line with this, the students also had to respond in English. They were required to ask and answer questions using English.
However, the researcher still used Indonesian translation due to specific consideration. The students said that they did not
understand the teacher’s explanation when she spoke English all the time. For that reason, she used Bahasa Indonesia in some difficult
aspects such as giving instructions and explaining materials. Yet to provide a good exposure, the researcher would explain it in English
repeatedly so that the students could understand what she intended.
e. Displaying interesting media such as videos and pictures
Based on the result of the observation and interviews, the materials given only relied on a textbook. In relation to this problem,
the researcher would use interesting media such as videos and pictures to vary the sources of learning. They would be displayed in
the teach er’s presentation so that the students would learn the
materials easily. Displaying the videos and pictures also aimed to give high motivation to the students in learning the target language.
At the end, the students were hoped to get the real model of the English skills and they could master pronunciation, fluency,
grammar, and vocabulary through videos. The authentic pictures and recordings would also support the teaching and learning process and
they would interest them.
f. Giving handouts
The handouts were designed to help the students comprehend the materials easier. The handouts given to the students were
collected by the researcher herself from various sources. The researcher collected the materials related to the topics from various
sources. It aimed to vary the students’ learning sources.
g. Giving feedback on students’ work
This action would be done during the lesson to avoid the students to make the same mistakes in another chance. Giving
feedback in the classroom provided constructive advice and guidance to the students in their effort to improve their achievement.
However, the feedback given should not be de-motivating in order to make the students highly motivated in learning the English subject.
h. Asking the students to bring the dictionary
The students were asked to bring the dictionary in each meeting. The researcher asked them to bring a bilingual one which
was very useful for the students to get clear meaning of the words. Intermittently, the researcher displayed an electronic monolingual
dictionary in order to make the students know how they should use the target words in sentences. By opening the dictionary frequently,
the students might improve their vocabulary and pronunciation mastery.
