Wall Magazine Oral interview

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a. Wall Magazine

The activity of creating a wall magazine with the topic on vegetables provides opportunity for each student to apply their knowledge on the topic through writing practice. Given the chance, the students eagerly worked on the task because it required their own creativity to draw the pictures and to write some descriptions about them. After writing the descriptions of certain vegetables, the participants individually retold the descriptions without reading in front of the whole class. They mostly described the size, the color, the taste, and the vitamin it contained. The finding revealed that most of them were able to retell the descriptions without reading although some of the lower graders like grade one to three sometimes made pauses when presenting the description. However, with little help from the friends and the teacher such as reminding them about “The taste?”, they were able to retell more information more confidently.

b. Oral interview

In the oral interview, there were two main findings to see how cooperative learning activities were able to improve their communicative competence. The first was it provided experiences for students to real communication. The second was it showed that the participants understood the questions given by the teacher. 1. Real Communication Use of English for Communicative Purpose. Thanking 80 Table 4.1 Students’ real communication on thanking Hesti a forth grader T : Very good answers, Hesti. Give me five Thank you for answering the questions. S : you‘re welcome Tia a fifth grader T : very good, Tia. Keep up the good work. S : smiling yes. Thank you. Widya a fifth grader T : Okay, that‘s all Widya..thank you. S : Okay, thank you Miss Ririn. Ines a third grader T : Very good, Ines. Give me five. Thank you. S : You‘re welcome Anggi a third grader T: Very good answers, Anggi. Give me five Thank you for answering the questions. S : smiling you‘re welcome Widyaning a fifth grader T: Very good answers, Widya. Give me five Thank you for answering the questions. S : smiling you‘re welcome Besides providing evidence on the students‘ ability to thank using the target language for communicative purpose, this part also presents data on the participants‘ competence to respond to questions on like and dislike. From the result of the oral interview, it was obtained that they were able to respond to the questions appropriately. The exposures and practices on the expressions to state like and dislike through cooperative learning enabled them to use the language expressions well. Responding to questions on likedislike Table 4.2 Students’ expressions on answering like and dislike questions Hesti a forth grader T : Do you like cooperative learning activities like STAD, writing around, role playing, and tea party? S : Yes, I like it Tia a fifth grader T: Do you like cooperative learning activities like 81 STAD, writing around, role playing, and tea party? S: Yes, I do Widya a fifth grader T : Do you like cooperative learning activities like STAD, writing around, role playing, and tea party? S : yes, I do Ines a third grader T: Do you like cooperative learning activities like STAD, role playing, writing around, and tea party? S: Yes, I do. Anggi a third grader T: Do you like working in small groups? S :Yes, I do Widyaning a fifth grader T: Do you like working in small groups? S: Yes, I do All of the students were able to respond the questions on what they like appropriately. They mostly answered with “yes, I do” or “yes, I like it” instead of only “yes” or nodding their head. It confirmed that the learning activities using tea party which focused on like and dislike had been able to help them to use expressions appropriately. The next finding related with how the participants used like and dislike statements to tell about their preference. The following data show how they were not only able to answer the questions on like and dislike but also able to state what they liked and what they disliked using English. The topic of the questions in specific focused on vegetables. Talking about like and dislike 82 Table 4.3 Students’ expressions on like and dislike statements Hesti a forth grader T: Which vegetables do you like? S: Mmmmm pauses T: Vegetables yang mana yang Hesti suka? S: carrot, I like carrot, I like spinach, I like tomato. T: what about vegetables that you don‘t like? S: I don‟t like bitter gourd, I don‟t like petai, I don‟t like pumpkin . Tia a fifth grader T: What vegetables that you like? S: Mmmm…cucumber T: I like .. S: I like cucumber ….mmm…I like spinach. T: Now Tia, What about vegetables that you don‘t like. S: I don‟t like carrot, I don‟t like bitter gourd. Ines a third grader T: What vegetables do you like? S: I like broccoli, I like tomato, I like spinach T: What about vegetables that you don‘t like? S: long bean Anggi a third grader T: what about vegetables that you don‘t like? S: I don‟t like bitter gourd, I don‟t like petai, I don‟t like pumpkin . Widyaning a fifth grader T: what vegetables you like? S: I like tomato, I like carrot 83 All of the students were able to comprehend the questions by giving appropriate answers. They were also able to use the expressions on like and dislike by stating “I like …” or “I don‟t like…”. It gave the impression that the authenticity of using the language had been successfully implemented by the students through exposures and practice of using English expressions in their practices during the learning activities. The participants, in addition were able to comprehend the questions given by the teacher although they were not in the form of complete sentences. By asking them questions like “The taste?”, “Vitamin?”, or “What about broccoli?”, they were able to understand and respond accordingly. 1. Comprehension on the questions Table 4.4 Students’ comprehension toward the questions Hesti a forth grader T: Okay now, could you say something about tomato? S: pauses…yes..it is fresh, it is red, it is rich of vitamin C. T: What about pumpkin? S: it is round, it is orange, it is rich of vitamin E, it is plain . Tia a fifth grader T: Okay now, can you tell me about carrot? S: Yes…it is long, it is orange, it is mmmm fresh, it is rich of vitamin A . T: tomato? S: it is round, it is red, it is mmm rich of vitamin C Ines a third grader T: Could you describe tomato? S: it is round, it is red ….mmm pauses T: the taste? S: fresh T: vitamin? S: rich of vitamin C Anggi a third grader T: Okay now, could you say something about carrot? 84 S: pauses….it is orange, it is long, it is fresh, it is rich of vitamin A Widyaning a fifth grader T: Okay now, could you tell me something about carrot? S: it is orange, it is rich of vitamin A, it is fresh, it is long T: What about broccoli? S: it is long, it is fresh, it is green, it is rich of vitamin A

3. Multiple Observers