Using Videos as the Main Media Combined with Role-play

96 students listened carefully to the researcher explanation and read the material in the handout as well. The activity can be seen below. Appendix C V.05 …. P membacakan sebuah monolog teks deskripsi. S diminta untuk menyimak dengan sungguh-sunguh kemudian menjawab pertanyaan-pertanyaannya. Beberapa S mengacungkan tangan dan menjawab pertanyaan dengan lisan. P men unjuk Setyo untuk menjawab soal yang pertama, “What is Ratri’s idol teacher name?” Setyo menjawab “Mr. Adam Miss.” “Very good. Next, Vian, 2. Who is he?” Vian menjawab “teacher Miss.” P membenarkan,”Yes, a Sport teacher”. P dan S juga mendiskusikan isi teks seara keseluruhan. The R read a monologue of descriptive text. The Ss were asked to listen carefully and then answer some questions. Some Ss raised their hands and answered the questions orally. The R chose Setyo to answer the first question. “What is Ratri’s idol teacher name?” Setyo answered “Mr. Adam Miss.” “Very good. Next, Vian, 2. Who is he?” Vian answered “teacher Miss.” The R corrected,”Yes, a Sport teacher”. In another activity, the researcher asked the students to study a dialogue and practice it with their partner. After that, they answered the questions related to the dialogue orally. Most of the students raised their hands to answer. In the last activity of the second meeting, the students were asked to describe persons in the pictures based on the clues given. The researcher also provided some questions to help them create the sentences. The students did it enthusiastically. The researcher went around the class and some students checked their answers to the researcher. After some few minutes, the researcher asked them to present their works. Some students raised their hands and they presented very well. The third meeting was the last meeting in cycle 2. The researcher asked the students to complete a descriptive text with the words in the box. After some few minutes, the researcher asked them to present their answers. Some students were 97 very enthusiastic when reading their answers. The researcher corrected some wrong answers. Then, the researcher and the students discussed the content of the paragraph in detail. The other activities provided in the handout are presented below. 1 Applying Vocabulary Practice and Pronunciation Practice Same with cycle 1, the vocabulary practice and pronunciation practice were implemented before the students watching the video in the first meeting of cycle 2. The researcher asked the students to find Indonesian equivalents of some words in the given table. They used their dictionary to help them find the meaning of each word. This activity aimed at helping the students understand the content of the video and made them familiar with some new words in the next tasks. The pronunciation practice was still the follow-up activity of vocabulary practice. The students were asked to listen and repeat after the researcher pronounced the words in the table. The researcher did it several times till the students could really pronounce the words correctly. The pronunciation practice was also done in other activities such as imitating the speaker from the video which have been described above. 2 Games As have been mentioned in the planning stage, there were two games in this activity. The first, the students should guess which picture being described by the researcher. There were three pictures in the handout. The students listened carefully to the researcher while looking at the pictures. All of the students were very excited in this activity. Most of them raised their hands. Since the pictures 98 were only three, they should compete with their friends to answer. All the pictures were guessed correctly by the students. It meant that the students understood the description from the researcher though they did not read the text. The situation can be seen in the part of vignette below. Appendix C V.07 …. P mendeskripsikan, “Mr. Rahmat is tall. He has black hair. He wears sweater and glasses.” Hampir seluruh S angkat tangan ingin menjawab. P lalu menunjuk Dian yang terlihat pertama kali mengacungkan tangan. Dian menjawab, “Number three Miss.” “Yes, that’s right Dian.” P memuji Dian. Saat memainkan permainan ini seluruh S sangat bersemangat. Mereka saling ingin ditunjuk untuk menjawab. Jawaban mereka pun benar semua. The R described, “Mr. Rahmat is tall. He has black hair. He wears sweater and glasses.” Most of the Ss raised their hands to answer. The R then chose Dian who raised his hand first. Dian answered. “Number three Miss.” “Yes, that’s right Dian.” The R complimented Dian. All of the Ss were very excited when playing this game. They want to be chosen to answer. All of their answers were correct. In the second game, the researcher divided the class into 4 groups which based on the row of the chairs. Then, I showed a picture of some people in the LCD. Each of the group should make sentences to describe each person in the picture orally as much as possible. The group who had a lot of sentences than the others would be the winner. But they could not make the same sentences with the others. The researcher asked them to raise their hands first before answer. All of the students were very happy and excited in playing this game. They were very active in describing the picture orally and their pronunciation and grammar seemed better than before. It can be seen in the following extract.