84 correct English sentences in a short paragraph as fast as possible, while the videos
were short animated videos and motivational videos.
3 Joint construction of the text
In this stage, the students practiced writing by arranging jumbled words into good sentences, then arranging jumbled sentences into a good paragraph.
Most students could do this activity well. The next activity was writing a text together. I led the writing process with
the whole class. I asked the students questions about their dream house and what they wanted to have in their dream house. Their answers were put together on the
board and developed into a text. The students then were divided into small groups and each group was
given a picture of a house. They were supposed to work together writing a text describing the picture. To assist the students, I reminded them to make an outline
of what information they wanted to put on the text. Working in groups could be effective when the students know what were expected from them. Proposing
group works in teaching teens such as themselves is also a part of consideration on their characteristics as adolescents, as ɒrown 2001 stated that “risk can be
taken more e asily by a teen” when they are working in groups, thus preserving
their self-esteem and ego.
85
4 Independent Construction of the Text
In this stage, the students produced a descriptive text independently. I asked whether the students had a dream house; a house they wanted to have when
they grew up. As the students got excited and expressed their dream houses, I explained that they were going to write a descriptive text about their dream house.
5 Linking to Related Texts
In this stage, I planned to give the students an advertisement of a house to be compared with the descriptive text of the same topic. However, as the class got
too noisy at the end of the meeting, I could not implement this action. I decided to ask for help to the English teacher so she would include linking to related text in
her lesson next meeting.
b. Involving students in playing games for motivational purposes
Games were effective to avoid students‟ boredom in between activities and also to improve participation. More than improving participation and avoiding
boredom, games were also a means of learning. In the games, the students learned unconsciously and eagerly. Since the games mostly focused on vocabulary, they
also served to strengthen vocabulary mastery. Using games in the teaching and learning process also improves the
students‟ attitude towards learning English. They did enjoy the learning process and as a result, the class was livelier. Here are some of their opinions on learning
86 English during the implementation of Genre-Based Approach with games. More
of these are provided on the appendix —field notes.
See more on appendix, field note
Figure 7 . Students’ Opinions on Learning English through GBA
c. Code switching between English and Indonesian
The students still found difficulty in understanding the instructions given in English. Therefore, Indonesian was more dominantly used as the classroom
language. Regarding this, the English teacher commented: ----------------------------------------------------------------------------------------------
Appropriate use of language. Indonesian language was more dominantly used in order to make it easier for students to understand instructions.
See Appendix, Field Note
---------------------------------------------------------------------------------------------- Code switching to Indonesian is also really helpful to cover my own
weakness in speaking English. According to some students, I speak too quickly when I use English in the classroom, which makes it hard for some students to
Miss Mustika
—
the researcher
—
made me happy.
87 catch what I said. However, they could understand when I repeated the
instructions in Indonesian, as admitted by the students themselves.
See more on appendix, field note
Figure 8 . Students’ Opinions on the Way I Explained the Teaching
Materials
The way you teach is nice.
You don’t get angry easily.
Keep the cool teaching, OK? Good explanation.
Keep your spirit up OK Dear, Miss Mustika. The way you teach is
nice, easy to understand, but please speak
more slowly. Don’t speak to f
ast. Good luck, Miss. And keep smiling.
88
d. Using media
The media used in cycle II included pictures and a computer application. Like in cycle I, The use of media was effective as teaching aids, and more
importantly the students liked it. The media in the form of pictures were given in their handout, and worksheet, and displayed on the LCD. And the media in the
form of computer application was also presented using the help of the LCD projector.
The LCD projector was used to show visual media application called Cambridge i-dictionary. The application had pictures, sounds for English word
pronunciation, songs, and simple exercises with interesting visualization. The combination of media and technology proved to assist the teaching and learning
process. ---------------------------------------------------------------------------------------------------
I then asked the students what things that could be found in a house. To assist, I opened a picture dictionary application and showed it to the students with the help
of an LCD projector. The application showed parts of the house and the things inside and around the house along with the English words and how to pronounce
them. The students imitated the pronunciation of those words.
See Appendix, vignette
---------------------------------------------------------------------------------------------------
e. Arousing motivation and giving moral supports to the students
As the attempt to motivate the students by playing a short motivational movie about the unfortunates was successful, this strategy was then implemented
in the cycle II. During the implementation of cycle II, I played short movies that were only three to five minutes long before starting the class. The effect was
