APPENDICES Appendix 1 : The Transcription of Data Video Recording Transcription First meeting Learning model : Offline Teaching-Learning Class : XI Mipa 2 Date : January 18th , 2022 Time : 10.45 – 12.15 Students : 18 students Turn Speakers Utterances 1. T Good afternoon students. 2. Ss Good afternoon Mr. 3. T So , before we start the our lesson today. We can sing, is it okay ! 4. Ss Okay. 5. T Kita nyanyi dulu ya ! 6. S1 [iya] 7. S2 [enggak] 8. T Kok enggak ((laughing)) 9. Ss [laughing] 10. T Oke kira kira lagu apa ya (.) english song. 11. S1 Twinkle twinkle 12. T Apa apa (0.5) whats that ? 13. S2 Lagunya coco melon 14. T Coco melon (.) 15. T open your handphone and coco melon ! 16. Ss (unclear speech) ((laughing)) 17. T I mean It can be romantic (.) it can be friendship or whatever the song. 18. S1 [Justin Bieber] 19. S2 Eehh jangan ((laughing)) 20. T Apa ? 21. S3 [ Ed sheeran ] 22. S1 [Justin Bieber] 23. T Okay Justin bieber 24. T What is the song ? 25. Ss ((crowded)) 26. S1 Justin Bieber pokoknya 27. T Favorite girl iya (.) oke favorite girl ! 28. Ss Iya 29. T Please dibuka liriknya kita nyanyi bersama (.) before we learn about the letter. 30. S4 Apa (.) Youtube ta ! 31. T Iya kita nyanyi bersama. ……. Silence audiovisual 32. Ss [silent] 33. T Kita nyanyi bersama but you are silent/ 34. Ss Gak tau lagunya. 35. T Yang paling tau apa ? 36. S4 Denny caknan ((laughing)) 37. S1 Baby. 38. T Yang paling terkenal apa ? 39. S1 Baby. 40. T Baby ya ((searching)) 41. S1 ((singing)) 42. T It is okay …. kita belajar jadi saya akan mendengar request dari kalian …. sing together ……… Silence audiovisual 43. Ss singing together)) 44. T Apa yang bagus ? ((laughing)) Why do you learn about it ?(.) it cannot sing anymore karena disini lebih banyak yang rap dan sedikit yang nyanyi (.) oke tidak apa apa , please open your lks ! ((put down the smartphone)) 45. Ss [silent] 46. T Oke baby tadi artinya apa ? 47. S1 Sayang 48. T Sekarang kita akan membuat surat …. we make a letter to your honey. 49. Ss Oohhh ((crowded)) 50. T Because in this unit, you have to create and you have to send letter to your parent ,your baby, your teacher , etc [pause 4] open your book in number eight. In this case you will learn about grammar first …. I am going to ask to riski to read first. Read ! 51. S1 [silent] 52. T Read it ! personal letter is …. 53. S1 Saya tidak bisa baca 54. T No no no, you first 55. S1 (unclear speech) 56. T No you first (0.5) tidak apa salah , siswa tidak harus bener. Ayo dibaca ! 57. S1 ((reading the book)) 58. T Oke that’s all. Now you translate into Bahasa ((move other student)) 59. S2 Personal letter ya 60. T Personal letter itu apa ? 61. S2 Surat pribadi 62. T Iya surat pribadi. Lanjutkan …. 63. S2 ((translate into Bahasa)) 64. T In this case you will learn about five how to make a letter (0.5) yang pertama adalah date … nanti kalian menulis di depan sendiri di left side atau bagian kiri kertas. 65. T What are the date ? 66. S1 On the Date ,month ,year 67. T Artinya apa ? 68. S1 Pada tanggal bulan tahun berapa. 69. T Benar (0.5) Tanggal berapa bulan berapa tahun berapa kamu mengirim surat pada orang lain. 70. T what is greeting or greethy ? 71. Ss Salam 72. T No … first I am going to ask you greethy or greeting. Bacanya t atau th jadi dilipat lidahnya … Greethy or greeting ? …….. Teacher is writing in the whiteboard 73. T Dulu saya pernah ajarkan pengucapan angka 3, 33, 333 apa bacanya itu ? 74. S1 Three … three …. three 75. T ((laughing)) three three three ! salah bukan itu. Ini thirty three. 76. T Ikuti saya … Three 77. Ss Three 78. T Thirty three 79. Ss Thirty three 80. T Three hundred thirty three. 81. Ss Three hundred thirty three. 82. T Oke … Sekarang kita bahas greeting (0.5) what is greeting ? 83. Ss Salam 84. T Biasanya ada dimana greeting itu ? 85. Ss Di bawah 86. T Ini kan di atas surat sebelah kiri tanggal berapa kamu nulis kemudian sebelah kanan bawah greeting … kalau Bahasa inggris isinya apa ? 87. S1 Dear 88. T Dear … siapa gitu ya misalnya dear baby. 89. T eeuhhmm Oke lanjut . 90. T Body itu apa ? 91. S1 Isi 92. T Isi di dalam ? 93. S2 Dalam Surat 94. T Iya di dalam surat (.) setelah menulis surat ada tanggal , greeting setelah itu isi yang keempat apa ? 95. Ss Closing 96. T Closing itu apa ? 97. S1 Penutup 98. T Sebelah mana kita menulis closing 99. S1 Di bawah 100. T Berupa apa kalimatnya ? 101. Ss ((confusing)) 102. T Disitu ada pengertian nya (.) what is closing ? 103. Ss ((confusing)) 104. T It is the salutation phrase that is closing word. 105. Ss [silent] 106. T please make a letter to your parents or your darling up to you 107. S1 In your boyfriend ? 108. T In your boyfriend up to you and the point make a letter … ingat runtutannya ya 5 komponen tadi five components ada date kemudian greeting , body, closing and sender. 109. Ss [silent] …….. Students is writing in the book ……. Silence audiovisual ……. Checking students attendance 110. T Sudah sampai mana ? 111. T Less 5 minutes kurang 5 menit 112. Ss Yes 113. T Sudah sampai mana (.) come on (0.5) Finish less one minute … have you finish ! 114. Ss [silent] 115. T Sudah lumayan banyak banyak ya 116. Ss [silent] 117. S1 Pak seperti ini tidak apa apa ? 118. T Iya itu bisa di tambahi setelah isi kemudian apa 119. S1 ((confusing)) 120. T Isinya bisa ditambahi tidak apa apa minimal enam atau tujuh (.) Setelah menulis body kemudian ada closing. ……. Students is making the letter 121. T Hitungan sepuluh we have to finish it 122. S1 Finish 123. T Ok finish , ini sudah selesai juga … oke berdiri dibaca hasilnya 124. S1 ((smiling)) 125. T Oke stand up … tepuk tangannya mana ((applause)) 126. S1 ((reading the letter)) 127. T Why do you hope from your honey ? eeuhhm this reply or reject (.) balasan apa yang kamu inginkan ? 128. S1 Nah itu Tidak tahu 129. T Mau di reject or not … Mau ke Osaka ya ? 130. S1 Maunya iya ((laughing)) 131. T ((laughing)) karena kamu inginnya ke Osaka … sekarang kita liat surat lainnya (.) gimana najwa read 132. S2 ((reading the letter)) how are you today ? 133. T Slowly 134. S2 Dimananya pak ? 135. T From the body 136. S2 Sudah … apa dari pembukaan 137. T Iya tidak apa 138. S2 ((reading the letter)) 139. T Oke good . give applause ((applause)) 140. Ss ((applause)) 141. T I want to make one of you eeuuhhmm make one letter and read what did you write to your friend beside you (0.5) okay jadi satu kelompok dua orang saling cerita. Setelah satunya menceritakan kemudian gantian satunya juga menceritakan apa yang ditulis in your letter 142. Ss ((discussion)) 143. T Gimana sudah bisa ? 144. S1 Aku bisa sedikit sedikit Bahasa inggrisnya … tapi kalau ngomong susah pak ((laughing)) 145. T You just say something and practice 146. S1 Ngomong susah tapi kalau hanya menulis dan membaca gampang banget [laughing] 147. T Just practice 148. S1 Gak mau 149. T You can practice to your friend or in the mirror. 150. S1 Kalau salah gimana 151. T It is okay kalau salah 152. Ss ((crowded)) 153. T Now please eeuhhm saya minta dari pergantian (.) siapa ya eeuuhhmm fadira come here … kamu boleh pilih teman siapa. 