Carrying out vocabulary practices
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
gambar pas pelajaran. Kalian suka nggak? Good. You were accustomed with English. Miss Rima carried out the
videos and pictures to vary the materials. Do you like them?
S1: Suka Miss Yes, I do, Miss.
R: Kenapa? Why?
S1: Bagus Miss. Jadi gak bosen belajar dari buku terus. It is cool, Miss. I did not get bored. We did not rely on the
textbook only. R:
Ehmm ya I see. Kalau kamu gimana Danar? Well, I see. How about you, Danar?
S2: Seneng Miss. Kita bisa liat dan denger langsung orang luar negeri ngomong Bahasa Inggris. Bahasa Inggrisnya mereka
bagus banget, jadi termotivasi pengen bisa ngomong sebagus mereka. I like it, Miss. We could see and listen to the
native speakers speaking English. Their English skills are really good. It motivates me to do so
However, there were still some weaknesses related to the use of videos. The duration of the video was quite long since it was a
video of poem recitation competition. The second weakness was it had no subtitle, the researcher saw some students looked puzzled.
Considering the students’ ability was different from one student to another, the English teacher suggested the researcher to make a
shorter video and replay it more than once so that the students could understand what the speakers discussed. She also suggested that it
would be better if the researcher provided the video with the English subtitle.