Pronunciation Practice Reports of Actions

67 students practised on how to use the expression in certain context. So that, the researcher prepared two videos to give the students input on the material they were going to learn. The first video used as the input for the students to implement the Talking Chips strategy. The second video used for individual task. Before the researcher played the first video, the researcher asked the students to learn some vocabulary related to the videos. This would help the students to understand the content of the video. The researcher then played the video, the video was about cyber bullying. After the video ended, the researcher asked questions related to the video. It can be seen in the extract below. Vignette, April 10 th 2014 Setting: XI IA 1 Class ... After the video ended, they then discussed the message of the video. The R asked the Ss, “Do you think that cyber bullying is a bullying?”“Yes” said the Ss. The R then asked one of the Ss to deliver their opinion. “Bullying could make the victims desperate.” said one of the Ss. Vignette 4, Appendix B The researcher then continued the activity by telling the students that they were going to have talking chips activity. The researcher first divided the students into seven groups, each group consists of three to four students. The researcher then explained the rules on how to do the activity. In the beginning the students were confuse on how to do the activity, so the researcher explained the rules again. The researcher wrote some questions related to the video to help the students did their discussion. The last person to talk needed to represent his or her group to deliver the conclusion of their discussion. During the activity the researcher walked around the classroom to check the activity in each group. However, there were some students who could not understand the activity well. It can be seen in the extract below. 68 Vignette, April 10 th 2014 Setting: XI IA 1 Class ... “Mbak, kalo jadi representative itu ngomongin jawaban kita sendiri atau jawaban orang lain? Miss, the representative should present her own answers or someone else’s?” asked one student. “It could be both. Bisa jawaban kalian sendiri, bisa jawaban temen, atau bisa juga rangkuman dari diskusi kalian. You may give your own answers or the conclusion of your discussion. ” answered the R. Each group had twenty minutes to discuss their stances based on the questions given. During the activity, some of the students were still confused to the rules. So R walked around the classroom to monitor the activity. Twenty minutes passed, and R asked the seven representatives from seven groups to share their conclusion from the discussion one by one. Vignette 4, Appendix B After the representative of the groups shared their ideas, the researcher then moved to the next activity. The next activity was individual task. The R played the second video entitled “Death of Conversation- The Impact of Social Media on Communication”. After the video played, the students should make a simple speech to express their stance. The R gave framework to help the students prepared the speech. However, before they started to do their tasks, the researcher asked the students whether they could understand the content of the video or not. It is indicated in the extract below. Vignette, April 10 th 2014 Setting: XI IA 1 Class ... When the video was over, the R asked the Ss about what was the video about. “Do you know what the video was about?”, then a student answered “Pake bahasa Indonesia aja ya mbak, yang ceweknya tadi itu lho, diajak ngomong sama cowok yang pake jas itu, terus di ajak sms-an sama cowok lain. terus ceweknya milih nanggepin yang sms. I will answer it in Bahasa, the boy asked the girl to have a chat, but the girl was in the middle of texting with another boy, and she chose to keep texting. ” Then the R gave more explanation about the video. Vignette 4, Appendix B