154. S1 Mira 155. T Okay fadira and mira . can you please tell to your friend that what did you write on your letter … kesimpulannya apa yang kamu tulis 156. S1 My friend study in university that the name is unair. 157. S2 I am write to my friend in Jakarta about congratulation for graduate. 158. T Okke good (0.5) sit down please ! 159. ……. Open the book 160. T Silahkan dibuka Lks nya page number 10 task 3... sekarang kita langsung mengisi dan menjawab dari apa yang akan kita baca jadi tidak saya kasih waktu tapi kita baca soalnya dan langsung menjawabnya 161. T okay di sini kita lihat what the letter is it (.) ada yang tahu jawabannya apa disini personal letter atau formal letter ? 162. S1 Personal 163. T Personal ya … karena dari siapa ke siapa ? 164. S2 Karena dari betrix ke geovana 165. T Berarti bukan formal letter ya … what is the purposes of the letter ? 166. S3 Tentang liburan 167. T Apa jawabannya ? 168. S3 Mengajak liburan 169. T Mengajak liburan. 170. T Dimana dan kapan ? 171. S3 Ke bali 172. T Tanggal berapa ? 173. Ss [silent] 174. T Tanggal 12 sampai 17 september dan tujuan dari surat tersebut adalah mengajak geovanna liburan bersama (.) 175. T selanjutnya how long … how long apa artinya ? 176. Ss Berapa lama 177. T How long ? 178. S1 five days 179. T 12 sampai 17 berarti five days … 180. T what is date ? 181. S2 Twelve and seventeen September 182. T Iya , ini gampang banget ya untuk anak SMA ((appreciation)) ……. Silence audiovisual 183. T Sekarang buka buku tulisnya dan langsung di jawab what is the word that you get from the song ((play the music)) 184. Ss [silent] 185. T Kayaknya sudah semua ya ? 186. S1 Belum 187. T Berapa paling banyak kalian dapatnya ? 188. S1 [Two words] 189. S2 [Fifteen words] 190. S3 [Eight words] 191. S4 [Six words] 192. S5 [Twelve words] 193. S6 [Eleven words] 194. T Yang dibelakang dapat berapa ? 195. Ss [silent] 196. T Ya sudah sounds nya saya taruk di belakang ((play the music)) ……. Silence audiovisual 197. T Ok tepuk tangan buat semuanya ((applause)) 198. Ss ((applause)) 199. T Before closing the our class … what do you learn today about ? 200. S1 [Listening] 201. S2 [The letter] 202. T We learn about letter and listening . it can be singing and next time if we have listening lesson game . please bring cotton bud oke ((laughing)) 203. Ss ((laughing)) 204. T You don’t say ha ha ….. before closing the our class riski dipimpin doanya. 205. Ss ((praying)) Second meeting Learning model : Offline Teaching-Learning Class : XI Mipa 2 Date : January 25th , 2022 Time : 10.45 – 12.15 Students : 18 students Turn Speakers Utterances 1. T Today we are study about recount text . apa itu kira kira recount text (.) recount text itu apa yang dulu pernah kalian ingat ? 2. S1 Text masa lampau 3. T Oke teks masa lampau. You get it. 4. T how do you say in English … what is recount text ? 5. Ss [silent] 6. T Text related to….. 7. S1 History 8. T History oke … sakit ya kalau bahas history ya ((laughing)) 9. S1 Iya ((laughing)) 10. S2 Hanya kenangan pak ((smiling)) 11. T Hanya kenangan ya ((laughing)) its oke ... Next recount text … she said recount text related to history (.) eeuuhmm your accident your event related to history and any other answer dan apa ada yang bisa menjawab masalah lampau. Kemudian kalau malin kundang itu kira kira masa lampau enggak ? 12. S1 Enggak pak 13. T Cerita malin kundang dan cinderella itu masa lampau atau masa akan datang ? 14. Ss Masa lampau 15. T Itu masuk recount enggak 16. S1 Enggak 17. T Oke Enggak. 18. T Berarti recount text apa ? 19. Ss [silent] 20. T masa lampau terus apa lagi ? 21. S1 Kejadian nyata 22. S2 Experience 23. T Oke kejadian nyata dan experience. Ini kuncinya kejadian nyata sama … it can be experience ... Kejadian nyata nya itu bisa berupa pengalamannya bukan cerita fiksi misalnya kancil bertemu dengan hewan lain. Jadi ini memang kejadian nyata . kemarin kita ngapain misalnya Ini bisa menggunakan … 24. S1 recount text 25. T Kalau menceritakan tentang kejadian nyata. If we are talking about history or we are talking about the past menggunakan tenses apa kira kira [appointment] 26. S1 [silent] 27. T Menggunakan simple present , past or future ? 28. S1 [silent] 29. T Simple future itu apa ? 30. S1 Masa depan 31. T Simple future itu masa depan misalnya you have future husband berarti suami masa depan 32. T Padahal kita bahasnya masa apa ? 33. S2 Lampau 34. T Jadi apa ada yang bisa menjawab 35. S1 [silent] 36. T Oke simple past tense . 37. T ada yang tau rumusnya apa ? 38. Ss [silent] 39. T Kalau positif apa rumusnya ? 40. S1 Subjek 41. S2 Verb one 42. S3 Object 43. T Oke gini ya subyek di tambah verb one dan object ((writing in the whiteboard)) . 44. T ada yang jawabannya lain ? 45. S1 Subjek 46. S2 Verb two and object 47. T Oke subjek verb 2 dan object . 48. T sekarang kita milih mana yang bener antara nomer satu atau nomer dua ? 49. S1 Number satu 50. S2 Number satu 51. S3 Number satu 52. T Oke sudah dua dan satu ... Kamu sekarang pilih the first one atau the second one ? 53. S1 Number one 54. T Oke pick one. Pick one itu artinya pilih salah satu. Misalnya hi guys in this class there are many bautifull girl here and pick one [pause 5] oke putri ? 55. S1 Number two 56. T Kamu pilih apa ? 57. S1 Number one 58. T Berarti pilihan simple present ada empat ... simple past ada dua. 59. T Oke jawabannya simple past itu menggunakan verb ? 60. S1 Verb 2 61. T [appointment] yang ini namanya simple ? 62. S1 Simple present 63. T Ada yang tau simple present ? 64. S1 Kegiatan sehari hari yang menunjukkan aktivitas sehari hari 65. T Selain kegiatan sehari hari apa. Sebentar Berarti ini pernah di bahas ya sebelumnya 66. Ss Iya 67. T Jadi kalian masih mengingatnya ((laughing)) Misalnya if I said to you eeuuhmm you know mr jokowi is our president … kira kira semua sepakat atau tidak/ ? 68. Ss Iya sepakat/ 69. T Berarti ini kebenaran umum atau kejadian sehari hari ? 70. Ss Kebenaran umum 71. T Oke kebenaran umum . ……. Checking students attendance 72. T Now I will check attendance today 73. Ss Iya pak ……… confusion Non – work – oriented 74. T Please attention and keep silent karena ada adzan\ 75. Ss [silent] ……. Silence 76. T Oke sudah [pause 4] back to our topic again . tadi bilang our president is mr jokowi. Ini kebenaran umum ya 77. S1 Iya 78. T Apapun kegiatan kita sehari hari juga menggunakan simple present tense ya and the how about simple past ? 79. Ss [silent] 80. T oke sekarang saya mau Tanya verb two dan verb one itu dibagi berapa ? 81. Ss ((Confusion, work-oriented)) 82. T Yang model kata kerjanya beraturan dan tidak beraturan itu 83. S1 Verb one two three 84. T Jangan itu dulu tapi pembagiannya dulu. Verb di bagi dua the first is ? 85. S1 Irregular 86. T And then … 87. S2 Regular 88. T Kamu tolong apa yang dimaksud irregular ? 89. S3 Kata kerja yang tidak beraturan 90. T Terus yang regular ? 