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R : ‗Sama tadi, kesusahan nggak ada display ketika mau njelasin tugasnya.’
` I was having difficulties in explaining the assignment because there is no display for
it. C3
: ‗Itu emang powerpointnya lagi nggak bisa po Mei?’ ‗Can’t the powerpoint be used Mei?
R : ‗Itu Na.. kabele yo Teh yo..’
‗It couldn’t Na, there was something wrong with the cable. C3
: ‗Ohya ding ho o, VGAnya ya....’ Oh I see the VGA right?
Appendix B: Interview 5 Cycle 1 Meeting 1
B3e2
From the script above it was known that it was important to make sure that the media were all ready before the class started. However, finally the problem
was solved by contacting the person in charge. The use of media in learning had some risks, yet they were still supporting the
ELT processes. The advantages were bigger than their disadvantages. They improved the students’ attention towards the learning. Therefore the action of
integrating the media into the lesson should be still implemented in the next cycle.
f. Varying the Classroom Interaction Type
The variation of the classroom interaction type was in fact improved the students’ cooperation. They could help each other in learning. The following
script reveals the benefit of the group work.
C3 : ‗Nggak kelar, lama kalau gitu. Jadi yang pas dikasih tugas kelompok itu mereka
ngerjain menurutku, jadi mereka mau ngerjain. Mereka emang busy. Walaupun ada yang satu atau dua sih yang nggak
engage kayaknya .’
‗It would take a long time. So when they were given group assignment, they worked on that, so they were willing to do that. They were busy although there are
one or two who do not engage, I guess. R
: ‗Yang di mana Na?’ ‗Which one is it Na?
C3 : ‗Kayak si cowok.’
Like that guy.
Appendix B: Interview 5 Cycle 1 Meeting 1
B3f1
The group work minimised the passiveness of the students. There were only one or two who did not engage compared to the previous learning before the
117 actions were implemented. The group work system reduced the risk of
monotonous sense. It was because the students could interact with their friends in the group if they had any difficulties. The following is my reflection of making
the decision to select group work activity.
R : ‗Aku tu sebenernya tadi kegiatan kelompok tu karena belajar dari kemarin karena
kalau cuma satu di depan, itu tu ngantuk jadi ketika mereka ndengerin misalnya pakai headset sendiri gitu, kan mereka punya sesuatu yang mereka berhubungan langsung
dengan itu dan itu tu deket sama mereka dan ada yang dikerjain, jadi selalu engage to
the worksheetnya. Kalau kemarin kan nggak to, aku pakai power point, dan di depan terus jadi nggak bisa
mobile.’
I actually conducted a group activity as I learned from yesterday because if there is only one audio in the front, they would be sleepy so when they listen to
the audio for
example, they use their own headsets so they have something that they relate directly to it and it closed to them and they have something to
work on, so they always engage to their worksheets. It did not happen yesterday, I used the power point only, and I should stand in front of the class all the time and I
could not move anywhere
C3 : ‗O, akhirnya karena itu?’
Oh, so was it because of that?
R : ‗Iya itu kan kamu bilang kemarin kurang mobil juga kan? Jadi ya kubuat worksheet
terus malamnya itu aku umumin besok bawa headset dan handphone kalian buat kelas
gitu. Supaya aku kopikan audionya jadi mereka ndengerin dan mereka tu berulang- ulang tu sesuai kebutuhan mereka untuk saat itu
.’
Yes it was, you said yesterday that I was less mobile right? So I made the worksheet at night then I announced to the students to bring their headset the
following meeting for the class activity. I would copy the audio so they could listen to the audio over and over again based on their needs at that time.
Appendix B: Interview 5 Cycle 1 Meeting 1
B3f2
During their observation in the action implementation, the collaborators suggested some way to make the group work activity better. Learning that there
were one or two students who only copied their friends’ work during the activity, they suggested that there should be more attention given to the way they worked.
It is reflected in the following script.
C2 : ‗Kalau sebelahnya Isb Rfl itu tadi aku ke sana, kan dibikinnya suruh ndengerin itu to,
nah itu tu yang ndengerin satu, kalo nggak satu berdua gitu. Terus yang lainnya ngopi. Jadi misal kalau tugas kelompok kayak gitu sebisa mungkin diawasi satu-satu
terus mereka kerjanya gimana gitu lho, yang bener -bener how they work together
because that’s our intention right? I mean that’s how we want them to work cooperatively right? Nah itu tu tadi yang ndengerin satu atau dua gitu terus yang
lainnya copying waktu aku ke sana sih.
‗
What happened to the group next to ISB RFL was that when I was there, the
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students who listened to the audios were only one or two, the other were just copying the work. So for consideration if you want to conduct group assignment
later on, as you could as possible, you should observe them one by one and see how they work on it, to make sure that they work together cooperatively because
that’s our intention right? I mean thats how we want them to work cooperatively
right? Well that was what happened when I observed them. C3
: ‗Yang copying yang mana? Yang nggak pakai jilbab?’ Who did the copying? Was it the one who did not wear hijab?
C2 : ‗Yang pakai. Yang pakai jilbab putih.’
‗It was who wore hijab. The white hijab one.’
Appendix B: Interview 5 Cycle 1 Meeting 1
B3f3
Careful observations should be done during the impementation of the activity. It was to make sure that the students did not only sat together in a group but they
worked together to accomplish the target. It meant that I should walk around, guide, and assist them more.
In relation to the type of interaction that the students wanted, the following script reveals
what became students’ favourite type of interaction.
R : ‗Terus untuk ke depannya kamu pingin gimana bahasa inggrisnya? Lebih gimana
gitu ?’
So later on, how do you want the English learning and teaching be? How should
it be?’ S4
: ‗Lebih gimana ya, lebih banyak apa ya, banyak kelompokannya gitu,’
Well, it will be better to have more group work, R
: ‗Yang sekarang masih kurang ya?’ What about now? Does it lack group work?
S4 : ‗Iyak, belum menyebar banget.’
I think so; the groupings have not spread well.
Appendix B: Interview 7 Cycle 1 Meeting 2
B3f4
From the interview script above, it could be concluded that the students like to work in groups. Furthermore, the student complained that the group would be
better if the group division varied that they would mingle with the others. Therefore more group work activities should be made with careful decision and
further observation should be conducted during the implementation of the activity to make sure that the students work cooperatively.
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g. Conducting Pre-communicative Activities
