154 In addition to this, the usage of the monolingual dictionaries increased. The
students were interested in exploring the monolingual dictionaries; in this case it was the CALD. For some students, it was new for them and for the rest, it was
not. However, the way to introduce the CALD succeeded in making them like English more. It can be seen in the following scripts.
R : ‗Oh, sebelumnya kalian udah pakai Cambridge?’
Oh, have you ever used Cambridge previously?
S7 : ‗Belum.’
Not yet.
S8 : ‗Baru kali ini.’
‗This is the first time.
S6 : ‗Kalau SMP dulu pernah to Miss, tapi nggak menarik e rasane tu.’
‗I ever used it in my junior high school, Miss. But it was not interesting.
S9 : ‗Masih gitu-gitu aja.’
‗Just so-so. R
: ‗Kalau sekarang menarik po?’
What about now, is it interesting?
S6 : ‗Hoo.’
Yes, Miss. S7
: ‗Dulu ya Miss, sekarang aku jadi suka Bahasa Inggris lho sekarang. Kalau baca novel Inggris itu jadi dong itu lho. Aku sekarang jadi n
download Wattpad jadi novelnya Inggris-Inggris. Hee tenan
.’
In the past it was not interesting Miss, now finally I like English now. Now I could understand the English novel when I read it. Now I like downloading
Wattpadd. It contains of English novels. I mean it.
Appendix B: Interview 12 Cycle 2 Meeting 2
C3d3
e. Integrating Media into the ELT Processes
The use of the media in the ELT processes increased the students’
participation to the process. The students became more engaged to the activity. The students admitted it during the interview. The script of the interview can be
seen in the following.
R : ‗Miss pingin denger pendapat kamu, gimana tentang pembelajaran Bahasa Inggris
kemarin sama Miss Mei.’
I want to hear about your opinion on the ELT processes
with me.’ S6
: ‗Lebih asyik, soalnya lebih misalnya ada nyanyi-nyanyi, sama sama ada properti- propertinya itu jadi lebih menarik gitu lho pelajarannya
.’
It is more fun, because there were various activities like singing, and then you use various media so the ELT is more attractive.
Appendix B: Interview 12 Cycle 2 Meeting 2
C3e1
155 In the first meeting, an unexpected thing was observed by the collaborator
like what was reflected in the following script.
C4 : ‗Nah itu aku kan ngliatin awal-awalnya, soalnya kan aku biasa ngawasin kalau aku
ngajar gitu kan, kan keliatan kalau itu mainan hp, kalau itu lagi nggak fokus. Itu kelihatan, nah itu tu kelihatan kayak gini terus
.’ Well, I observed that in the beginning, because I usually monitor the students during
my teaching, so I could recognise which student played herhis phone, which one
does not concentrate. That was so crystal clear, they always show particular attitude.’ R
: ‗Hoo nunduk.’ Yes, they bowed their head.
Appendix B: Interview 10 Cycle 2 Meeting 1
C3e2
The student used his mobile phone out of EFL context. However, it was only a few students. What have to be done was to restrict the use of the smartphone and
to build the trust in the students. It did not mean that in this context, the use of the smartphone should be prohibited at all, because, in fact, it could be very useful for
learning in recent era.
f. Varying the Classroom Interaction Type
The classroom interaction type designed in this cycle made the students work more cooperatively. Two communicative activities were conducted in the form of
group works. One was based on the random selection of the groups and the other was planned without students knowing it. Both were succeeded in making the
students to interact more. However, the later was way more effective in making the students speak up because the more able students helped the less able students.
g. Conducting Pre-communicative Activities
