this question. Ali replied “I have a lot of motorcycle in my house. I will ride the newest edition of Yamaha 500cc tomorrow.” The class laughed again because of his answer.
It was continued with other interviews among the students. It happened among Rian Adi Negoro as Susilo Bambang Yudhoyono and the audience.
Nike : “What will you do as the principal in this country to solve our educational problem?”
Rian : “Emm… I will give 50% from our 20% of educational fee to make the school free and to send some students to study abroad.”
Teguh : “Why should we study abroad? We have some good universities here.”
Rian
: “Of course to improve our knowledge.”
Researcher : “So, you think that their educational system is better that
us?” us?”
Rian Yudhoyono?”
One of the students named Bita raised her hand. Bita
: “May I ask personnel question, Miss?”
Researcher : “Go ahead.” Bita
: “Mr Yudhoyono, what is your intention in the future when you were in the elementary school?”
Rain
: “I want to be a doctor.”
The class laughed. One of the students said “Hu.. Itu bukan cita-cita Pak SBY, cita-cita Rian sendiri.” There still more interviews happened. All of these activities of interviewing among the students with interesting topics provided an unstressed situation so that every student was encouraged to speak actively. The interviews itself flew smoothly. Some funny questions and answers provoked them to laugh sometimes. In sum, the techniques run happily.
c) Closing In the closing section, the researcher explained again the concept of
direct indirect speech and conditional sentences again. Then, she said goodbye and left the class.
a) Opening The second meeting of the second cycle was conducted on November
18 th 2009 at 09.30 until 11.00. In this meeting, the topic was hortatory exposition text. At the beginning of the meeting, the researcher came in to the class. Then, she greeted the students. After that, she checked students’ attendance in order to know who was absent in that day. At that day, the researcher took the genre of hortatory exposition because the teacher asked her to do so.
b) Main Activity In this meeting, she asked the students to make a text containing an idea
provided in group. Since there were seven topics and 37 students, the class was divided into 5 groups consisting of 6 students and a group consisting of 7 students. With others member of the group, they had to make an explanatory text based on their opinion about the topic. The topics were:
Topics
a) Smoking is bad.
b) The school must be started at 06.30.
c) Police in Indonesia must be revised.
d) Television is bad.
e) Uniform is not needed in Senior High School.
f) Internet is good.
g) Hand phone should be banned for Senior High School.
had his or her opinion. The discussion itself consumed almost 30 minutes.
After making text containing students’ opinion based on their own topic, the students were asked to present their result of discussion in front of the class. The first group was Anindya’s group. Her group consisted of Bita, Anindya, Nike, Devi, Lis Murtini, and Ayu. They presented about the topic “Smoking is bad”. The leader of the group, Anindya, presented the text. She was quite good in presenting the material. Although she read almost all the text, she had a good rhythm and pronunciation in reading it.
After the presentation, there was a discussion about it. Some students gave an opinion that smoking was good for our financial since it yielded much profit. However, this group still believed that smoking is bad in the name of health’s sake. The conversation happened were written as follow:
Audience 1 : “What is your main reason so that you say that smoking is
bad?”
Presenters : “Cigarettes are not good for our health. We know that it
hurts our lungs. It may cause cancer too.”
Audience 2 : “But it gives a lot of income to our country. Indonesia is a poor country. And we get a lot of profits from the cigarette payment.”
Presenters : “Indonesian people have to change their habit from doing
smoking to another activity.”
Audience 2 : “Can you give the example of activities that you mean?”
The discussions of the first presentation run for almost 15 minutes. After finishing the presentation, all members of the first group come back to their own chair. The rest of the class gave applause to them. Then, it continued with the second topic that was discussed by Dipta’s group. They presented the topic “Television is bad”. His group believed that television is bad.
Audience 1 : “I do not agree with your result discussion. According to me, TV is very important because it provides news from all over the world for us.”
Presenters : “Yes, we agree with your statement that television also provides news for us. However, it most of TV program just broadcast unimportant program such as sinetron. It does not give benefits for us.”
Audience 2 : “So, how can we get news if television is banned?” Presenters : “We still have many others source, for example radio,
daily newspaper, or internet.”
Audience 2 : “May I give my objection?” Presenters : “Yes please.” Audience 2 : “According to me, television is similar to internet. So, it is
not fair of the government prohibit the TV program but internet is still free.”
Presenter : “So, television and internet should be banned.”
of the students in the corner said “Aku ora meh ngangkat kowe dadi pejabat nak gitu ya. Ra bakat dadi wali kota. Moso TV karo internet dilarang” The students in the class laughed because of hearing that comment. Then the researcher asked “Who speaks?” Boys in the corners pointed Ali as the person who said the statement. The researcher asked him to express his feeling toward presenters’ statement in English. He answered “According to me, the internet and TV should not be banned because they give important information for us.” The researcher asked “What should you do if the government does that?” He smiled and said “Demo nu!”
The presentation still finished 5 minutes later. They still argued the importance of TV for our life. The presenters said that television was not good since it gave a bad effect for the audience, especially students. However, the rest of the class agreed that television is good since it provided much information for us. News, knowledge, and new technology were presented through TV.
c) Closing After these presentation and discussion, the bell rang. The researcher,
then, explained that the two of text were exposition. She also explained that debate is the example of exposition. Before left the class, she evaluated the presentation. At this stage, the researcher evaluated the overall project. First of all, she complimented the students’ work, especially about their efforts in interviewing the sources. Then, she gave her comments toward the students’ then, explained that the two of text were exposition. She also explained that debate is the example of exposition. Before left the class, she evaluated the presentation. At this stage, the researcher evaluated the overall project. First of all, she complimented the students’ work, especially about their efforts in interviewing the sources. Then, she gave her comments toward the students’