R : Okelah. Oh iya, kalian sekarang gaya ya pada pake bahasa Inggris terus
kalau mau ke kamar mandi. OK. Well, it’s a great job that you always use
English whenever you ask for my permission to go to the toilet. S3
: Lho kan Miss yang nyuruh to. Katanya kelas bahasa Inggris harus biasa pake bahasa Inggris. You asked us to.
R : Ya sih. Hehehe. Nah bagus itu. Kalian jadi lebih terbiasa menggunakan
bahasa Inggris kan? That’s good. You get used to use English, don’t you?
S2 : Iya, Miss. Miss Intan kan kalau memberi instruksi pake bahasa Inggris,
jadinya ya terbiasa. Paham juga. Yes, we do. You also used English when giving instruction. That is why we get used to. We understand it as well.
Interview Transcript, April 20, 2015
e. Giving Handouts
The teaching and learning materials were collected by the researcher from many sources, such as various English textbooks for grade VIII students and
internet. The materials were put in handouts containing of model texts, brief explanation of related topics, tasks, and details of games.
The materials were collected based on the related topics that had been written in the school syllabus. The level of difficulties was also considered. Tasks
were varied. Vocabulary and pronunciation practices were included as tasks.
f. Displaying Pictures and Videos
Pictures were used in the beginning of the lesson. They were used to attract students’ attention and more importantly, to generate their ideas of what
the topics would be about. When they were asked about the pictures, they could answer the questions easier, because they could see the visualization of what they
would learn. Pictures made students pay attention more. They looked more enthusiastic when the researcher showed pictures on LCD projector.
The pictures were chosen based on the topic. In the first meeting, pictures of people who help each other were shown. The pictures were to generate
students’ ideas. Questions about the pictures were asked. They led students to enter the main topic.
To start the lesson, I showed them pictures of people who help each other.
Then, I asked some questions, such as “What are the people in the pictures doing?”, “Have you ever done the same thing?”. Vignette, meeting 1, cycle 1
Videos were also used in this research. The functions of videos were the same as those of pi
ctures. Instead of merely attracting students’ attention, videos also functioned to generate visualization of what they would learn. They could see
how native speakers of English speak. Students were very excited when videos were playing.
I proceeded to display a video related to the main topic “Asking for a Favor”. A student shouted out, “Yee, video ya, Miss. Asik. Nggak usah
pelajaran aja
.” They liked it when I played a video. The Ss observed the
video. After showing the video, I asked some questions related to the video to the Ss, “What was the video about?” Some Ss answered correctly. After a brief
discussion about the video, I told the Ss what we were going to discuss the main topic that day. Vignette, meeting 1, cycle 1
Displaying pictures and videos could help students generate ideas. It helped them learn materials easily. Videos and pictures refreshed their minds,
because they were not only exposed with boring and long explanation, but also colorful and more alive media.
R : Oiya, Miss Intan kan suka nunjukin gambar, terus kadang video. Nah,
kalian suka nggak? Do you like it when I showed you pictures and videos? S2
: Iya, Miss. Suka. Yes, I do. R
: Kenapa? Why? S2
: Ya, bagus aja sih, Miss. Nggak bosen. Ada variasi gitu kalau belajar. Good. I didn’t get bored. We learned various things.
R : Kalau menurut kamu, Ihsan? And what do you think, Ihsan?
S1 : Ya sama. Seneng kalau dikasih liat video atau gambar. Apalagi kalau
video, kan kami jadi lebih tau gimana orang Inggris ngomong pake bahasa Inggris. I was excited when pictures and videos were shown. I knew how
native speakers of English speak.
Interview Transcript, April 20, 2015
3. Reflection
After implementing actions in cycle 1, the next stage is reflection. In this stage, the researcher and the collaborator had a discussion to reflect implemented
actions in cycle 1. Ideas and opinions were considered. The reflection was needed to determine whether the actions had to be continued, modified, or stopped.
All actions were implemented successfully, yet there were some problems during the implementation. Students felt afraid and shy whenever they were called
on to come forward to do a task or answer a question. Trouble makers, who were all boys, always ruined the teaching and learning processes. They were very
noisy. They were busy talking with their friends, walking around the classroom, even disturbing girls when doing tasks.
The results of reflection on implemented actions in cycle 1 were summarized in the following explanation.
a. Implementing Communicative Games
The communicative games were successfully implemented in cycle 1. They gave chances to students to speak up. Students also seemed more confident
when speaking as they did the activities in small groups or pairs. The activities were fun as well. Therefore, they did not feel they learned, yet they learned while
playing games.
