134 The students were still surprised every time the rule was conducted. However
their attitude after that was good. Most of them obeyed the rule and only three students who broke the rule without deliberate intention. In meeting two the
students were still hectic when the rule was going to be implemented. Again, after that their attitude was good. The number of the rule breakers was reduced became
two. The illustration can be seen in the following vignette.
A student asked a question. ―Kita ngapain Miss?‖ The teacher said, ―Good question. Nah yang akan kita lakukan adalah membuat
Steve Jobs’ life timeline. Jadi kalian akan membuat mind mapping yang menceritakan atau menggambarkan kehidupan Steve Jobs
berdasarkan pidato yang kalian dengarkan. Tulisan yang di kertas kalian sebagai petunjuknya
.‖ The students looked amazed, ―Whoooaaa...‖ The teacher then added, ―ɒut, you have to use English in solving your problems. Jadi ini adalah English speaking-time..
So no language other than English yaa... kalau ada.. sewu sewu ..‖ The students were hectic.
―Whoaaa.... Miiiissss..‖ screamed the students. The teacher just smiled. ―Don’t worry, you can still
consult your dictionary, or you can use the list of expression I’ve given to you, or you can use your body language, okay?‖ The teacher then distributed the colourful asturo
paper to each group for them making the Steve Jobs’ life timeline. Some students requested the paper because of the colour. The situation began to crowd. The teacher led the activity.
―Okay, are you ready everyone? We start, now‖ said the teacher.
Appendix C: Vignette 6 Cycle 2 Meeting 2 lines 122-137
C2b3
In meeting 3, there was no more shocking expression from the students. By the time the rule was put into effect, they were ready. It seemed that the students
had got used to the rule conducted. The following vignette quotation shows the students’ expression without complaining.
The teacher then asked the students, ―And.. the only English speaking time is put into
action. Okay are you ready everyone?‖ Everyone said, ―Yes Miss...‖ The teacher instructed, ‖Okay go ― The students were then busy with their group. They managed the order of
speaking to each member of the group.
Appendix C: Vignette 7 Cycle 2 Meeting 3 lines 83-86
C2b4
c. Introducing the Topic and the Lesson Objectives, Brushing up the
Materials, and Reviewing the Materials
At the beginning of every meeting, the students were asked about the previous materials they had learned or the activity they had done. These activities
135 in fact could provide opportunity for the students to speak up. The following
vignette depicts the student speaking.
The teacher recalled what students learnt previously. The teacher outlines their answers that they have learnt about telling their childhood experience. ―Well everyone, what did we
learn last week?‖ The students answered, ―Telling experience about childhood Miss.‖ The teacher asked, ―That’s right, how do you feel about that?‖ The students said, ―Masih
penasaran Miss, ada yang belum cerita
.‖ The teacher calmed her, ―Well you may continue it outside the classroom in fact.‖ The students insisted, ―Aaa Miss.. terusin..‖ The teacher
smiled. ―Well Isn, in your opinion, whose childhood story is the funniest?‖ Isn answered, ―Ceritanya Nsy Mis..‖ Nsy looked puzzled. The teacher attention was directed to Nsy.
―Nsy, would you share your story to us?‖ Nsy answered, ―Ada.. malu Miss..‖ The teacher tried to motivate
her, ―Come on.‖ The other students screamed Nsy’s name, ―Nsy.. Nsy..‖ Nsy
then tried to tell her story, ―Bahasanya campuran nggak papa ya Miss.. so when I was a child around 8, I played with my friends, then I was ... chased by a dog. Karena ketakutan
saya nangis sampai guling-guling, eh anjingnya jadinya ngejar teman saya Miss. Tapi
waktu itu segera ditolongin sama orang .‖ ―Ha ha ha‖ the whole class laughed. ―What an
experience Well thankfully you were safe. Thank you Nsy .‖
Appendix C: Vignette 5 Cycle 2 Meeting 1 lines 10-28
C2c1
After reviewing the materials, the introduction of the topic and the stating of the lesson objectives were done. Somehow it could direct students’ interest
moreover if the topic was close to the students’ life. The following shows the
students’ reaction after the topic and the lesson objectives were stated.
―Well, we have talked about ourselves last week, today we are going to talk about someone else’s experience..‖ The teacher led the students to go to the material they were going to
work on today. ―Whooa...‖ The students amazed.
Appendix C: Vignette 5 Cycle 2 Meeting 1 lines 66-69
C2c2
At the end of the meeting, the brushing up materials was conducted to emphasize what students learnt during the day. The following is the illustration of
the brushing up materials.
The time was almost up. The teacher invited the students to sum up what they learnt today, ―Well everyone, so what have you learnt today?‖ The students answered altogether,
―Shergey ɒrin Miss...‖ The teacher asked further, ―And then?‖ One student added, ―Yuyun Miss... Spelling
...‖ The teacher reinforced their answered, ―Okay today we have read some biography text about Shergey Brin. Kita menggunakan kata kerja bentuk kedua untuk
menyatakan kejadian di masa lampau . Today, kita juga bertukar informasi melalui tanya
jawab yang kalian praktikkan tadi .
Appendix C: Vignette 5 Cycle 2 Meeting 1 lines 199-206
C2c3
136
d. Promoting the Habit of Doing Self-check Dictionary