91. S4 Kata kerja yang beraturan 92. T Berarti maksudnya kata kerja yang tidak beraturan dan yang beraturan itu seperti apa ? 93. S4 Kata kerjanya mengikuti pola 94. T Pola yang seperti apa ? 95. S4 Eeuuhhmm [confusion, work-oriented] 96. T Oke kamu bisa bantu ... kata kerja yang beraturan itu seperti apa ? 97. S5 Kata nya yang ada d dan ed 98. T Oke good . jadi regular verb itu kata kerjanya diakhiri oleh d atau ed sudah itu aja. Jadi regular disini ada verb one verb two verb three kita tidak bahas verb-ing. Misalnya verb one nya ada visit , ketika verb two dia ketambahan ? 99. S6 Ditambah ed 100. T Jadi nya ? 101. S6 Visited 102. T Visited , kemudian verb 3 nya juga sama visited. Sudah paham ? 103. Ss Paham 104. T Terus kata kerja yang berkahiran d itu apa [pause 7] coba cari kata kerja yang berakhiran e dulu? 105. S5 Use pak 106. T Oke use bisa ... Use berarti verb 2 nya jadi used yang belakangnya d kalau belakangnya e tambahkan d saja jangan ada e nya. 107. S7 Kemudian yang tidak beraturan pak ? 108. T Nah untuk kata kerja yang tidak beraturan , kamu harus menghafal dan sering buka kamus … so which one is irregular you have to read dictionary about irregular verb … Eeuhhmm do you have dictionary for irregular ? 109. S1 Kan ada handphone pak 110. S2 Tidak bawa pak 111. T ((laughing)) Saya selalu mewajibkan siswa untuk membawa kamus meskipun di hp ada … jadi siswa saya suruh cari satu persatu kata…jadi usahakan minggu depan membawa kamus 112. Ss Iya pak 113. T Oke berarti irregular nya kan tidak beraturan. Jadi verb one two dan three nya berarti \ 114. S2 Berbeda 115. T Kata kerja nya berbeda , berarti contohnya go jadi verb 2 nya ? 116. S1 Went 117. T Went, verb 3 nya ? 118. S2 gone 119. T Kita cari contoh lagi apa? 120. S3 See .. saw .. seen pak 121. T Iya benar berarti verb one nya see , verb two nya saw dan verb nya seen… apalagi kurang satu ? 122. S4 Draw .. drew .. drawn 123. T Ya benar … Jadi kalian tahu kalau recount text menggunakan verb two .. 124. T oke now I will give you one minute for write a story dan tidak harus sampai panjang. Jadi kalian nulis apa aja terserah pokok kalian nanti ngomong .. what did you do last night ? 125. S1 Seperti apa pak ? 126. T Jadi kalian jelaskan mulai dari bangun sampai tidur lagi itu ngapain. Misalnya saya lagi belajar .. saya lagi main game .. terserah minimal durasinya thirty second. …….. Confusion work oriented …….. Students is Writing in the book 127. T Kurang 30 detik 128. Ss Loh pak belum pak baru juga mulai nulis ((crowded)) 129. T Kan waktunya satu menit ((laughing)) …….. Teacher appoint a student 130. T Kamu silahkan berdiri untuk membaca cerita. 131. S1 Saya belum 132. T Tidak apa apa ((smiling)) stand up please …. ayo semua diberi tepuk tangan ((applause)) 133. Ss ((applause)) 134. S1 Last night , I played futsal ……. 135. T Terus apa ? dimana dan ngapain disana ? 136. S1 Last night , I played futsal in the keputih street and I played with my friends. 137. T Oke bagus . sekarang silahkan tunjuk temanmu 138. S1 Bila ……… Teacher come to student 139. T Oke bila stand up please 140. S2 Last night I went to stationary when I bought the book , I met my friend after that I talked to my friend and I went to home. 141. T Oke good disini dia menggunakan verb two semua ya yang menandakan lampau seperti when, bought, met … ……… Teacher come to student 142. T Selanjutnya kamu boy … explain about your experience last night 143. S3 Saya pak 144. T Iya kamu perkenalkan dulu dirinya 145. S3 Hi 146. T Hello ((laughing)) 147. S3 Last night at the seven o’clock eeuuhhmm I dinner and after that I went to school 148. T Dinner nya sampai pagi ? ((laughing)) 149. Ss ((laughing)) 150. S3 Bukan pak 151. T ((laughing)) ya sudah terus apa ? 152. S3 After that I came to home . 153. T Itu came ya, gini aja I went to home (0.5) 154. T oke kalau saya bilang , tadi malam saya makan malam… bahasa inggris nya apa ? [appointment] 155. S1 Last night , I have dinner 156. T Oke siapa lagi yang bisa ? 157. S2 Last night , I have dinner 158. T Sama ya berarti.. have itu Bahasa indonesianya apa ? 159. Ss [silent] 160. T [writing in the whiteboard] Have itu mempunyai tiga arti yang pertama mempunyai, memiliki ... contohnya I have a book ... kemudian ada kata kerja ordinary dan auxiliary.. yang kedua have pada ordinary adalah kata kerja pertama sedangkan auxiliary adalah kata kerja bantu.. pada ordinary have mempunyai arti mengalami contohnya I have accident.. 161. T itu kira kira saya mempunyai kecelakaan atau saya mengalami kecelakaan ? 162. Ss Mengalami kecelakaan 163. T Have bisa digunakan untuk mengalami … kemudian yang ketiga arti have adalah menikmati dan ini biasanya untuk makan seperti breakfast , lunch , dinner … itu biasanya I have breakfast , I have dinner . jadi artinya saya menikmati malam malam… have ini kejadiannya kapan ? 164. S1 Tadi malam 165. T Have ini verb one or verb two ? 166. S1 Verb one 167. T Verb one ... verb two nya apa ? 168. S2 Had 169. T Had ... jadi I had dinner . berarti menunjukkan menikmatinya sudah lampau . paham iya ? 170. Ss Iya 171. T Jadi last night I had dinner at seven o’clock 172. T Ini silahkan di tulis di buku tulisnya. …….. Students is writing in the book 173. T Oh ya ada lagi ... kegiatan umum orang inggris contoh Bahasa inggrisnya saya minum obat [writing in the whiteboard] apa Bahasa inggrisnya ? 174. S1 Obat itu medicine 175. T Iya medicine [writing in the whiteboard] ini kebiasaan kita , saya minum obat artinya I drink medicine .. padahal orang inggris tidak pernah bilang I drink medicine. 176. S2 Terus kenapa menggunakan itu ? 177. T Iya karena dari otak kita arti minum itu drink sehingga pemakaian yang kita pakai hanya di ganti ke Bahasa inggris dan itu salah ... yang benar adalah I had medicine ……. Teacher appoint to student 178. T Ayo kita lanjutkan kembali [appointment] kamu silahkan dibaca ceritanya dan yang lain dengarkan baik baik. 179. S4 Last night I playing my handphone terus…… 180. T Apa apa ulangi lagi ? 181. S4 Last night I playing my handphone 182. T Saya minta kalian mengkoreksi apa yang dibaca temannya ... lanjutkan 183. S4 And then I took wudhu for isya’ prayer and I went to bed. 184. T [appointment] Nabila tadi yang dibaca temannya itu apa dan ada yang salah enggak menurut kamu ? 185. S1 [silent] 186. T Apa yang salah . is that any wrong ? 187. S1 Kata kerjanya 188. T Yang mana ? 189. S1 Playing 190. T Yang benar adalah ? 191. S1 Seharusnya menggunakan played 192. T Betul . seharusnya menggunakan played bukan I playing . bukan verb ing tapi verb two. ………. Teacher appoint to student 193. T [appointment] kamu ceritakan 194. S5 Last night , I watched the movie in the my television and then I went to my bed. 195. T That’s all 196. S5 Yes that’s all 197. T Oke it is simple …….. Confusion , non – work-oriented 198. T Oke sekarang saya minta kalian untuk melatih your analyzing skill in writing [writing in the whiteboard] “last night I kept studying English for two hours then I over sleep while my father doesn’t went home yet” Now I will ask you to find your error analysis . cari yang error kira kira mana yang salah dari kalimat ini menurut kalian ? 