Vocabulary Practice Reports of Actions
73
Vignette, April 8
th
2014 Setting: XI IA 1 Class
... She greeted the Ss first, asked one of the students to lead a prayer, and checked the students’ attendance. “Good morning”, greeted R. “Good morning”
responded the Ss. “Okay, before we start our lesson let’s pray together. Please
one of you lead a
prayer.” The Ss picked their chief of the class to lead a prayer. He then lead the prayer,
“Let’s pray together. Start”“Amen”. “Thank you” said the R. She then continued by asking the Ss’ condition and checked the
attendance. “Who’s absent today?” asked the R. “No one” answered the Ss.
Then, the R started the lesson by giving some introduction to the materials that the Ss were going to learn. The R and the Ss discussed about social media and e-
commerce since the materials related to the topic. Vignette 3, Appendix B
The researcher also used classroom English to check the students’ condition during the lesson. It can be seen in the extract below.
Vignette, April 8
th
2014 Setting: XI IA 1 Class
... After they warmed up their mood, the R wrote some words in the whiteboard. It was the Ss’ first task. There are five words and five options on the
task, then R asked the Ss to match the meaning from each word. The R asked on how many minutes the Ss would finish the task. “Twenty minutes”, shouted a
student. The R thought it was too long, then she offered five minutes, but then the Ss thought it was too short, so they agreed to do the task in seven minutes.
The condition of the classroom was quite conducive. The Ss did talking each other but it was still tolerable. The R walked around the classroom to check the
Ss’ progress on doing the task. Four minutes passed and the R checked the Ss’ progress, “Have you done?” “No” “How many minutes more?” “
Sepuluh menit lagi
Ten more minutes” “
Soalnya
c
uma lima masa butuh sepuluh menit lagi?
It’s only five questions and you need ten minutes? Three minutes more, okay?” “Okay” Vignette 3, Appendix B
Vignette, April 10
th
2014 Setting: XI IA 1 Class
...Twenty minutes passed, “Have you done your discussion?” asked the
R. “Yes” said the Ss. Then R asked the seven representatives from seven groups
to share their conclusion from the discussion one by one. Vignette 4, Appendix B
During Cycle I, the use of classroom English was effective in improving the students’ confidence to speak English. Even though not all the students could
74 fully understand what the researcher means, there was an improvement on two-
way communication. It can be seen in the extract below.
Vignette, April 10
th
2014 Setting: XI IA 1 Class
... After the video ended, they then discussed the message of the video. The R asked the Ss,
“Do you think that cyber bullying is a bullying?” “Yes” said the Ss. The R then asked one of the Ss to deliver their opinion.
“Bullying
could make the victims desp
erate.” said one of the ss. Vignette 4, Appendix B
The use of classroom English also made the students more familiar with spoken English, it also helped them to be more enthusiastic during the teaching
and learning process. Even though the students could not fully use English, they were still giving contribution during the discussion. In other words, the use of
classroom English could make the students to be more active during the teaching and learning process. It can be seen in the extract below.
Vignette, April 10
th
2014 Setting: XI IA 1 Class
... When the video was over, the R asked the Ss about what was the video about
. “Do you know what the video was about?”, then a student answered “Pake bahasa Indonesia aja ya mbak, yang ceweknya tadi itu lho,
diajak ngomong sama cowok yang pake jas itu, terus di ajak sms-an sama cowok lain.
terus ceweknya milih nanggepin yang sms. .
I will answer it in Bahasa, the boy asked the girl to have a chat, but the girl was in the middle of texting with
another boy, and she chose to keep texting. ” Then the R gave more explanation
about the video. Vignette 4, Appendix B