Students’ Learning Activities Learning Process

4.1.2.2 Solutions for Problems in Vocabulary and grammar

a. The teacher should explain she gave an example of sentence. For example for the case describing someone personality, the teacher should explain why we have to use to be or verb. The teacher also try to use the new vocabulary when kade a sentence. It is very useful for the students, because when they are try to make a sentence they are not afraid to use the new vocabulary so their vocabulary can be improved. Because of that they can make the various sentences in their conversation. b. When the students made a mistake the teacher should not correct it directly. She could ask the other students to correct it or she could let the mistake as long as there was no communication breakdown due to the mistake.

4.2 Learning Process

There are two kinds of data which were analyzed for the learning process, that is, the student s‟ activities. The explanation is as follows:

4.2.1 Students’ Learning Activities

From the students‟ activities, the researcher found that there were still more than 40 students who did not do 80 or more of the activities during the teaching and learning process. It means that the activities of each student were still low. In other words, the result of the research has not fulfilled the target of the indicator. The failure to achieve the target was caused by some weaknesses that appeared in the first cycle. The weaknesses are as follows:

4.2.1.1 The Weaknesses in Cycle I

a. Most of the students did not respond to the topic enthusiastically when the teacher did an apperception since she did not correlate the topic with something the students like. In addition, the students thought they had learnt about describe someone personality before, so they assumed that the teacher would present the material in the same way like she used to teach them. b. Some students did not give any answers when the teacher asked questions. It might be caused by the lack of comprehensible input given by the teacher so the students did not understand the teacher‟s intention. Besides that it might also be caused by the students‟ fear in making mistakes. Since the teacher usually c orrected the students‟ mistakes directly so they did not have enough courage to respond to the questions. c. Even though the students did the teacher‟s instruction like interviewing his friend, noting the information on the identification card etc, they seemed not interested in the media since the technique make them confused.

4.2.1.2 Solutions of the Weaknesses

To achieve the target stated in the indicator, the weaknesses happened in the first cycle must be solved. To solve them the researcher together with the teacher tried the following solutions: a. In doing the apperception, actually the teacher should not use the way she used to do when she taught the students about describe someone but she could use the self directed dialogue technique itself so it would be interesting for the students. The teacher could ask the students to describe as much as possible about his best friend and then while they were trying to describe, the teacher could ask the students about what information they could give when they got acquainted with their friend, etc. If the students want to ask something, they would give responses to the teacher even though they spoke in mother tongue. The point is that the teacher should be creative from the beginning of the teaching and learning process till the end. b. To make the students interested in the technique, the teacher could ask the students to explore about their best friend characteristics. By doing so, the students would be much more interested in practice their interviewing.

4.2.2 Teacher’s Performance