The concept of Course Grid and Lesson Plan 1

interested activities were provided that could make them enjoyed the class. Such as in the 5 th meeting, the students were taught the reading game. The game itself was jigsaw. So, they were asked to make a group of nine since they were provided four different texts. Each group had to discuss and comprehend the text. The students were learning in a group discussion. They looked enthusiastic doing the discussion with their friends. When they had a problem, they asked me. After they finished their discussion, all of the texts were taken. Then, they were asked to make a new group of four consisted of different members from each group before. Their responses were so huge. They were surprised when they were asked to make a new group. When they were asked to make the group by themselves, they were confused to choose their partnera. So, the classroom became crowded. Some of the stu dents had their group while the others didn’t. Seeing the situations, the group made by me. After the group formed, they started discussing again. Each of them told the story that they had read. The class was so lively. It was quite crowded, but it was fine. It was happy to see they were discussing. The main activity was reading, but they did it together. They built the interaction each other. One of the processes of leading the students in the reading game can be seen in the quotation of the vignette below. From the vignette above, the students were seen enjoying the activities. They could share the story they read in English, it indicated that their comprehension improved well. They really liked the class activities. It can be seen from the vignette below. When we were doing the game, the bell rang. However, the students did not want to end the class because the activities very fun. The description of the situations presented in the vignette below. …Then, R applied a reading game which was a modification of jigsaw to build interaction between Ss. Firstly, R asked them to make a group of nine. R gave different texts to each group. After that, R asked them to comprehend and discuss the text with their group. R asked them to discuss the difficult words, the language function, and the grammar used in the text. R asked them to comprehend the text well because they had to inform or retell the text to hisher friends. R gave them 20 minutes to discuss the text. While they discussing the text, R looked around to help them if they have some problems. Theyseemed to enjoy the activities. Then, R took all of the texts and asked them to make a new group of four students consists of members from different the group before. It quite took a time because some Ss did not want to make a new group. Then R divided them into nine groups. They looked happy because all of them have a group. After all of them sat in their groups, R asked them to choose one person each group to be a leader. Then they had to retell the stories that they had read before to the leader. While they were retelling the story to the leader, R looked around to check whether they have problems or not. R gave them 15 minutes to retell their story to the leader. The class was so lively. Most of them speak in English to retell the story to their friends. It was quite crowded, but it was fine. Vignette 5: Friday, April 25, 2014