199. S1 Studying 200. T Studying . yang bener apa 201. S2 Studied 202. T Terus apa 203. S3 Sleep 204. T Terus apa lagi 205. S4 Father 206. Ss ((laughing)) 207. T Ganti apa . girlfriend ((laughing)) 208. Ss ((laughing)) 209. T Saya dulu pernah membahas setelah verb two harus bertemu gerund … kalau studying nya di ganti verb two berarti dalam satu kalimat ada dua jenis verb two. Jadi tidak boleh kan soalnya verb two harus ada objek berarti studying itu gerund. Paham ya ? 210. Ss Iya pak 211. T Terus over sleep menjadi 212. S5 Over slept 213. T Ya bener over slept . Terus mana lagi ? 214. S6 Doesn’t pak 215. T Kenapa ? 216. S6 Karena verb one 217. T Doesn’t adalah milik verb one jadi harus had not [pause 5] Oke thank you saya akhiri pembelajaran hari ini wassalamualaikum wr.wb 218. Ss Wa’alaikumsalam wr.wb Third meeting Learning model : Offline Teaching-Learning Class : XI Mipa 2 Date : February 8th , 2022 Time : 10.45 – 12.15 Students : 8 students Turn Speakers Utterances 1. T Good afternoon students 2. Ss Good afternoon Mr 3. T Just view people here. There are sick right 4. Ss Yes 5. T How many students ? 6. S1 Ten 7. T Kok ten 8. S2 Eight students 9. T Who get sick ? 10. Ss Najwa, Amanda, denis ,claudia , fadilah, Zahra terus siapa lagi. 11. T Berarti ini nambah yang izin sendiri 12. S3 Iya 13. T Hopefully , we are getting easy and maybe we know that today people got sick and you know new variant covid that is omicron … but I believe you have strong body and stay healthy. 14. Ss Amin 15. T Assalamualaikum wr wb 16. Ss Waalaikumsalam wr wb 17. T Let’s pray basmallah together I will check attendance first … alya 18. S1 Present 19. T riski 20. S1 Present 21. T hafidza 22. S1 Present 23. T Dewi 24. S1 Present 25. T Mia 26. S1 Present 27. T Nasiroh 28. S1 Present 29. T Zidan 30. S1 Present 31. T Now please open your lks. 32. S1 [open the book] 33. T Pesan ini biasanya menggunakan tenses apa kalau boleh tau ? 34. S1 Tenses ? 35. T Iya simple apa ? 36. S1 Simple future 37. T Simple future ya [pause 4] it can be tergantung pesannya ya it can be future, simple present or simple past based on the topic. 38. T anyone has spidol maker ? 39. S1 [give the spidol] 40. T [writing in the whiteboard] now I am going to ask you between simple future , present and past … anyone know the pattern ? 41. S1 I don’t know 42. T you forgot in your mind 43. S1 [Lupa pak ] 44. S2 [Yang akan datang] 45. T Biasanya yang akan datang memakai rumus apa ? 46. S3 Will 47. T Present ini menggunakan verb ? 48. S1 Verb one 49. T Past menggunakan 50. S2 Verb two 51. T Ini sudah selesai rumusannya. Ini ada subyek ada verb one dan ini subyek ada verb two itu cara membedakannya. So if you are talking about future so you must use “will” subyek + will + verb one … I will go not I will went and then I will write not I will wrote or written … Sekarang kita membahas perbedaan simple future , present and simple past. Please take one of piece paper but it can be write into your book about your story and your dream. 52. Ss Oh story 53. T Your story can be last ago or last night maybe you went to lentera or trawas but or maybe last night you met your friend ,boyfriend or girlfriend up to you and accident or event and already done. 54. S1 Saya tidak paham karena kecepetan 55. T Kenapa ? 56. S1 Kecepetan ngomongnya 57. T I think you are smart student 58. Ss ((laughing)) 59. S1 [pakai Bahasa indonesia saja] 60. S2 [Di ulang pak pakai bahasa Indonesia] 61. T No , I believe you are understand about English so maybe it’s difficult for you to understand to catch the meaning of point of view and little by little you will understand 62. Ss ((confusing)) 63. T What must you do today ? you write your story … it can be last ago or went to lentera or last night up to you . this is mind in your story then your dream … jadi kejadian itu kamu ungkapkan ke mimpi mu or harapanmu … nanti ada perbedaan simple past dan simple future … when you tell or talk your story of course meet simple past seperti we went to lentera with my friends dan apa yang kamu lakukan disana atau yang lainnya … paham ya ? 64. Ss Oh iya 65. T Pokoknya masa kejadian ini bersambung menjadi masa depan seperti kejadian lalu membuat kalian mempunyai impian. 66. Ss ((laughing)) 67. T Okay now your time write down your story and your dream … two minutes oke ? 68. Ss No sir 69. T Five minutes ! 70. Ss No tapi dua minggu ((laughing)) 71. T Oke two weeks ((laughing)) 72. Ss Yes 73. T No … five minutes . as long as you can 74. Ss Oke 75. T You don’t need to find from google 76. S1 Emang boleh ? 77. T No because this is your history yang cerita kamu dulu membuat anda termotivasi ke depannya. 78. S1 Apa Bahasa inggrisnya aku melihat film ? 79. T Memakai past berarti subyek plus V2 bukan I see karena itu V1 kalau past itu V2 80. S1 Apa seen ? 81. T Bukan seen tapi saw 82. S1 I saw movie 83. T Ya benar I saw movie karena V2 84. S1 Terus kalau aku melihat film yang berjudul ….. 85. T misalnya I saw the korea movie the title is ………. 86. S1 Terus pemeran utamanya itu ingin belajar jadi pemberani itu apa 87. T Main character itu karakter utamanya (.) the main character is ...... 88. S1 Pemberani itu brave …….. Students make a story 89. S1 Pak bahasa inggrisnya apa aku ingin menjadi ? 90. T I want to be a doctor masih menggunakan present seperti I want to be a doctor because I will. 91. S1 Tapi maksudnya aku ingin menjadi seperti dia. 92. T Berarti I want to be like her or him . 93. T dianya cowok atau cewek ? 94. S1 Cowok 95. S2 Pak saya sudah 96. T Mana ? ini masih satu baris [laughing] 97. S2 Saya bingung 98. T Kamu buat cerita kejadian masa lalu yang membuat kamu termotivasi untuk masa akan datang 99. S1 Ini seperti mencakup simple present dan future 100. T Simple past dulu kemudian nanti bergantung kamu bisa menambahkan simple present atau future. Kunci utamanya adalah simple past dan future. ……. Students make a story 101. S1 Pak meraih impian itu apa ? 102. T Kalimatnya apa 103. S1 Aku akan meraih mimpi 104. T Dia bisa menggunakan wish atau get 105. S1 Berarti I will get my dream 106. T Iya kemudian cita cita kamu apa 107. S1 My dream is swimming in the amazon river 108. T [laughing] …….. Checking students work 109. S1 Finish 110. T You have to read 111. S1 Oh ya sebentar 112. T You don’t have shoes 113. S1 {Aku males sepatuan} [wearing shoes] 114. S2 {Sir , dulu banget Bahasa inggrisnya apa} 115. T The last time ago 116. S2 Oh iya 117. ……. The first student read the story “riski’ 118. T Please you have to read ! 119. S1 The last night ,I saw movie the title is harry potter the main character is very kind and smart.I want to be like him because I will get my dream and my dream is swimming in the amazon river and meet my friend. 120. T Wait wait I just wanna know about you have already or you watched movie right . what is the title ? 121. S1 Harry potter 122. T What is the connection between harry potter with amazon river ? 