171 me, as the researcher. Secondly, it changed the students. Thirdly, it changed the
English learning and teaching processes. Finally, it changed the collaborators. The changing meant was described as follows.
1. The Changes in Me
What I have gone through in this research really changed the way I think and the way I behave. It gave lots of impacts to me in developing the four
competences the English teachers should master: pedagogically, professionally, socially, and personally. Pedagogically, I think more about my students: their
personality factor, their varied English proficiency and their capacity of learning. Added to this, I become more aware in conducting English learning and teaching
which is juicy: full of good moral values, dialogic, and educating. Furthermore, I am also fully aware to integrate various media into teaching. Generally, I am more
capable in tailoring many elements to present delicate English learning and teaching process to the students. This action research also affected me
professionally. It taught me to be more professional. However, in the other side, it is like punching me in the eyes that I realized I was still far from being
professional and need to learn more and more. Socially, I learn how to interact with all the member of the school and the research better. I become more flexible
and more respective to other people. Personally, I strengthen my personality. I was too impulsive and sometimes was unrealistic in setting goals. Therefore I am
now more careful and think further before making decision. Hopefully, I can be a reflective teacher in the future.
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2. The Changes in the Students
The changing in the students was seen from the observation and from the students’ statement. Previously, the students had negative perspective about
English. They thought English was unfriendly, scary, and was a difficult subject to learn. However, the students’ negative perspective changed. Now they think it
is fun and they like it even more. Because of the change of their perspective, they feel that they are more relaxed in learning English and they enjoy it. Secondly, in
relation to their courage, they admitted that their courage to speak improved. Their self-confidence increased though it was varied amongst the students. They
become more active in the classroom. They have the courage to try speaking up even though their anxiety had not all gone. Thirdly, by the continuous feedback
given in a friendly way, they now are more open to any feedback. In relation to the materials comprehension, they admitted that they understand grammar more. ,
broaden their view, understand English instruction more, and be better in pronunciation. They developed their vocabulary. They can arrange words better.
They got new many things. Fifth, they have the willing to explore English more even though it will be step by step. They are also more interested in developing
their speaking skills. In addition to this, by doing the tasks and the homework given, they feel that they are more capable in writing, and listening to what other
s’ saying. They were more sensitive to it. To know more about changes in the
students, see Appendix E Questionnaire on Reflection Stage Result Part 2.
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3. The Changes in the English Teaching and Learning Processes
