d. Giving Rewards to the Active Students
The direct mark as the students‟ praise was given in the cycle to assess
students‟ participation in sharing their pair discussion results. In cycle II, students were active to volunteer themselves in participating for some activities and were not patient
to have turns to share their ideas in front of the class. They become more confident and responsive to express themselves.
Then, some prizes that were prepared made the students‟ motivation increase to
join the game activity. They wanted to get the prize so they gave motivation each other when doing the game.
…Then, I shared the group writing product to the other group. The groups were asked to correct their friends‟ product including the adjectives, nouns, and the punctuation. After
that, they should share their result correction to the class. Ss started to correct and shared their result.
“Her nose is pointed not flat”,
lihat fotonya
. “See the photograph “ The
other group showed and corrected their friends‟ descriptive texts. “Capitalization”,
pake huruf besar di awal kalimat nih
. “ replied another group gave feedback…. FN. 14 31
st
May 2014
..“Today we will do the matching games, brings your dictionary There is a prize for the winner
who successfully did it “I gave the information to the students. I shared the worksheet and made students in group to match some photographs and adjectives
choices provided. These photographs were placed in some tables then one by one students group should match and see the photographs. I explained that one photograph
would just represent one adjective so Ss should see the photograph carefully. They tried to match many correct adjectives and nouns provided and photographs as
they wanted to be the best group and won the game
… FN. 1327
th
May 2014
e. Giving more feedback written
and oral to the students related to their writing performance.
In the cycle II, students independently started using their creativity to write their own writing product. As usual, after students had finished their first draft, they
should consult to me for getting feedbacks. The students could consult in the class or out of the class for example during the break time if they were still confused how to
revise their first draft.
Through some consultations and monitors sessions, the students‟ writing performance enhanced. They could get ideas independently. They also could start to
simplify on what they wanted to write. Their problem of grammar accuracy and writing mechanism decreased. They became more aware when writing included using the
correct tense and sentence pattern. They also paid more attention on how to use the capitalization and punctuation such as full stops and comma.
R :
” Are there any difficulties in writing using photograph?”
Ada kesulitan gak pas nulis pake foto?
S8 :
”There were no difficulties found when writing the ideas it could be easier as I got the ideas before. I could write it then consulted with you, sir in the class
or out of the class such as in the break time.
”
Udah ndak ada she pak, pas nulisnya enak udah dapet ide tinggal nulis. trus bisa dicek bareng bapak buat
dibetulin langsung pas di dalam kelas atau kalo masih bingung dan belum selesai bisa dicek bareng lagi pas jam istirahat juga
……
Interview Transcript, 31
th
May 2014 R : Researcher S8 : Student 8
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