Siswa 9 : “Lebih suka yang ada kompetisinya, Miss. Lebih seru, jadi gak kerasa pelajarannya cepet banget.hehe.”
4. After the Implementation of Cycle 4 Interview 10: An Interview with Student 10
Teacher : “What do you think of games in our last English lesson, Student
10?” Student 10
: “I was happy because it was fun.” Teacher
: “In what way did you feel happy?” Student 10
: “We could grasp the material little by little so that it was not boring as usual.”
Teacher : “Oh I see, but the focus was to the material, wasn’t it?”
Student 10 : “Yes, if there was a game like that, for me, it made me
understand the material more easily. If the teacher just explained the theory, I didn’t understand.”
Teacher : “Thank you.”
Student 10 : “You’re welcome.”
Guru : “Bagaimana menurut Siswa 10 tentang games di pelajaran
Bahasa Inggris tadi?” Siswa 10: “Seneng soalnya seru.”
Guru : “Senengnya gimana?”
Siswa 10: “Itu..kita bisa nerima pelajaran dikit-dikit. Jadi gak boring kayak pelajaran biasanya.”
Guru : “Oh gitu ya? Tapi tetep fokusnya ke pelajarannya kan?”
Siswa 10: “Iy sih. Kalau aku kalau kayak games tadi tuh Bahasa Inggrisnya lebih cepet masuk. Tapi kalau cuma diterangin gitu
malah gak bisa masuk.” Guru
: “Terimakasih.” Siswa 10: “Sama-sama.”
Interview 11: An Interview with Student 11
Teacher : “Ok Student 11. What do you think about games which contained
competition, like our last English lesson?” Student 11
: “It was different. It was because we could work together.” Teacher
: “In this case, what changes did you feel?” Student 11
: “Ehm..confused.” Teacher
: “What did you do during the group work?” Student 11
: “If I did not know the material, I could ask my friends.” Teacher
: “What did you feel then?” Student 11
: “I was happy. I felt different atmosphere.” Teacher
: “In what way you felt it different?” Student 11
: “It was fun. I did not feel bored.” Teacher
: “I see. Did you feel sleepy?” Student 11
: “No, I didn’t.” Teacher
: “Thankyou.”
Guru : “Ok Siswa 11. Bagaimana pendapatmu tentang games yang ada
kompetisinya, seperti dalam pelajaran tadi?” Siswa 11: “Berbeda. Soalnya bisa kerjasama gitu.”
Guru : “Terus dalam hal ini perbedaan apa yang Siswa 7 alami?’
Siswa 11: “Ehm..gimana ya..” Guru
: “Gini. Waktu kerja kelompok itu Siswa 7 gimana sama teman- teman?
Siswa 11: “Ya kalau saya gak tahu bisa nanya temen gitu.” Guru
: “Trus apa yang Siswa 11 rasakan? Siswa 11: “Senang..suasananya beda.”
Guru : “Bedanya gimana?”
Siswa 11: “Ya jadi asik pelajarannya..gak bosen.” Guru
: “Oh gitu. Trus ngerasa ngantuk gak?” Siswa 11: “Enggak.”
Guru : “Terimakasih.”
After the Implementation of Cycle 1 Interview 12: An Interview with the English Teacher
Researcher : “Ma’am, you have observed actions 1 and 2 in two meetings in
cycle 1. What do you think Ma’am? Were there any differences with the students’ participation? ”
Teacher : “I observed that the students were happy to sing. ”
Researcher : “What about the games?”
Teacher : “I think the students became more interested to the learning
because it spent the students’ attention.”
Peneliti : “Ibu kan sudah melihat tindakan 1 dan 2 dalam 2
pertemuan ini pada siklus 1. Bagaimana bu? Ada perubahan tidak dengan partisipasi siswa tadi?”
Teacher : “Saya lihat anak-anak senang tadi waktu bernyanyi.”
Peneliti : “Kalau gamesnya?”
Teacher : “Saya kira anak-anak jauh lebih tertarik karena itu cukup
menyita perhatian siswa.”
After the Implementation of Cycle 3 Interview 13: An Interview with the English Teacher
Researcher : “What do you think about the students’ condition during the
learning process? Were there many students who were sleepy, noisy, and lazy?”
Teacher : “I observed that there was no student who was sleepy and noisy.
The students were busy with the group work, so there was no time to get sleepy and make noises?”
Researcher : “What was the game, Ma’am?”
Teacher : “The game was lively because there was competition. The class
was so noisy, but it did not matter. I think that was good indeed.” Researcher
: “Was there increasing number of students’ participation in the teaching and learning process?”
Teacher : “I think it was good. The ga me could increase the students’
participation. Every student had own contribution. So they were busy doing their own contribution.
Peneliti : “Menurut ibu gimana kondisi anak-anak tadi selama
proses pembelajaran? Apakah masih banyak yang ngantuk, ramai, dan malas-malasan?”
Teacher : “Kalau yang tadi saya lihat sudah tidak ada yang
ngantuk dan ramai. Karena tadi kan para siswa disibukkan dengan kerja kelompok, jadi seperti gak ada celah untuk
ramai sendiri atau bergurau dengan teman.” Peneliti
: “Kalau gamesnya bu?” Teacher
: “Gamesnya tadi lebih ramai ya, apalagi ada kompetisi. Jadi ramai sekali kelasnya, tapi malah bagus itu.”
Peneliti : “Menurut pengamatan ibu, sudah semakin meningkat
belum partisipasi siswa dalam proses belajar mengajar? Teacher
: “Bagus. Gamesnya tadi saya lihat bisa meningkatkan partisipasi siswa. Tiap anak dalam games nya tadi kan
punya andil sendiri-sendiri. Jadi mereka sibuk dengan bagiannya sendiri-sendiri”
APPENDIX F
Observation Checklists:
v Students’ Participation in the Songs v Students’ Participation in the Games
v Students’ Condition in the English Teaching and Learning Process
v Students’ Participation in the English Teaching and Learning Process
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1. Observation Checklists Cycle 1 Students’ Participation in the Song
