Conducting Pre-communicative Activities Reflection

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g. Conducting Pre-communicative Activities

During the pre-communicative activity, the students got involved in activities that were designed to prepare them to the intended communicative activities. It improved their communicative competence such as grammatical competence and phonological competence. However, during the implementation of the action, there were some lacks. The first was the lack of students’ involvement like what is discussed in the following script. R : ‗Besok tak matur Pak Edi. Emang kalau speaking itu, pas speaking activity ya mereka engaged. Aku sadar kalau mereka mau dikasih itu tu harus dikasih sangu dulu to.. yo jadi awal-awal yo rodo ngantuk-ngantuk sithik. .’ Tomorrow I will report it to Pak Edi. Indeed in teaching speaking, the students will engage during the speaking activity itself. I realized that when they would perform the speaking activity, they should be given preparation first. So in the beginning during the input, it would be a bit tedious for them. C2 : ‗Ya sama, punyaku kalau Kamis yo ngono kui.. Misal tadi Mei, bikin mereka lebih mikir. Kayak misalnya kan udah SMA to apalagi.. misal tadi waktu nyocokin intonationnya, raising apa falling gitu...nomor satu rising.. eh up gitu ya mereka bilangnya? Terus misal salah gitu kamu bilang down, it’s down.. terus mereka ha ha ha kayak gitu kan? Nah biar mereka lebih mikir ,’ Yes the same case happened to my Thursday class. It was like what happened this afternoon, Mei. Make them think more like when, for they are already in senior high school, like when you discussed about the intonation, whether it is falling or rising, number one is rising; I mean up if I’m not mistaken right? And it turned out they were wrong and then you said down, then they laughed right? Well, let them thing. C3 : ‗Pembuktian to? Misal dengerin lagi..’ ‗It needed proof didn’t it? Like they listened to it again ... R : ‗Nah ndengerin lagi Na? Aku malah ikut goyah kadang-kadang itu ekspresinya nggak sesuai .’ ‗Well, listen to it again Na? I’m doubtful of it. C2 : ‗Nggak misalnya mereka suruh nyoba, mereka salah to.. up gitu.. coba kamu kalau up gimana.. sekarang kalau down.. kalau mereka bingung mbedain up sama down, kamu mraktekkin, lebih enak mana? Yang ini atau yang tadi? Gini coba ya kalau up kayak gini, kalau down kayak gini.. enak yang mana? ’ It was not like that, ask them to practise it for example. When they were wrong in their answer, ask them to practise the intonation, the up and the down version and ask them to select which one is better than if they are confused to differentiate it, it is your time to demonstrate. Then ask them to select which one is more appropriate. R : ‗Sama itu, kurang drilling vocabnya ketika ada kata baru, belum diperjajalkan, dipercobakan, kurang mencobakan mulutnya mereka .’ ‗I see, and then I realized one thing. I should give them more vocabulary drilling and the way to pronounce the words. They still lacked practising. Appendix B: Interview 5 Cycle 1 Meeting 1 B3g1 120 In this case, the students were not directed to experience the practice of the intonation by themselves, rather they only hear that. Added to this they lacked pronunciation drilling and input. The following script reveals the problems. R : ‗Kalau menurutmu kalau dari pembelajaran yang kemarin sama yang sekarang ada itu, ada improvement gitu nggak Teh ?’ In your opinion, compared to the previous English learning and teaching ELT process, is there any improvement in today’s ELT? C2 : ‗Karena kemarin kan teori, yang ini naik apa turun gitu baru teori intonasi, sekarang mereka udah producing. Tapi mereka kurang apa ya, mungkin kayak pronunciation drill gitu kurang terus inputnya mungkin kurang. Kemarin kan inputnya lebih difokuskan ke intonasi, terus apa lagi ?’ Since the last time was the language focus which was the falling and rising of intonation, today they had the producing activity. But they were kind of lack of pronunciation drill so it was less input. The last time it was focused on intonation, then what else? R : ‗Intonasi terus sama membuat kalimat tanya tapi belum selesai.’ ‗They were intonation and sentence construction, but it had not finished yet. C2 : ‗Aku tu kepikiran. Inikan perkara input vocab to? Karena aku tu belajar dari pengalaman, dan vocab itu karena banyak baca, dan bacanya tu ya anything, yang nggak harus taraf tinggi, wong cuma cerita -cerita anak-anak yang daily gitu. Kalau ngasih mereka tugas harus baca, tapi anything yang penting tu mereka dapat kosakata baru tiap harinya gitu gimana ya? Nah aku tu mikirnya, susah sih tapi ini suatu saat lebih menantang ,’ I’m thinking about one thing. It’s the matter of vocabulary input right? I reflected on my experience that I got large input of vocab from reading, and I read anything not complicated things, just children story like that. How if you give them reading assignment? They are to read about anything, most importantly is that they get new vocabulary input every day, how do you think? I know it would be difficult, but then it would be graded later on and challenging. Appendix B: Interview 6 Cycle 1 Meeting 2 B3g2 The collaborator advised me to give the students reading exercises; therefore it could help them to develop their vocabulary. Moreover, it would be a challenging activity for them. This advice should be taken into account to provide them more opportunities in developing their vocabulary later on. The third, during the semi-communicative activities, there were some students who did not keep their secret and showed their paper to their peers therefore the peer could just copied it and there was no information gap which meant that there was no need to speak. The reflection is presented as follow. 121 C2 : ‗Tadi ya kalau yang dari tadi communicative activitynya, sepenangkapanku sih ya tadi, nggak semuanya bisa nyimpen rahasia gitu. Tadi ada yang benar -benar ditutup, tapi ada juga yang ,’ During the communicative activity, based on my observation, not all students could keep their secret. There were some students who really hid theirs, but there was also who,’ R : ‗Malah diperlihatkan,’ ‗Obviously show it to their peers, C2 : ‗Hoo yang di sini dua. Tadi yang di depan sini, tadi itu lho yang pakai behel itu lho Mei, nah Rtn, nah itu kan dia kan berdua sama yang tinggi banget di sini yang cantik tinggi banget, itu yang putih banget itu ya. Nah itukan si Rtn mau ke belakang sana kan? Nah kertasnya itu ditaruh situ sama Rtn, ditutup ditengkurepin, nah baru mau aku pamerin ke Trs, baru aku tinggal colek colek Trs, si Nsy udah mbuka. Ada yang sengaja dilihatin, yang sana itu, cowok-cewek yang tadi aku bilang. Nah itu kekhawatiranku dar i dulu.’ Yes, there were two students did that in this area. The one who sat around here and use the tooth wire, what’s her name, Mei? Ah, Rtn She did it with the very beautiful and tall girl sitting next to her, whose skin is very bright. Rtn was going to the toilet, and she covered her paper on the table, I just wanted to show it to Trs, I pinched Trs lightly to call her, you know what happened? Nsy then opened the paper. Moreover, the two students: boy and girl who I said previously, they showed their paper to each other. That’s what I worried about towards this activity. Appendix B: Interview 6 Cycle 1 Meeting 2 B3g3 In relation to this, a fun activity during the pre-communicative activities should be maintained for example, the existence of games. The students liked being involved in a fun activity which made them learn in an interesting situation. The following script presents one of the students’ opinions towards their favourite activity. R : ‗Haha bagus, okay, terus yang paling kamu suka apa kegiatan apa selama ini? Dari kemarin sama hari ini? S4Yang sekarang menempati rating paling atas yang mana?’ That’s great. Okay, tell me what is your most favourite activity during these processes since the first time until today? Which one took the most place in your heart?’ S4 : ‗Ya kegiatannya kayak misalnya itu lho Miss, pas miss nebak sandal-sandal itu lho Miss..’ Well, it was the activity like the game when we had to guess the thing which was flip-flop at that time Miss. R : ‗Oo, twenty one game itu ya?’ Oo, It was the twenty questions game , wasn’t it? S4 : ‗Iya..’ Yes. Appendix B: Interview 7 Cycle 1 Meeting 2 B3g4 122 Based on the reflection in this section, there were several things to deal with: the lack of students’ speaking practice, the lack of pronunciation drilling, and the need of more input of reading exercises to enhance the students’ vocabulary.

h. Giving the Students Homework