142 The students had their second communicative activity ―The ɒest Admirer‖ in
the third meeting of the cycle. They were engaged to the activity. It could be seen from the way they behaved during the activity. They did not use their gadget to
have things out of ELT contexts. They interacted more with their friends. They laughed and they listened to their friends when they were talking. In the middle of
their friend telling story, they assessed their friends’ speaking peer assessment. It
seemed that they really enjoyed with the topic being covered. The following vignette quotation shows
the students’ involvement in the activity.
The teacher then explained. ―So what you have to do is... telling your friends about your favourite inspiring person. Ka lian punya 25 menit untuk menceritakan tentang tokoh favorit
kalian . Masing-masing kalian punya lima menit ya. Nah teman-teman yang lain bantu
temannya . Beri pertanyaan yang sebanyak-banyaknya. Gali pengetahuan mereka tentang
tokoh idolanya. Kalian lihat dari kelompok kalian, siapa menurut kalian yang merupakan penggemar terbaik
.‖ The student asked, ―Tanya apa pun boleh Miss?‖ The teacher answered, ―Boleh, apa pun cari tahu seberapa dalam teman kalian mengenal idolanya ya...
Selain itu , Miss akan kasih kalian rubrik penilaian. Kalian gunakan ini untuk memberi
penilaian sejawat terhadap kemampuan berbicara teman kalian. Do you get it ?‖ The
teacher then distributed the scoring rubric. The teacher then asked the students, ―Okay are you ready everyone?‖ Everyone said, ―Yes
Miss...‖ The teacher instructed,‖Okay go ― The students were then busy with their group. They managed the order of speaking to each member of the group.
The students were involved in the activity. They looked very happy and so enthusiastic. Sometimes they laughed. Sometimes they were quiet listening to their friends talking.
When the time was almost up, the
teacher warned them, ―Okay three more minutes...‖
Appendix C: Vignette 7 Cycle 2 Meeting 3 lines 71-90
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The last communicative activity seemed to be having the best students’ involvement amongst the five other meetings. The students were all out in
performing their speaking ability. Added to this, their cooperation with their friends was good and they learned to conduct peer assessment.
j. Giving Feedback on the Students’ Work and Performance
The feedback given to the students gave many benefits. The feedback given to the students’ work helped them to hold their commitment in submitting their
assignment punctually. There was only one late submission and there were more
143 students who had already submitted their assignment before the due date. The way
the feedback was given was through the display of the homework submission record through the LCD projector before they were given the next assignment.
In terms of the rule of only English speaking time of conduct, the students became aware that they were monitored and at the end, the result of the
monitoring would be announced. Therefore they were fully aware and honest if they broke the rule. This kind of direct feedback helped the students to always
stay on the right track during the activity. The following vignette quotation shows the phenomenon of the monitoring report.
Time for practis ing was up. The teacher called for students’ attention. ―Well, time is almost
up. Now you can speak Indonesian again.‖ ―Haaa...h..,‖ the students exhaled with relief.
The teacher then reported her observation, ―Ah there are two students who speak Indonesian. Would you admit it voluntarily or I will mention your names?‖ The student
admitted, ―He he saya Miss.‖ The other student also admitted it, ―Saya Miss..‖ The teacher complimented their honesty, ―That’s good. Seribu ya, bayar di bendahara.‖ They
answered, ―Okay Miss..,‖ and added, ―Yang kemarin aja belum tak bayar Miss... hehe‖ The teacher sm
iled, ―Dibayar sekalian kalau gitu.‖
Appendix C: Vignette 5 Cycle 2 Meeting 1 lines 189-198
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The other way to give feedback to the students done in this cycle was giving them reward for their achievement. The following is the illustration of the reward
announcement.
The teacher showed something to the students. The students looked puzzled and curious and asked, ―What is that?‖ The other said, ―Itu apa Miss?‖ the teacher then explained, ―It is
a bookmark. My friend just cam e back from Greek. You know Greek?‖ The students
thought for a while. ―Greek apa itu?‖ A student yelled, ―Yunani Miss?‖ The others were surprised, ―Yunani?‖ The teacher validated the answer, ―Yes, he joined some debate
competition there.‖ A student did not hear clearly, ―Apa Miss?‖ The teacher repeated her word, ―Debate... debat.. debat..‖ The student understood, ―Ooo..‖ The teacher continued,
―He gave us these. So today, the winner will get a bookmark from Greek.‖ The students were hectic. ―Aaaa mau Miss...‖ screamed the students. ―Sure I have two for the two top
winners okay. Makanya yang semangat ya ...‖
Appendix C: Vignette 7 Cycle 2 Meeting 3 lines 29-40
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When the students were given the announcement, they were very enthusiastic in trying to perform their best. They then prepared themselves well to be able to
144 answer the questions and get the reward. That was happened when the reward was
announced before the quiz was started. It gave the students fair opportunities to get the reward. The situation was different with the following phenomenon. Take
a look at the vignette quotation below.
The teacher gave the today’s winners’ prizes both for the individual and for the team. The
teacher also gave the winner of the last week activity which was making the Steve Jobs’ life
timeline.
Appendix C: Vignette 7 Cycle 2 Meeting 3 lines 103-105
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In the vignette, it could be observed that the reward giving was at the end of the activity and it had not been announced previously. It was emphasized on the
students who performed well during the activity. The students did not know that the reward would be given to them previously. Their effort to perform the best
was natural. The value that was tried to be instilled to the students was that the student who did not perform their best performance might be regretful. Therefore
later on they would always perform their best whether the reward would be given or not, but for their betterment in learning instead. Overall, all feedback provided
for the students motivated them to be better: both in their work and their performance.
3. Reflection
