if they won the game. Somehow, it could be considered in addition to the reward in the form of praising.
b. Using the classroom English during the teaching and learning process
Classroom English was used regularly in the teaching and learning process. It was applied in opening, main activity, and closing. Although Bahasa
Indonesia was still used but I tried to minimize the use of it. Generally, the implementation of the classroom English was successful in making them more
familiar with the English words. Moreover, it could increase the students‟
opportunities to speak English during the teaching and learning process. It was because when I gave some questions in English, the students answered them in
English too. However, few students still could not enjoy the classroom English
because they felt that they were not able to pronounce certain words correctly. Not
all students were confident to speak English or reply the teacher‟s questions. Some students were still shy to speak up so that I had to ask more than one time
for anyone who wanted to be a volunteer to answer the questions. I repeated the same questions
to greet and give instruction so that the students‟ retention improved.
c. Asking the students to bring dictionary
The encouragement to ask the students to bring a dictionary was not too successful. They felt lazy and said that it was heavy. Although some students did
not bring the dictionary, but at least there was one dictionary in every table. They
were reluctant to bring their own dictionary and more enjoyed to share with the others.
d. Giving a handout of today’s materials as a guideline
The handout given had helped the students in learning the materials. They did not need to write all explanation since the explanation had been in handout
given. As a result, they could focus on the teacher‟s explanation instead of making notes.
e. Giving feedbacks on the students’ pronunciation
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