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‗Which one you like the most, dear? S5
:‘Mayoritas suka semua Miss..’ ‗Overall I like them all.
Appendix B: Interview 9 Cycle 1 Meeting 3
B3h2
The homework should be maintained to keep the students interact to each other with English outside the classroom. The homework should be well designed
to guide and stimulate them to explore English further and to help them develop their autonomy and awareness in learning language.
i. Conducting Communicative Activities
Communicative activities conducted in this cycle provided the students more opportunities to speak English. It was because the activity was more interactive
and communicative compared to the presentation activity conducted previously. It gave each student fair and ample opportunities. The activity was conducted in
pairs and in groups which encouraged them to speak. Added to this, the students could move their bodies and be more active physically and psychologically. They
asked more questions to their friends and were more talkative using English. The improvement is reflected in the following script.
R
: ‗Do you see any improvement of my teaching? ɒetween last week and this week?’
C2
: ‗The improvement is that, I think let me recall, in terms of the movement, and then yes, in terms of then the communicative aspect,
I think there’s some improvement since they had survey games, they walked around did they? And
then they asked questions. They were more talkative today, I think and the activities were also can we say more fun? Is that more fun or funner? It had
more fun than usual. I think. So far what I have in my mind. I don’t know whether
it’s because of the characteristics aspects or personality, I mean we can’t deny that C2’s personality, she’s someone who is more apa ya, more fun than us right? I mean
compared to C2, the two of us are quiet, more serious right? I think, and did you think so?’
Appendix B: Interview 6 Cycle 1 Meeting 2
B3i1
During the observation, the collaborators found out two lacks in the implementation of the activity in the survey game. It was that the less clarity of
124 my instruction. Besides, the students were very noisy. The following was the
reflection of the lacks occurred.
R : ‗Instruksiku kurang clear ya?’
‗Was my instruction less clear?
C2 : ‗Mungkin.. karena mereka udah terlanjur ribut duluan. Diem dulu, gitu Mei kamu
ngancam Mei, gimana lagi dong. Diancam. Tetep harus diancam, ini udah SMA
apalagi .’
‗Maybe. It is because theyve been already noisier first. Keep them quiet first, Mei, just threat them, there was no other way. Threat them. They have to be
threatened, moreover they’ve already been in the senior high school. C3
: ‗Iya kali ya, kali lho.. ini hanya hipotesisnya aku. Mungkin di awal mereka diancam mungkin agak say nggak juga takut, mungkin agak kaget mungkin tapi belakangan
mungkin akan terbiasa. Itu bukan kaget lagi ya, tapi respect. Hipotesisku bukan teori.
’ That’s probably right, probably. It was only my hypothesis. Maybe in the beginning
they will be not scared but shocked but as the time goes by they will get used to it. They would not be shocked anymore, but they respect. It is my hypothesis not
theory.
Appendix B: Interview 6 Cycle 1 Meeting 2
B3i2
The second thing was that, although the activity selected was able to make them speak up, there was still possibility to make the students speak more. It was
more challenging than the presentation activity. However, it had not been the best selection of the activity yet. More challenging activity should be found to make
the students speak more. The following was the reflection conducted towards the implementation of the activity.
C3 : ‗Ya gimana ya yang ini biar mereka lebih ngomong,’
We should find a way to make them speak more. C2
: ‗Activitiesnya menurutku. Mereka kasih beban yang lebih gitu lho,’
‗I think it is about the activity. Give them more challenge.
R : ‗Challenge ya?’
‗Was it less challenging? C2
: ‗Sebuah project gitu yang, nah jadi ruhnya cooperative learning itu misalnya sebenernya gitu ya, jadi
information gap activities itu masih di bawahnya cooperative learning kalau aku lihatnya. Karena kalau information gap activities itu kan aku
masih nggak apa -apa kalau kamu nggak kooperatif. Nah cooperative learning itu
ruhnya sebenarnya itu misal itu tugas grup, nah goalnya itu nggak akan tercapai kalau nggak ada satupun bagian yang tidak menjalankan tugasnya gitu, jadi goal
bersama nggak akan tercapai. Makanya gimana masing-masing anak itu merasa dibebani tugas diberi peran.’
Maybe it is a project which becomes the heart of cooperative learning for example. So information gap activity is still under the umbrella of cooperative
learning in my point of view. Because information gap activity gap activity can still run without the cooperative principle. So the heart of cooperative learning is the group
work. Its goal would not be attained if there’s even only one part of the group did not
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run his job, so their goal would not be attained. So each student was given the task to accomplish and the role.
C3 : ‗Iya Mei, jadi activitiesnya dibuat kayak kekanak-kanakan nggak papa. Karena kamu
pernah bilang kan di kelas Miss Rw itu asyik .’
I think it’s right Mei. So it is okay to make the activity playful like what you ever
said that in Miss Rw’s class was fun.
Appendix B: Interview 6 Cycle 1 Meeting 2
B3i3
From the reflection, there were several things to notice. The first the clarity of the instruction should be made clearer. The second, the challenge of the activity
should be improved. The third, the design of the activity should enable the students to work cooperatively. And the last, the activity could be made playful to
maintain students’ interest in speaking.
j. Giving Feedback on the Students’ Work and Performance
