d. Using classroom English optimally during the lesson
It has been stated before that classroom English was used during the implementation of the research. It was used to explain the
materials, greet the students, give feedback, ask or answer questions, and close the meeting in order to accustom the students with English.
The students also had to speak in English during the teaching and learning process.
I entered the classroom. All of the students were inside
because they had previous subject before the English subject. I asked the Ss whether
they were ready for the lesson, “Are you ready for the lesson?” All the Ss answered, “Yes, miss”.
Field Note, meeting 1, cycle I However, the researcher used Indonesian in some difficult
parts like explaining the materials and giving instructions to the students. It would help them understand what the researcher said.
Bahasa Indonesia was used when they had some difficulties to express ideas in English. The researcher tried hard to give the
instructions in the simplest way in English. So, the students understood what to do. At first they looked so confused, but they
slowly understood since the researcher used the English instructions along the lesson.
Before they performed their poem recitation, I explained the rules and instructions to do the activity in order to make the students
understand the steps of conducting the video making project. “Hello
everybody. Pay attention please”. All students were silent and paid
attention to the researcher’s instructions. After explaining the rules and instructions, I asked the students
to prepare the performance in 10 minutes, while I prepared the video-making stuff such as a camera and a tripod.
Field Note, meeting 2, cycle I Classroom English was regularly used in every meeting to
stimulate them to practice speaking. By using English regularly, the students got used to hear and would be able to use it as well.
Besides, it enlarged their vocabulary, phrase, and kind of expressions.
According to the interview, the optimal classroom English had helped the students enhance their confidence to speak English. It
succeeded to familiarize the students with the English expressions. R:
Tadi Rofik dipanggil Pak Sasmito kenapa? Why did Mr. Sasmito ask you to meet him?
S1 Tadi ada TM lomba basket untuk hari Sabtu, Miss. There
was basketball technical meeting for next Saturday, Miss.
R: Udah pinter ya sekarang bisa ijin keluar kelas pakai Bahasa
Inggris. Biasanya c uma bisa “May I wash my hand, Miss?”.
You were improving rapidly, now you are able to ask for permission to leave the classroom. Lately, you only
knew “May I wash my hand, Miss?”
S1: Wah iya dong Miss. Miss kan dari dulu selalu bilang harus
pakai Bahasa Inggris pas di kelas. Sure, Miss. You always said that we should use English during classroom
activities.
e. Displaying interesting media such as videos and pictures
During the teaching and learning process, the researcher did not only rely on the textbook in giving materials to the students. The
materials were varied with interesting media such as videos and
pictures. Pictures were used in explaining how to appreciate poems. The researcher provided some pictures that depicted the materials.
Meanwhile, videos were played in the end of the first meeting. These media were used to elicit the students’ attention so that they could
get as much knowledge as possible.
The last activity was watching a video of poetry reading. This activity aimed as enrichment for the Ss. That inspired the
Ss to prepare the performance in the next meeting. This is reading a poem in an unreal poetry competition.
The time duration was very limited, so the video was only played for less than
10 minutes. Field Note, meeting 1, cycle I
The videos and pictures were chosen based on the topic that was appreciating a poem. By carrying out this kind of fun media, the
researcher found that it refreshed the students’ minds. She also found that these media had many benefits. Firstly, the pictures and videos
generated the students’ ideas and they could recognize how to use
the language in a certain context. Secondly, videos functioned to generate visualization of what they would learn. They could see how
native speakers of English used the language in a certain context. Third, the videos and pictures could guide the students when they
practiced speaking. The following is the interview transcript that proves them.
R: Iya sih. Bagus itu. Kalian makin terbiasa ngomong Bahasa
Inggris. Eh iya, Miss Rima kan sering nunjukin video sama
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