Third Meeting Action and Observation

R: “ Iya Bu. Saya juga keliling kelas untuk memastikan siswa paham. Terkadang mereka bertanya lagi dan saya harus menjelaskan lagi Bu .” Yes. I also walked around to make sure that they understood. Sometimes they asked more and I had to re-explain to them. T: “ Memang harus sabar dan telaten. Kalau disuruh bertanya sih malu, tapi kalau didekati mereka pasti bertanya .” Yes, you have to be patient. Sometimes they are shy to ask in front of their friends, so you should get closer to them. R: “ Iya Ibu. Lalu kalau aktifitas menulis siswa sendiri gimana Ibu?” Yes, Ma’am. Then, what can you say about the activities? T: “ Sudah bagus. Ada kegiatan yang berpasangan, ada yang individu. Jadi ya sudah bervariasi. Yang berpasangan siswa bisa saling berbagi ide, yang individu ya siswa harus benar-benar mengeluarkan kemampuannya sendiri.” Great. The students had both in-pairs activities and individual ones. They are various. They can share ideas in in-pairs activities. In individual tasks, they can optimize their skill independently. Teacher-Interview 2, November 13 th , 2013 The students sometimes wanted to have more explanations from the researcher. It indicated that they wanted to understand the materials deeply. Their enthusiasm increased in this cycle. The interview then can be claimed as the process validity. R: “ Saya hari ini sudah selesai Bu dalam memberi penjelasan di cycle 1. Lalu pendapat Ibu tentang materi dan penjelasan yang saya berikan bagaimana Bu?” I have finished cycle 1 Ma’am. What’s your opinion about the materials and my explanation? T: “ Materinya sudah bagus ya, variatif begitu. Anak- anak juga terlihat lebih antusias mungkin karena ada gambar- gambarnya.” The materials are good. They are varied. The students seemed more enthusiastic. It might be caused by the attractive pictures. R: “ Kalau proses pembelajarannya bagaimana Bu?” What about the process then? T: “ Secara keseluruhan sudah baik ya sudah berdasar RPP. Tetapi mungkin kadang perlu improvisasi sedikit saat di lapangan.” Overall, you did well. You taught as your lesson plan. However, you have to make some improvisation and modification in the real field sometimes. Teacher-Interview 2, November 13 th , 2013 In this stage, the researcher interviewed the students to know whether her explanation was clear. The following transcript describes what actually happened. This conclusion could be said as process validity. R: “Dek Lucy, ada gak kesulitan dalam belajar hari ini?” Well Lucy, do you have any diffuculties in learning today? S: “Masih ada sih Mbak” Yes, I do. R: “Apa itu Dek?” What’s that? S: “Ya suka masih bingung aja make simple presentnya.” I am still confused simple present tense. R: “Kalo penyusunan kalimatnya gimana?” What about the structure of sentence? S: “Ehm udah mending sih” I know it better now. Students-Interview, November 13 th , 2013 From the interview transcript above, it could be said that the explanation was clear. However, the students still found difficulties in using simple present tense. The conclusion is also supported by the following interview transcript. R: “Saya pengen tanya tentang explanation text ne. Ada kesulitan gak untuk pembelajaran hari ini?” I’d like to ask you about the explanation text. What is your problem in learning today? S: “Aku sih udah rada’ mudeng mbak.” I think, I understood enough about the materials. R: “Yakin ne Dek?” Are you sure? S: “Iya. Tapi masih bingung.” Yes, but I am still confused. R: “Bingungnya apa?” What is that? S: “Kalo pas nambahin s atau es itu.” In using s or es in the verb. Students-Interview , November 13 th , 2013 From the transcript above, they stated that the materials related to the explanation texts were actually understandable. However, they claimed that the difficult thing was in adding s es in the verbs in simple present sentences.