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back were busy with their own activities. Therefore, the researcher sometimes asked questions to those students in order to get their attention.
d. Modeling
After that, the researcher gave a model of the dialogue giving and responding to compliments. When the researcher asked one of the students to be
her partner in modeling the dialogue, there were no students who raised their hand to become a volunteer. Hence, the researcher chose one student based on the date
of the day and student’s number. Based on the observation, all of the students paid attention to the models.
e. Questioning
Then, the researcher asked the students to study and practice the dialogue with their partner. The researcher moved around to check their pronunciation and
expression. Some students asked how to pronounce some certain words and wrote the correct pronunciation under the words. It could indicate that the students were
serious in learning English. The researcher reviewed what the students had learned by asking and
answering questions. At that time, no one asked question. Therefore, the researcher asked the students about why we needed to give and respond to
compliments. Based on the observation, the students answered the questions actively.
f. Authentic Assessment
After the students understood and had enough knowledge about how to give and respond to compliments, the researcher asked the students to make a
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dialogue of giving and responding to compliments with their partner to be performed in the next meeting. When the researcher announced that the best
performance would receive a prize, the students were very happy. They did the task enthusiastically. The researcher moved around to check students’
understanding and help them if they had difficulties. Based on the observation, most of the students were able to develop their idea in making a dialogue.
However, there were some students who had difficulty in finding topic for their dialogue. Some students also had limited English vocabulary.
This stage was continued in the second meeting of the first cycle. The researcher asked the students to prepare their dialogue with their partner. The
students seemed busy preparing their dialogues. After 10 minutes, the researcher asked the students to perform their dialogue in front of the class. There was no
group who wanted to be the first performance. Therefore, the researcher randomly chose one group to be the first to perform. While one group performed in front of
the class, the other groups took note about the performance. After the group finished their performance, one group gave comment related to the performance
they had seen. After all of the groups had performed their dialogue, the researcher asked all groups to choose the best performance. Based on the observation, it was
not difficult for them to choose the best performance.
g. Students’ Reflection
This stage was conducted in the second meeting of the first cycle. The researcher distributed reflective questions to the students. The students filled the
reflective question well. They also had some discussion with their friends about
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the reflective question. The researcher also asked the students’ feelings about joining the class. All of the students said that they were happy joining the class.
Based on the reflective question filled by the students, most of them were happy about joining English class. The students also had interesting experience
during the teaching-learning process. Some students wrote in the reflective question.
Student 18: “Pengalaman hari ini membuktikan bahwa kerja keras yang maksimal dapat menghasilkan hal yang manis.”
Today’s experience proves that hard work would bear something good
Student 4: “Berdialog dengan bahasa Inggris saya sudah berkali-kali
melakukan, tetapi ini dialog yang menurut saya sangat menyenangkan, karena vocab yang saya dapat juga baru.”
Having English dialogue is common to me, but this dialogue is very interesting because I get new vocabulary
3. Reflection based on the Implementation
