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g. Conducting Pre-communicative Activities
The students got more vocabulary input from the pre-communicative activities. In relation to the mastery of the vocabulary, new activity was conducted
at every beginning of the meetings in Cycle 2. It was the vocabulary quiz. It was conducted orally. It in
creased the students’ competitiveness. They competed with one another. The vocabulary quiz activity is described further in the following
vignette.
―Well, we call it vocabulary games. So I will mention some English words related to the last week vocabulary, and if you think you know the answer, raise your hand quickly, but
do not mention your answer before I point one of you. Before the game start, I will give you eight minutes to review the words. Do you get it?‖ ―Boleh jawab lebih dari satu nggak
Miss?‖ ―Sure...‖ ―Yes‖ The students were then given 8 minutes to prepare themselves. The students then reviewed
the last week vocabulary to compete in the game. They looked enthusiastic. They read the words and tried to memorize it. When the time for preparation was up, the teacher asked
them to close their sheets. Some of them screamed. They tried to persuade the teacher to give them additional time. The teacher just smiled and was ready to start the game. The
students gave up persuading; they kept their paper in their drawers and got ready to answer the question. The teacher asked her collaborator to help her monitor who was the fastest
between students raising their hands. Then, the teacher mentioned the first word; many students quickly raised their hands. The teacher pointed a student. The other students were
jealous and moaned for being late raising their hands. The student mentioned her answer. It was right. The teacher wrote her point in her notebook. The other students keep humming.
Then the teacher mentioned the second questions etc. The situation that was happened was the same. The students raced in raising their hands and answering questions when the
student chosen could not give the right answer. In the end of the question, some students who could answer the questions seemed very satisfied but those who had not had the
chance to answer asked the teacher to keep going on the activity. The teacher smiled and encouraged them that they would have the same activity the following meeting; therefore
they did not need to worry.
The students exhaled and looked a bit relief. ―Well, good job everyone, now we will move to the next activity.‖ The teacher said. ―Aa Miss, lagi Miss..
tadi saya ngacung tapi nggak ditunjuk-tunjuk .‖ One of the students said. ―Kurang cepat
berarti .
Don’t worry; we’ll have this kind of activity next week, so prepare for the next week
from now.‖ The teacher tried to encourage them. They answered,‖Okay Miss...‖
Appendix C: Vignette 5 Cycle 2 Meeting 1 lines 33-65
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Besides, the vocabulary exercise was given to the students. They changed the form of the verbs into the correct ones. In this activity, the students were to
change the form of the verbs: from present verbs into past verbs. The students could do it easily. The following is the description of the process.
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The teacher then explained the instruction to the students and gave them the example. After she made sure that the students understood, she let them work on their own. ―Do you still
remember what kind of verbs that we used to tell a bout past experience?‖ The students
answered ―Verb dua, Miss.‖ The teacher explained further, ―Yes, so you modify the words in the bracket into the correct form. For example number one, what is it should be?‖ The
students tried to answer, ―Co-founded?‖ The teacher gave the feedback, ―That’s true. So could you continue
it to rest?‖ The students finally understood, ―Oalah gitu to...‖ They then were ready to work,
―Okay Miss...‖ The students then worked.
Appendix C: Vignette 5 Cycle 2 Meeting 1 lines 107-116
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h. Giving the Students’ Homework
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