113 was still low. Therefore certain environment should be set to arouse the urge of
speaking English, or there should be more stimulating opportunities for them to speak up. The collaborators advised me to conduct only English speaking time
which offered many benefits such as the students would produce more English utterances or otherwise they would be silent and easy to manage.
The advice then was implemented in meeting three. It was successful to stimulate the students to produce English utterance in certain time limit even
though they sometimes stuttered or even used the body language. Because of this, the rule of only English speaking time would be continued to provide the students
more opportunities to speak.
c. Introducing the Topic and the Lesson Objectives, Brushing up the
Materials, and Reviewing the Materials
This set of activities helped the students to keep on the track on the materials being learned. During the topic and lesson objectives introduction,
the students’ background knowledge was activated. The brushing up materials helped them to
summarise the lesson being learned on that day. The reviewing materials helped the students to memorize the materials they learned previously. From these, the
knowledge being delivered to the students were repeated, therefore it helped them to store it in their long-time memory. From the benefits provided, this action
would still be conducted in the second cycle.
d. Promoting the Habit of Doing Self-check Dictionary
This action was successfully attracted the students to rely on their dictionaries in their smartphones and through the on-line dictionary. It also meant that they
114 also use the strategy for being autonomous learner. They were also introduced to
the monolingual dictionary. This action would be carried out again in the next cycle to make it their
habits. In Cycle 1, the students mainly focused on the meanings of the words and the word sounds. They needed to be guided to notice the way the words were
stressed so that they could be better in delivering the meaning through the use of the word stress.
e. Integrating Media into the ELT Processes
Media have two side effects in the ELT processes. It could help to build up the ELT processes or it could ruin them. In its implementation, the integration of
media into the ELT processes faces several problems. The discussion in the following script aimed to identify them.
C2 : ‗Kamu make sure that they have no connection like turn off the mobile data?’
Did you make sure that they have no connection like turn off the mobile data? R
: ‗‗Kalau itu? Aku nggak bisa make sure, jadi tadi awalnya bilang itu, nanti malaikat yang ngawasin ya. Saya percaya
.’
Well, for that matter? I cannot fully guarantee, so in the beginning I said, the angels will keep their eyes on you. I have faith in you.
C2 : ‗Dan kalau yang masalah power point dan handout itu, Bu Ws tu pernah to ngomong
sama kita apa sama aku? Pokoknya tu aja kesenengen cuma pakai powerpoint sama
ppt doang. Siswa tu harus punya sesuatu yang mereka pegang yang mereka bisa amati secara leluasa, jadi
hand-out tu bener- bener mereka lebih’
And in case of power point and hand-outs, have Mrs. Ws ever told us or me?
Basically, it is important for us not to rely to PowerPoint too much. The students must something to hold that they can observe as much as they want, so the
availability of hand-outs is more helpful. C3
: ‗Jadi kalau udah ada PPT tetep ngasih hand-out ya?’ ‗So if we use PowerPoint, should we still give the students hand-outs?
C2 : ‗Malah mungkin nggak usah PPT karena mungkin malah distracting. Kecuali kalau
mau video.’
Or maybe we do not need to use PPT because perhaps it would be even distracting. Except if we want to use the video.
R : ‗Tapi kalau Bu Nr tetep harus ada yang didisplay.’
But Mrs Nr said there should be something to display.
C2 : ‗Depan?’
‗In front of the class? R
: ‗Siswa pakai hand-out, tapi tetep ada yang didisplay.’
So the students use hand-outs, but there should be still something like the power point to display.
115
C2 : ‗Ngganggu nggak?’
Would it be distracting? R
: ‗Jadi, ketika guru nunjuk, siswa tahu yang ditunjuk mana,’ So, when the teacher points on some part, the students can know it.’
C3 : Pointer, untuk hal ini ya membantu. Yo berarti sesuai penggunannya ya .’
Pointer, in this case indeed it is helpful. So, it depends on the usage then.
Appendix B: Interview 5 Cycle 1 Meeting 1
B3e1
In the script, there were three things being spotted. The first was the use of the students’ gadget, the second was the availability of the hand-outs, and the third
was the availability of the power point presentation. In the first point, it was indeed risky to include the students’ smartphones in the ELT processes, especially
in such a big classroom. The students could be easily distracted by the internet connection and their other smartphone features. However, avoiding them from
using the technology would only waste the time of the learning to always remind them and warn them. Therefore it was still integrated and it was proved that it
supported the learning and teaching processes. It was trust that was tried to be implemented to the students so that they could manage themselves. Moreover, by
this the students would be trained to be honest and develop their maturity. The second point was about the hand-out. In this case, the hand-out was very
helpful in making the students to learn at ease. They were focused to the materials being learned and they could explore it as much as they want. The third was the
use of the power point presentation. An argument arosed was that the power point could disturb the
students’ attention towards the teacher. However, there was a need to use it in terms of giving the students display and easy access to the
intended point. The power point then was used with some consideration. In relation to the use of the power point slides, the following illustrates the obstacle
that happened when there was no display during the assignment explanation.
116
R : ‗Sama tadi, kesusahan nggak ada display ketika mau njelasin tugasnya.’
` I was having difficulties in explaining the assignment because there is no display for
it. C3
: ‗Itu emang powerpointnya lagi nggak bisa po Mei?’ ‗Can’t the powerpoint be used Mei?
R : ‗Itu Na.. kabele yo Teh yo..’
‗It couldn’t Na, there was something wrong with the cable. C3
: ‗Ohya ding ho o, VGAnya ya....’ Oh I see the VGA right?
Appendix B: Interview 5 Cycle 1 Meeting 1
B3e2
From the script above it was known that it was important to make sure that the media were all ready before the class started. However, finally the problem
was solved by contacting the person in charge. The use of media in learning had some risks, yet they were still supporting the
ELT processes. The advantages were bigger than their disadvantages. They improved the students’ attention towards the learning. Therefore the action of
integrating the media into the lesson should be still implemented in the next cycle.
f. Varying the Classroom Interaction Type
