Teaching Grammatical Points Actions and Observation in Cycle II

To check whether the pictures series help the students or not, informal interviews with the students were done after the class over. The students were provided the pictures series in their tasks. They were asked to retell the story through the pictures with their vocabulary, so the students could memorize the story well. This way helped them to comprehend the text. The transcript of the interview can be seen below. Another media was the handouts. The students were given the handouts of the materials to ease them following the activities. The handouts consisted of the materials and some tasks. After the students got the handouts, they discussed it with their classmates. The list of irregular verbs that were provided in the handouts eased the students learning the grammatical points especially the past tense. The description of the situations is presented below. In the classroom activities, those media were used efficiently and effectively. Keeping the projector off while it was not used anymore was one of R : Apakah gambar-gambar tadi mempermudah kamu dalam bercerita ? Did the pictures help you to retell the story? S11 : Iya mas, jadi inget ceritanya . Yes, it did. It helped me to memorize the story. Interview Transcripts April, 26 2014 …R asked them to say the keywords one by one. Ss said, “The Tiger and the Fox, the Fox said that he is a king of the jungle, the animals in terror, and the Tiger bowed low to the Fox”. To check their answer, R distributed handout of the materials consisting of the materials and list of irregular verbs. Then we continued discussing the specific information. R and Ss tried to comprehend the text through the specific information that they get. R asked them several questions related the specific information. They could answer it easily. Vignette 4: Saturday, April 19, 2014 the way to make it effective. So, the students could focus on the learning process. However, the English teacher suggested me to turn the projector on before since it needed time to be ready to use.

e. Motivating the Students through Stories

During the implementation of Cycle I, some of the students looked demotivated to join the English class. So, motivating the students through stories was done in the Cycle II. After doing the main activities in the fifth meeting, they were told the experience and an inspiring story. The students attended to listen to the story. The students needed supports to boost their motivation in learning, especially English. The process of giving motivation in the following quotations is presented below.

f. Giving Rewards to the Students

They were provided with rewards to motivate them to be more active in the classroom activities. It had a purpose to encourage their confidence in the class. It was given to the students who were brave to show positive learning attitudes or showed good efforts to learn English. It was quite useful in the class. When the students were ashamed to speak or perform, they were encouraged …R continued through reviewing the material they had learn. Rmoved to joint construction of the text step. Before R asked Ss to do the tasks, R motivated them to like learning English. Ss attended me. R told them that R didn’t like English before till R can have good English. R also told them benefits of having good proficiency of English. They looked seriously to hear my story. R advised them to keep learning English. They agree with that. R asked the students to comprehend the text in a group. Vignette 6: Saturday, April 26, 2014