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d. Promoting the Habit of Doing Self-check Dictionary
The students relied on the use of their dictionaries when they met new words. When they asked me, they had searched it through their dictionary to make sure
that they chose the right meaning. When the students searched for the new words, they also listened to the way the words were pronounced. The students did not
only use the offline dictionary, but they also used the online dictionary which sometimes monolingual. Added to this the students also used the CALD
dictionary installed in their laptop. It could be seen that the students’ autonomy
for using dictionaries improved.
e. Integrating Media into the ELT Processes
Learning from the previous experience, before the ELT processes happened, the media needed were checked to anticipate if there were any problems. The
checking was done before the class was started. Therefore it would not waste the time. The media used were both the technical and the nontechnical. The following
vignette describes the preparation of the media integrated in Cycle 2 meeting 1.
It was Thursday, February 11
th
2016. The teacher had already in the classroom before the bell after the second break rang. Today, the classroom activity was conducted in the
classroom again. The teacher prepared things she needed in the process of teaching and learning such as setting the connection of the LCD to the laptop and preparing hand outs.
Appendix C: Vignette 5 Cycle 2 Meeting 1 lines 1-5
C2e1
When the use of the media was designed well, it could help to evoke students’ interest. It happened like in the following vignette.
The teacher moved to the next activity. The teacher displayed a photograph through the LCD projector. The students focused their attention to the projector. They looked puzzled
and curious about the ph otograph being displayed. The teacher then asked the students. ―Do
you know him?‖ asked the teacher. All the students shook their head. ―Try to ask your friends sitting beside you, ‗Who is he?’. Then the students chatted. ―Who is he?‖ ―Who is
he‖ ―Who is he?‖ No one knows. ―Aaa Miss kita nggak tahu. Siapa to Miss?‖ ―Well, what do you usually do when you want to know something but no one knows?‖ The students
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remained silent. ―Apa yang biasa kalian lakukan ketika kalian ingin tahu tentang sesuatu tapi tak seorang pun di sekitar kalian tahu jawabnya
?‖ The students then answered, ―Tanya Mbah Google
Miss.‖ ―Exactly Tanya Mbah Google. Well ladies and gentlemen, so please, meet the cofounder of Google: Shergey ɒrin‖ The teacher revealed the secret.
Appendix C: Vignette 5 Cycle 2 Meeting 1 lines 70-83
C2e2
The vignette above shows us how the students were curious during the comprehension input. The media could help to build the dramatization effect
which could stimulate the students’ curiosity in the ELT process. Other than that, the hand-outs were still used and distributed to the students. It was very helpful in
guiding the students’ learning step by step to reach the lesson objectives. The following is the illustration of the hand-out distribution.
The teacher then distributed the hand-outs to the students. The hand-outs contained two sheets of paper. The teacher made sure that all students had got the hand-out. The teacher
checked the distribution of the hand-outs . ―Have you all got it?‖ The students answered,
―Yes Miss.‖ The teacher guided the students to the activity, ―Now, let’s take a look to task one.
Appendix C: Vignette 5 Cycle 2 Meeting 1 lines 70-83
C2e3
The other media used in this cycle were the pictures. The pictures could attract the studen
ts’ attention particularly they were the pictures of the students’ favourite inspiring person. During the activity, the pictures helped the students to
speak. The following is the narration of the picture distribution.
The teacher then distributed different pictures to the students. They are the pictures of students’ favourite inspiring person. The student received a picture of their own favourite
inspiring person. Some girl students were hysterical finding the pictures of their idols. They looked happy getting the pictures. There were pictures of actors, actress, singers, football
players, even a heroin. The teacher checked the distribution, ―Sudah dapat semua sesuai idola masing-
masing?” The students said, ―Sudaaaah Miiiis...‖
Appendix C: Vignette 7 Cycle 2 Meeting 3 lines 57-63
C2e4
f. Varying the Classroom Interaction Type
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