R : Board game bu.
Board game, Ma’am. T :
Iya itu mereka kelihatan antusias, paling tadi rame waktu pada dapet bintang.
Yes, it was. They were enthusiastic. They only made noise when they got a star.
R: Researcher T: Teacher Interview 48, Appendix E
They seemed interest to the media of Board game. After that, a board game was showed to the students. All students were paid attention to the
explanation of rules of the activity.
Field Note 6, Appendix D
R : Tadi aku pake media flashcard, kelihatan gak dari belakang?
I used flashcard as media, could it be seen from the back? C :
Iya kelihatan kok. Yes, It could.
R : Menarik gak tadi untuk anak-anak?
Were they interesting to the students? C :
…Aku lihat tadi semua anak antusias waktu kamu presentation. … I saw that all students were enthusiastic when you did the
presentation. R: Researcher T: Teacher Interview 49, Appendix E
Even though the students’ motivation, the students’ involvement and the usage of media were improved during Cycle 1, the teaching and learning activities
still had weakness related to the time management. The time management was less so the activities became merely ineffective. In the first cycle, there was an
activity conducted on two meetings and some of activities were conducted with unclear procedures. In Cycle 2, all activities were conducted in well-managed
time. Based on the field notes as general, all activities were based on planning and were on time. Besides, the procedures were clear and simple for students so it
increased the effectiveness. It meant that the activities management was improved. The following interviews also showed the fact.
C : Lagunya Is. Anak-anak udah tertarik tadi, udah perhatian semua ke
videonya. Tapi sayangnya kurang keras, yang belakang jadinya denger kamu nyanyi aja.
I meant the song, Is. Students had interested to the song. They had attention to the video. But, it was low voice so some students in the
back only listened to your singing.
R : Iya ya, sayang banget, tapi mending daripada cycle satu itu ya?
Yes, but it was better than the song in the Cycle 1, right? C :
Iya, ni kan ada videonya, anak-anak bisa tahu lirik juga. Of course, this had the video. The students could know the lyrics.
R : Em iya ya, manajemen waktu tadi udah pas belum?
Was the time management good or not? C :
Iya, sip tadi dah pas. Yes, the time management was good.
R: Researcher C: Collaborator Interview 36, Appendix E
R : Pengaturan waktu bagaimana bu?
How about the time management? T :
Pas ya mbak. It was good
R : Iya bu, trimakasih bantuannya.
Okay, Ma’am. Thank you for your help R: Researcher T: Teacher Interview 48, Appendix E
The good management of activities was also related t o the students’
behavior. In Cycle 1, students still made disruptive behavior such as making a noise in grouping or when the teacher explained. However, in Cycle 2, the
disruptive students could be controlled by using routines and patterns accompanied by applying some rules and giving reward. The good management
of activities could deal with the students’ behavior. The activities were managed well to make them more settled or more quite as they were required to focus on
the activities. The following data supported the improvement. The researcher grouped students become eight groups which four
students belonged to one group. The students were not noisy because there was no one moves in getting together in group. Some students only turned
