C : Lagunya Is. Anak-anak udah tertarik tadi, udah perhatian semua ke
videonya. Tapi sayangnya kurang keras, yang belakang jadinya denger kamu nyanyi aja.
I meant the song, Is. Students had interested to the song. They had attention to the video. But, it was low voice so some students in the
back only listened to your singing.
R : Iya ya, sayang banget, tapi mending daripada cycle satu itu ya?
Yes, but it was better than the song in the Cycle 1, right? C :
Iya, ni kan ada videonya, anak-anak bisa tahu lirik juga. Of course, this had the video. The students could know the lyrics.
R : Em iya ya, manajemen waktu tadi udah pas belum?
Was the time management good or not? C :
Iya, sip tadi dah pas. Yes, the time management was good.
R: Researcher C: Collaborator Interview 36, Appendix E
R : Pengaturan waktu bagaimana bu?
How about the time management? T :
Pas ya mbak. It was good
R : Iya bu, trimakasih bantuannya.
Okay, Ma’am. Thank you for your help R: Researcher T: Teacher Interview 48, Appendix E
The good management of activities was also related t o the students’
behavior. In Cycle 1, students still made disruptive behavior such as making a noise in grouping or when the teacher explained. However, in Cycle 2, the
disruptive students could be controlled by using routines and patterns accompanied by applying some rules and giving reward. The good management
of activities could deal with the students’ behavior. The activities were managed well to make them more settled or more quite as they were required to focus on
the activities. The following data supported the improvement. The researcher grouped students become eight groups which four
students belonged to one group. The students were not noisy because there was no one moves in getting together in group. Some students only turned
their chair to their back. Some boys helped automatically the researcher to hand around the game set.
Field Note 6, Appendix D
R : Gimana tadi? What do you think their behavior?
C : Oh iya yang tadi kalo menenangkan anak-anak udah pake English Yes I can ya, mereka langsung fokus lagi.
Oh yes, when you managed them by applying jargon ‘English Yes I can’, they merely focused again.
R: Researcher C:Collaborator Interview 49, Appendix E
R : Classroom manajemennya gimana bu? How about the classroom management?
T : Secara umum dah bagus. Ada Yes I can, pengaturan kelompok juga bagus, tapi suara mbak kurang keras, kurang galak.
Generally, it was good. There was ‘Yes, I can’, the grouping management was also good, however your voice was less loud.
R: Researcher T: Teacher Interview 41, Appendix E
I n conclusion, there were some improvements dealing with students’
behavior and the activities management as well as students’ motivation, students’
involvement, and media. Therefore, the researcher, the collaborator and the English teacher decided not to continue the cycle as the improvements were
considered sufficient. From the explanation above, the result of Cycle 2 was said to be valid
because it was in line with the concept of process, dialogic and outcome validity. It meant that there were some improvements after implementation of actions
which were supported by some data sources, such as field notes and interview transcripts. The result was also reliable because there were more than one
observer in gathering the data. It was in line with the concept of investigator