123. S1 Karena dia brave dan kalau dia masuk berarti harus brave jadi aku meniru keberaniannya dia supaya aku bisa berenang di amazon. 124. T Your dream ? 125. S1 My dream is swimming in the amazon river 126. T Kok bisa dream nya di amazon [confusing] 127. S1 karena piranha bisa menggigit orang 128. T ((laughing)) oke sit down and give applause. 129. Ss ((applause)) …….. The second student read the story “hafiza’ 130. T Next you are done and come forward please ! 131. S1 Saya malu pak 132. T It’s okay . you are just brave and confident [pause 4] okay tell your name first and what do you do ? 133. S1 My name is linda and apa pak 134. T Today I will tell about . 135. S1 Now I will tell to you about my story last Sunday I read a novel because I don’t follow tahfidz but I am aware that is not good and I was given advice by my friend and ustadzah. Because I follow tahfidz but now rarely follow. Finally I will join tahfidz and will not repeat the memory. 136. T Now I am going to ask you Why do you never join to tahfidz ? 137. S1 Because I am lazy 138. T You are lazy 139. S1 Dulu pak 140. T Iya last ago you are lazy right 141. S1 Yes 142. T And now you are spirit again because of… 143. S1 Ya dimarahi temen temen dan dinasihati 144. T Oh your friend advice you to join tahfidz 145. S1 Yes 146. T And how about your teacher advice you 147. S1 Ya menasihati juga 148. T But you are not care ya enggak peduli ya 149. S1 Peduli pak 150. T Oh peduli oke [laughing] gara gara temannya menasihati terus kemudian kamu peduli 151. S1 Enggak kan guru taunya semangatinnya dari teman saya kan 152. T Who ? 153. S1 In teman teman saya 154. Ss ((applause)) 155. T ((applause)) .......... The third student read the story “devi” 156. T Next selanjutnya devi please introduce yourself ! 157. S1 Perkenalan 158. T Iya mulai dari nama 159. S1 Oke guys my name dewi I want to tell you about my story last night my sister and I went to stationary. My niece wants to buy things she likes but my sister have not money. I wanted to buy it but I already bought what I needed. So I want to have a lot of money so I can buy what I want and my nephew. 160. T So your dream you want to be rich girl right ? 161. S1 Rich aunty … keponakan itu apa pak ? 162. T Niece or nephew itu sama 163. S1 I have two niece 164. T Do you have brother or sister ? 165. S1 I have one sister and three brother 166. T What number are you ? 167. S1 Five 168. T Then how to be your dream? 169. S1 I will work hard 170. T You want to be good worker or carrier woman right 171. S1 Yes 172. T It is good . oke give applause ((applause)) ……… The fourth student read the story “alya’ 173. T Next siapa yang maju kalau enggak maju hilang skor 174. Ss [silent] 175. T Oke alya maju 176. S1 I will talk about my dream I watched the movie the title is frozen last night I watched Disney movie that is frozen 2 elsa has a power elsa and anna is sibling anna love elsa so much because elsa have a power and so pretty and strong too after I watched the movie and I have a dream sometimes I tell in my sister that I want to be like elsa because she have a power 177. T Now I want to ask you what is the power from elsa ? 178. S1 Ice 179. T Maybe there is like imagination and maybe you wants to be like her but what is the power you want? 180. S1 [silent] 181. T Maybe you are smart you are creativity 182. S1 Loving 183. T And so you give affection to another person right ? 184. S1 Yes 185. T You are humble and always be kind 186. S1 Yes 187. T And have you already done to make like this 188. S1 [silent] 189. T You never do to your friends 190. S1 Pernah 191. T What is that ? 192. S1 Apa ya 193. Ss Editing video 194. T Your skill is editing video. But I want to know your own skill actually what is your skill 195. S1 Menyapu , mengepel , lihat film ((laughing)) 196. T ((laughing)) No no Maybe you have just In your power in your skill like menghafal alquran or memorize anything 197. S1 Enggak punya 198. T Oke give applause 199. Ss ((applause)) …….. The fifth student read the story “mia” 200. T And mia 201. S1 Assalamualaikum wr wb 202. Ss Wa’alamualaikum salam wr wb 203. S1 My name is mia . I want to tell you about my story last day. Last Sunday I was participate to outbond in trawas 204. T Do you want become motivator ? 205. S1 Yes 206. Ss ((applause)) 207. T Now please, you give motivate to your friends 208. S1 Semangat jalani hari harinya 209. T That’s all . for example riski has a problem the problem is riski always late in daily life about school maybe one or two hours. Now can you give motivate to her 210. S1 Kamu harus mengatur waktu supaya tidak terlambat 211. T I don’t understand about Bahasa 212. Ss English please 213. S1 You must manage in your time. 214. T So that ? 215. S1 so that you come. 216. T Come apa 217. S1 Late 218. T So that you come to late 219. S1 Iya 220. T Oke good give applause 221. Ss [applause] ………… The sixth student read the story “nasiroh” 222. T Nasiroh please 223. S1 I am ……. 224. T I am nasiroh terus ((laughing)) 225. S1 Last ago I went to my friend house and we talk about the topic that my history in motivation for ourselves and goal us. So we want to encourage to each other. 226. T What is the topic ? 227. S1 Tentang kehidupan masa belakang 228. T What will you do 229. S1 Menguatkan satu sama lain 230. T You are strength to each other 231. S1 Yes 232. T You are strength to each other and how to strength to each other 233. S1 Kami saling mengingatkan satu sama lain karena dari bicara kita dapat mendorong motivasi satu sama lain 234. T So you always solve the problem and got solution right 235. S1 Yes 236. T That is your topic And how if you have a member and they get the problem 237. S1 Kalau mereka bisa menyelesaikan sendiri saya biarkan suruh selesaikan sendiri 238. T I don’t understand what you said 239. S1 If they … 240. T If they can solve … solve itu apa ? 241. Ss Menyelesaikan 242. S1 If the can solve the problem saya biarkan mereka menyelesaikan masalah sendiri 243. T Apa itu ? 244. S1 Susah pak dari Bahasa Indonesia ke Bahasa inggris 245. T Oke if they can solve their problem . they do that gitu 246. S1 Yes 247. T If they cannot give it up and solve their problem. What will you do ? 248. S Saya akan menenangkan mereka dan membantu menyelesaikan masalah 249. T You just make clear the problem is then you solve the problem 250. S1 Biasanya saya tanya ke mereka 251. T Do you have the problem with your friend 252. S1 Tidak punya 253. T Oke give applause 254. Ss ((applause)) 255. The seventh student read the story “rifdah” 256. T Rifdah come forward 257. S1 Zidan dulu 258. T No cewek dulu semuanya zidan terakhir oke give applause come on 259. S1 At the time my mother…… 260. T Perkenalkan dulu hi my name is …… 261. S1 My name is rifdah 262. Ss Hi rifdah 263. S1 At the time my mother was angry with me because of I will change for together 264. T That’s all I am not get the point 265. S1 Iya seperti itu orang tua saya marah 266. T I want to ask you why your mother is getting mad to you or your mother is mad to you ? 