81 borrow it from library of from friends in other classrooms. The action
could be seen in the vignette. “Ada kata-kata yang susah?” “Banyak, Miss.” They answered. “Do you
bring a dictionary with you?” “No.” When I asked them why, there were many excuses. “Lain kali bawa ya? Kan bisa pinjam di perpus atau pinjem
teman di kelas lain. Okay?” “Inshaallah, Miss.” they answered. Vignette 2
– Appendix A
3. Reflection
After the implementation of all actions in cycle 1, my collaborators and I had discussions. The evaluation of cycle 1 based on the observation
and the interviews conducted during the teaching and learning process. The reflections were presented below.
a. Implementing STAD Student Team-Achievement Division
STAD procedures were executed completely in cycle 1. It seemed that the students enjoyed working in groups. The game was also helpful as
an enthusiasm booster between activities. Moreover, by playing the game, the students also learned the materials. However, during the
implementation of STAD, I found some problems regarding class management. During the group work, I could not manage the class well.
Although I circulated around the class, I still could not manage to control their activities in the groups. In addition, during the game, I could not
control all the students ’ doing since they were walking around a lot and
the class was too noisy. To maximally conduct more effective teaching and learning process, therefore, I had to plan a better class management.
82 In the first meeting, I spent too much time for pronunciation practice.
I could not stop the students from asking as they were really into that. However, to maximally conduct more effective teaching and learning
process, therefore, I had to plan the time allocation and the activities more carefully.
Regarding the quiz execution, it seemed that the students were not too eager to see the result of their learning. This was shown as there were
only several students who checked their score. In addition, I needed to give an appropriate reward for the super group. It seemed that although the
compliment was enough for motivating the students, it would be better if the physical reward were present.
b. Using the classroom English during the lesson
In cycle 1, I used English in the classroom as planned. It was implemented in every meeting. I used English in greeting the students,
explaining materials, giving instructions of exercises and tasks, reviewing materials, and giving feed
backs on students’ performance. The use of classroom English did improve students’ familiarity with English
expression as I used various simple expressions during the class. Though at first they did not understand, as I translated once, the next time I used
the same expression, they understood. I found that using examples and repeating certain expressions could help students to understand and
stimulate them to respond with the appropriate expression and action as well.
83
c. Giving a handout of materials related to the program of study
