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the reflective question. The researcher also asked the students’ feelings about joining the class. All of the students said that they were happy joining the class.
Based on the reflective question filled by the students, most of them were happy about joining English class. The students also had interesting experience
during the teaching-learning process. Some students wrote in the reflective question.
Student 18: “Pengalaman hari ini membuktikan bahwa kerja keras yang maksimal dapat menghasilkan hal yang manis.”
Today’s experience proves that hard work would bear something good
Student 4: “Berdialog dengan bahasa Inggris saya sudah berkali-kali
melakukan, tetapi ini dialog yang menurut saya sangat menyenangkan, karena vocab yang saya dapat juga baru.”
Having English dialogue is common to me, but this dialogue is very interesting because I get new vocabulary
3. Reflection based on the Implementation
Based on the implementation of CTL in the first cycle, the researcher could reflect what went well and did not go well in teaching-learning process. The
use of artists’ pictures helped the students build their idea on how to give compliment. The activity also made the students to be not afraid of giving their
opinion about the picture. However, the pictures were not too big so that the students who sat at the back could not see the pictures clearly so they were doing
something else which was not related to the lesson. Moreover, not all of the students participated in giving their opinion toward the pictures. Some shy
students could not have opportunity to deliver their opinion. Therefore in the second cycle, the researcher planned to make them work in group of four so they
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would discuss some pictures in their group. The aim of this activity was to make all of the students participate in the teaching-learning process.
The students paid attention to the researcher’s story when the researcher told them about cultural differences between American and Indonesian in giving
and responding to compliment. This activity helped the students to get better understanding toward the topic material. As the observer wrote in the field note:
“The students listened to her story and responded to her questions. By paying attention to the teacher’s story, the students knew the difference
between eastern and western culture about giving compliments. The teacher also related her story with Javanese culture, so that the students
could understand it better.”
Field note of the second meeting of the first cycle, see appendix 5
The main challenge in this research was time allocation. There were some activities that took much time. Therefore, the students did not have enough time to
practice some dialogues, learn new vocabulary, and make their dialogue. In the second cycle, the researcher planned to have three meetings to conduct the second
cycle.
B. Research Findings in the First Cycle
The result of the research in cycle one was satisfying because there were 18 of 32 students 56.6 who passed the passing grade for English subject. The
passing grade for English Subject in SMA N 1 Kasihan Bantul was 75. There were 28 students 87.5 who made progress in their performances. Moreover,
the class average in the preliminary study was 63.6. Meanwhile, the class average