267. S1 Karena saya buat kesalahan……. 268. T What is that ? 269. S1 ((confusing)) 270. T You can give another example pokok ada lah just like saya tidak pernah mencuci padahal saya mencuci terus ini its oke Cuma alasan saja. What is your mother is getting mad to you ? 271. S1 Tidak pernah ikut tahfidz 272. T Oh then your mother mad to you right . your mother is angry to you because you never join tahfidz then you are change to be better to be good students. If you are already change . apa kamu sudah berubah sekarang 273. S1 Iya sudah 274. T So you always join tahfidz 275. S1 Yes 276. T Really 277. Ss Iya pak 278. T Oke good ((applause)) 279. Ss ((applause)) ……… The eighth student read the story “zidan” 280. T Oke the last the handsome boy 281. Ss [laughing] 282. T The handsome boy in this class today 283. S1 My name is zidan I want to tell about my story and my motivation. I dream and I imagine then I wake up from my dream 284. T Then 285. S1 Then itu apa ? 286. T Then itu kemudian 287. S1 Then i wake up and i want to chase my dream because in sleep i dream and my dream is good so i am motivated 288. T Oke give me one of your dream 289. S1 Maybe I have a good life and beautiful life 290. T Apa beautiful lifenya ? 291. S1 Walking walking 292. T ((laughing)) kok walking walking 293. Ss ((laughing)) 294. S1 Work pak bukan walking walking 295. T Kamu dapat bekerja 296. S1 Iya pak saya bekerja sesuai bidang saya 297. T So from this dream dari mimpi yang kamu hadapi how do you get your dream? 298. S1 Saya selalu semangat 299. T You always spirit right 300. S1 Iya pak 301. T Oke good give applause ((applause)) 302. Ss ((applause)) 303. T Oke I think that’s all for our lesson. It means what is your dream is the first step what you get. It keep you for give up right but I hope you can decide your dream. Karena kamu akan mempunyai wawasan luas dan itu akan berubah . for example Ketika kamu masih kecil , orang tua kamu mengharapkan kamu dapat menjadi dokter tetapi jaman sekarang tidak bisa karena kamu . nanti kalau kamu sudah punya anak kamu tidak bisa menanyakan kepada anak kamu bahwa kamu mau jadi apa. Ini tidak akan berhasil karena impianmu akan berubah ketika kamu dewasa 304. Ss Baik pak 305. T Oke time is up First meeting Learning model : Online Teaching-Learning Class : XI Mipa 2 Date : February 22nd , 2022 Time : 09.15 – 10.15 Students : 18 students Turn Speakers Utterances 1. …….. Teacher waiting for students to join online class (00.00.25 – 00.01.22) 2. T Oke saya tunggu satu menit lagi karena pembelajaran akan segera di mulai … I will wait one minute again to waiting our friends. 3. Ss [silent] 4. ……. Teacher checks student attendance (00.01.25 – 00.01.40) 5. T Berapa anak di kelas ini ? 6. S1 [delapan belas] 7. S2 [delapan belas] 8. T Jawabnya bareng rek.. yang bareng ini dapat hadiah ((laughing)) 9. Ss [silent] 10. T Oke time is up. We are going to start our class today and lets open class with pray together al fatihah…. 11. Ss [silent] 12. ……….. Praying (00.01.57 – 00.02.05) 13. T Do you bring your lks besides you ? 14. Ss [silent] 15. T Iya apa ada lks di sampingnya ? 16. Ss [silent] 17. T Hello kok diam aja 18. Ss [silent] 19. T Apa ada lks Bahasa inggrisnya ? 20. Ss [silent] 21. T Hitungan ketiga saya akan membahas cause dan effect . silahkan bukunya di buka di halaman 17….. 22. Ss [silent] 23. T I am going to ask fariha about cause and effect . answer fariha 24. S4 [silent] 25. T Saya hitung sampai 3 ya . kalau tidak menjawab saya anggap A 26. S4 Belum tau pak 27. T Belum tau , oke silahkan di buka cause dan effect halaman 17 . saya minta nasiroh as a chief of IPM . nasiroh what is cause and effect ? 28. S5 Sebab akibat bukan pak ? 29. T Iya sebab akibat . disitu coba di baca nasiroh introduction halaman 17 paling bawah 30. S5 What is someone ask you why do you study at school and why do you that .. can you answer that question . how do you answer such question using question word why . of course you answer it using cause conjunction . there are several conjunction can you mention them in this unit and you are going to learn cause and effect conjunction . lets start now show me 31. T Oke what is someone ask you . bagaimana jika seseorang menanyakan kamu . why do you study at school . mengapa kamu belajar di sekolah … can you answer the question How do you answer such question using question word . itu pasti menggunakan jawaban cause conjunction. Karena menanyakan kenapa kamu seperti ini jawabannya karena apa and There are several conjuction …. Oke di halaman selanjutnya ini ada listening tapi kita tidak membutuhkan listening.. euuhhmm langsung saja Now I am going to invite you talk about what is cause and effect….. 32. …….. Teacher share screen (00.06.47) 33. T Saya akan share screen (.) Apakah sudah muncul disitu cause dan effect ? 34. Ss [silent] 35. T Cause and effect . sekarang Saya minta devi untuk membacanya [instruction] 36. S1 Cause and effect is the relationship between two things when one thing makes something else happens. For example …. 37. T Stop stop devi. Jangan dilanjutkan dulu. Can you translate into Bahasa what does it mean ? 38. S1 [silent] 39. T Cause dan effect adalah relationship between two things when one thing makes something else happens. What does it mean ? 40. S1 Sebab akibat adalah hubungan antara dua hal ketika sesuatu terjadi 41. T Oke ketika sesuatu terjadi .. ketika ada kejadian yang lain ya . for example lanjutkan…. 42. S1 For example , if we eat too much food and do not exercise , we gain weight. 43. T Oke lanjutkan dulu … continue 44. S1 Eating food without exercising [incorrect pronunciation] 45. T /ˈeksə(r)saɪzɪng/ bukan exersising [correct pronunciation] 46. S1 Eating food without exercising is the cause weight gain is the effect. 47. T Oke for example we eat too much food . jika kita makan terlalu banyak dan tanpa olahraga and don’t exercise , we gain weight dan berat badan kita akan bertambah . eating food itu disebut cause / sebab sedangkan effectnya atau akibatnya menjadi berat badan kita bertambah. Sudah ya kita pahami cause dan effectnya disitu . lanjut ke ilham . there are may be multiple causes and multiple effect lanjut ….. 48. S2 Yang mana pak ? 