64 library. I told them that they should bring the dictionary in the next meeting. In
the second and third meeting the students had the dictionaries with them. However, they borrowed from the library during the teaching and learning
process. They did not borrow the dictionary before the class begun.
c. Showing good respect to the students
In the first meeting, there were some students who kept talking with their friends during the lesson. From the discussion with the English teacher before
doing the action and from the classroom observation, I thought that this situation would happen in the class. When the students talked while I was explaining, I
stopped my teaching and stared at those who were talking. When I did this, the talkers would stop their conversation. However, they started talking again not
long after I continued my teaching. When this happened, I called out their names and told them “I need you to be quiet, please” and showed the gesture of asking
someone to be quiet putting the point finger in the front of the lips. Unfortunately, the class talkers continued their conversation. I finally
moved the talkers to the front chairs so that I could give them a quick look and signal when they tried to have conversation during the lesson. By moving their
seat, the talkers were quieter during the lesson in the second meeting. I praised them for becoming good students during the lesson. At the end of the third
meeting, I told them that they could back to their previous seats if they could promise me they would not cause any trouble in the back seat and if they could
finish their work well in this meeting. They did both. They did the individual
65 work and behaved well in the whole lesson. In the next cycle, I would let them be
on their previous seats. In addition to that, I praised the students who tried to answer a question
and finished their works. For example, I said, “Very good”, “Excellent”, “You
have done well with the work ”. I also used positive language to motivate the
students who had difficulties with their task. I offered them some helps by saying, “May I help you?”, “Do you need some help?”, instead of complaining “Why
aren’t you working” or “ do you work”. By doing this, some students became eager to ask the teacher when they found difficulties in dong the task.
d. Using classroom English