49. T Loh lanjutannya yang ini [indicates text] yang saya blok biru ini… kelihatan tidak 50. S2 Oh yang blok biru itu pak 51. T Iya there are may be …… 52. S2 Oh iya pak …… there are may be multiple causes and multiple effect. Looking for the reason why [incorrect pronunciation] 53. T /waɪ/ bukan wi … 54. S2 Why things happen (cause/effect) is a basic human drive. So , understanding the cause/effect text structure is essential [incorrect pronunciation] 55. T /ɪˈsenʃ(ə)l/ [correct pronunciation] 56. S2 Essential in learning the basic ways the world works. Writers use this text structure to show order, in form , speculate , and change behavior. This text structure uses the process of identifying potential causes of a problem or issue [incorrect pronunciation] 57. T Apa bukan isus atau asus tapi Lenovo ((laughing)) 58. S2 ((laughing)) isu ya pak ya 59. T Iya 60. S2 Issue in an orderly way. It is often used to teach social studies and science concepts [incorrect pronunciation] 61. T Scan scan gimana.. /ˈsaɪəns/ itu [correct pronunciation] 62. S2 Science concepts 63. T Oke sometimes if we want to understand about english but you don’t it well , you have bad pronunciation. Maybe it is difficult you to understand about English. You cannot understand, you cannot read well and speak well. One thing you have to be concern about it. Karena minimal kalau enggak tau artinya minimal bacanya lebih bagus apalagi bisa tau artinya dan berbicara menggunakan Bahasa inggris . oke banyak penyebab multiple causes and multiple effect. Nanti disitu ada penyebab penyebab yang lainnya dan akibatnya juga banyak dan itu akan kalian hadapi di cause dan effect. Jadi tidak bisa sebabnya hanya satu dan akibatnya hanya satu. Misalnya kamu sering bolos , sering tidur , sering terlambat maka akibatnya kamu tidak naik kelas. kamu mempunyai akibat satu tapi sebab nya banyak. Oke breaking down cause and effect assignment . sometime writing prompts and include signal words that show cause/effect relationship such as because, so, so that , if , then ,consequently, thus , since , for , for this reason, as a result , therefore dan seterusnya . itu disebut conjunction . cause and effect writing prompts will often ask the why question … oke sekarang kita akan membahas .. euuhmm kita lanjut approaching the assignment . step one look for unstated cause and effect relationship [pause 5] sekarang coba dibaca …. Rifda please read take one .. 64. S3 [silent] 65. T Rifda ada apa tidak . hitungan ke tiga saya anggap A 66. S3 Iya pak 67. T Oke . read now 68. S3 look for unstated cause and effect relationship. In some paragraphs, the cause and effect relationship is not directly stated. In these cases, you will have to read between the lines to find the cause and effect relationship. Use clues from the paragraph to identify [incorrect pronunciation] a cause and effect relationship. 69. T /aɪˈdentɪfaɪ/ [correct pronunciation] 70. S3 Identify a cause and effect relationship [incorrect pronunciation] 71. T Bukan relasip tapi /rɪˈleɪʃ(ə)nʃɪp/ [correct pronunciation] 72. S3 Relationship 73. T Nah itu benar. Jadi disini In some paragraphs, the cause and effect relationship is not directly stated . ini tidak disebutkan secara langsung .. eeuhhmm In these cases, you will have to read between the lines to find the cause and effect relationship. Jadi kita harus menggunakan atau membaca di antara barisan untuk menemukan cause dan effect nya. Bukan seperti tadi ,kamu makan banyak, kamu akan bertambah berat badannya . kalimat ini kan jelas dan itu kita bisa menganalisanya secara langsung. Terkadang tidak secara langsung tapi harus menggunakan analisis juga tapi itu juga termasuk cause dan effect. Jadi itu harus kalian underlined juga mana cause dan mana yang effect .. disini ada to find the effect ask yourself what happened . untukk mengetahui effect tanyakan pada diri kalian ada apa dan apa yang terjadi sedangkan untuk mengetahui cause tanyakan pada diri kamu mengapa itu terjadi . 74. T sekarang kita melihat contoh . sekarang saya minta farihah karena farihah tadi tidak tahu tapi sekarang membaca… 75. S4 [silent] 76. T The great barrier reef …. 77. S4 [silent] 78. T Ayo dibaca .. masih tidak tahu 79. S4 Yang mana pak ? 80. T Yang ini lets look at some examples…. 81. S4 The great barrier reef is threatened by global warming the rising water temperature causes reef bleaching , making the reef less colorful and more prone to disease. 82. T Nah di bawah ini adalah penjelasannya reef bleaching is the effect berarti mana yang effectnya tadi 83. S4 Global warming 84. T Global warming and rising temperatures are the causes. Ini sebabnya . akibatnya reef bleaching . nah reef bleaching ini akibatnya dari global warming dan temperature. Jadi penyebabnya ini global warming and rising temperature dan akibatnya reef bleaching. Itu tidak secara langsung kalian bisa menemukan ini penyebab dan itu akibatnya tapi harus menggunakan apa yang terjadi .. yang terjadi adalah reef bleaching terus kenapa itu terjadi karena rising water temperatures dan global warming . you got it 85. S4 Iya pak 86. T Lanjut sekarang ini ada pertanyaan try it . sekarang nomer satu how can you identify a cause and effect essay ? 87. Ss [silent] 88. T Sebentar tapi yang step dua belum ya karena tadi masih step satu. Jadi step dua dulu .saya minta eeuuhhmm Amanda untuk membacanya step two [indicates text] 89. S5 [silent] 90. T Amanda read 91. S5 [silent] 92. T Satu …. Dua ….. tiga ……. Oke Amanda saya anggap A karena tidak ada jawaban . lanjut ke reza …. 93. S6 Iya pak .. step two look for the signal words that show cause and effect relationship 94. T Berarti lihat lah kata kata dengan istilah atau clue atau sinyal dalam kata itu dalam hubungan cause dan effect. Itu yang kedua . kalimat yang menunjukkan itu clue nya ada dimana dan yang ketiga dibaca lagi . lanjut…. 95. S6 Step three look for effects that are also cause. effects can form a chain in which one effect goes on to cause a second effect. Which may then cause a third effect and so on. Study this example … 96. T Oke kita lihat examplenya yang dibawah. When people cut down trees to clear land, they destroy the habitats of birds. This reduces the number of nest sites. As a result, fewer baby birds are hatched and the bird population declines. Di bawah ini ada satu cause tapi penyebabnya banyak. Bisa jadi cause nya satu tapi akibatnya banyak dan bisa di balik juga penyebabnya satu tapi causenya banyak. Ini penyebabnya hanya satu the people cut down trees disini artinya orang orang menebang pohon. Akibatnya ini [indicates text] the habitats of birds are destroyed . habitatnya rusak .. yang kedua the number of nest sites is reduced . 97. T nah sekarang saya mau nanya sama eeuuhhmmm Nabila . Nabila bisa kamu artikan nest sites itu apa artinya .. the number of nest sites…. 98. S7 (……….) 99. T Haa apa saya enggak dengar ? 100. S7 Enggak bisa Mr. 101. T Apa enggak bisa .. kamu enggak mau bisa atau enggak mau coba … sekarang cari di google nest sites itu apa.. kalau tidak bisa nanti tidak ada usaha… 102. S7 [silent] 103. T Dari hitungan ke lima … one … two …. Three ….. four ….. five … 104. S7 [silent] 105. T Masih belum bisa … 106. S7 Enggak bisa 107. T Masak tidak ada yang tau nest . apa itu nest ? 108. S8 Sarang 109. T Hheemm sopo sing isok iki . anake sopo iki sek pintere… banyak sarang sarang yang akan berkurang . bisa jadi sarang burung , bisa jadi sarang hewan yang lainnya karena bukan hanya burung saja ada di pepohonan . itu kalua ditebang ,sarang sarang yang ada di pepohonan itu akan berkurang . itu akibatnya jika menebang pohon . kemudian fewer baby birds are hatched . ada yang tahu hatched itu apa [indicates text] 110. Ss [silent] 111. T Ayo cari di google 112. S7 (……) 113. T Sorry … 114. S7 Menetas 115. S8 Menetas sir 116. T Fewer baby birds are hatched berarti itu apa 117. Ss [silent] 118. T Ini menjadi passive voice . jadi subyeknya tidak melakukan sesuatu dan biasanya pakai kata di- seperti nasi dimakan oleh saya . kata subyek itu selalu berada di awal kalimat yaitu nasi tapi yang melakukan itu bukan nasi apa saya 119. S7 Saya 120. T Nah saya itu posisi nya di belakang atau di depan tadi . nasi di makan oleh saya 121. S7 Di belakang 122. T Di belakang padahal kata subyek itu melakukan sesuatu seperti saya memukul kamu karena saya sebagai subyek . subyek berada di depan . saya memukul, saya mengajar, saya makan . itu namanya active voice . tapi kalau passive voice itu subyek nya tidak active melainkan passive tidak melakukan apa apa . nasi dimakan saya jadi disini subyek nya tidak melakukan apa apa melainkan korban gitu ya …. Jadi are di sini artinya di- . .. Fewer baby birds are hatched berarti beberapa burung di hatched itu apa ? 123. S8 Menetas 124. T Iya [pause] Nah menetas ini jadi di tetaskan . istilahnya ini sedikit sekali anak burung yang ditetaskan karena dia passive . jadi awalnya burung itu banyak di sarang sarang itu tetapi tidak ada tempat habitat pohonnya itu sehingga sedikit sekali burung yang menetas .. kemudian the bird population declines . apa itu declines … 125. S7 Menurun sir 126. T Jadi populasi burung menjadi menurun itu akibatnya … 127. T now how can you identify a cause and effect essay ? [reading multiple choice] Mencari signal words like because or as a result Ketika proses dijelaskan Ketika kata atau frasa dijelaskan Jika satu atau lebih sesuatu hal itu di bandingkan Mana menurut kalian untuk mengidentifikasi essay nomer 1 2 3 atau 4 … 128. Ss [silent] 129. T Saya panggil saja .. riski putri what the number you choose one two three or four … 130. S9 Number one 131. T Oke number one . I will check answer … oke you are correct .. berarti pinter ya . jadi untuk mengidentifikasi cause dan effect dalam essay lihatlah kata sinyal yang menunjukkan because or as a result .. 132. T what is another name for a cause and effect essay ? 133. Ss [silent] 134. T Mana jawabannya ? 135. S10 Three sir 136. T Siapa itu yang jawab 137. S10 Nada 138. T Kita lihat jawabannya nada .. oke anaknya sopo kok pinter iki.. lanjut . oh ternyata sudah tidak ada ((laughing)). 139. T Formatting cause and effect . saya panggil siapa ya ini …… alya … 140. S11 Yes 141. T Formatting cause and effect 142. S11 Cause/effect paragraphs generally follow a basic paragraph format. That is, they begin with a topic sentence is followed by specific supporting details. For example….. 143. T Sebentar sebentar kita ini orang Indonesia dan tidak tahu Bahasa inggris . jadi alya jangan memakai Bahasa inggris karena kita tidak paham jadi apa artinya itu ? 144. S11 Gimana sir 145. T Kamu sombong baca Bahasa inggris , kita tidak tau artinya . coba artikan itu karena saya orang Indonesia . 146. S11 [silent] 147. T Ada yang bisa bantu menjawab mengartikan . alya kayaknya mute .. ayo yang lainnya supaya kita tahu apa maksudnya itu sebelum kita masuk ke contohnya… 148. Ss [silent] 149. T Hello anyone can answer .. nasiroh 150. S5 Tidak bisa pak 151. T Masak kalah sama dewi . ayo dewi 152. S12 Paragraph sebab akibat biasanya mengikuti format paragraph dasar . 153. T Terus 154. S12 Tidak tahu pak 155. T Astaghfirullah al adzim kelas sebelas kok tidak tahu . saya Tanya yang paham disini siapa ya. 156. T Najwa the handsome boy ! 157. S13 Iya pak 158. T Ayo di artikan 159. S13 Lemot pak sinyal saya dan tidak ada gambarnya 160. T Are you sure ? 161. S13 Iya pak 162. T Berarti tidak kelihatan gambarnya di layar hpnya 163. S13 Enggak pak 164. T Ya sudah saya lanjutkan they begin with a topic sentence and this sentence is followed by specific supporting details 165. T They disini kembali kemana ? 166. S14 Mereka 167. T Merekanya itu paragraphs . karena paragraphs nya banyak ya ketambahan S . jadi they disini bukan mereka orang tapi paragraph . berarti paragraph cause effect ini memulainya dengan kalimat topic dan diikuti dengan supporting details seperti kalimat pendukung pada topic tersebut . contohnya jika topic sentence ini memperkenalkan sebuah effect maka supporting sentence nya atau kalimat pendukungnya semuanya menjelaskan penyebab .. paham ya .. jika supporting sentencenya itu menjelaskan sebuah sebab … kita lihat contohnya tapi saya beri waktu satu menit untuk translate into Bahasa gimanapun caranya . jadi teks ini coba artikan . jadi one minute to translate into Bahasa what is the sentence ? 168. Ss [silent] 169. T Ketika kalian sudah tau kalimatnya maka kalian sudah mengetahui topic sentence nya apa yang menunjukkan supporting sentence atau kalimat penunjang itu yang mana juga ….. terserah layar nya bisa kalian foto terus translate pakai aplikasi apa 170. Ss [silent] 171. T Sudah iya .. sudah tahu artinya . sekarang saya minta dulu untuk membacanya …. Najwa masih belum kelihatan ? 172. S13 [silent] 173. T Sudah apa belum ? 174. S13 Oh ini pak sudah pak 175. T Coba di baca contoh ini 176. S13 In recent decades, cities have grown so large that now about fifty percent of the earth population live in urban areas. There are several reasons for this occurance. First , the increasing industrialization of the nineteenth century resulted in the creation of many factory jobs, which tended to be located in cities. These jobs, with their promise of a better material life, attracted many people from rural areas. Second, there were many schools established to educate the children of the new factory laborers. The promise of a better education persuaded many families to leave farming communities and mive to the cities. Finally , as the cities grew , people established pleaces of leisure, entertainment , and culture, such as sports stadiums , theaters, and museums. For many people , these facilities made city life appear more interesting than life on the farm , and therefore drew them away from rural communities. 177. T Oke good . sekarang saya Tanya ke kalian siapa yang bisa menjawab untuk tambah nilai . topic sentence nya yang mana dan supporting sentence nya yang mana… topic nya itu kalimat utama kalau supporting nya kalimat pendukung .. yang bisa sebutkan untuk tambah nilai.. 178. S1 Topic nya cities have grown so large 179. T Terus supporting nya 180. S1 Dari yang first 181. T Mana mana coba di baca lagi 182. S1 Dari yang first yang kalimat ketiga 183. T Yang first , barisan ketiga atau kalimat ketiga ini . coba di baca yang panjang yang mana 184. S1 First , the increasing industrialization of the nineteenth …. 185. T Ada lagi enggak supporting sentences nya 186. S1 Ada pak yang second ……. 187. T Ada lagi enggak hanya dua saja atau ada lagi …. 188. S1 Ada lagi yang finally as the cities grew …. 189. T Oke good . yang mendukung daripada kalimat cities have grown so large that now about fifty percent of the earth population live in urban areas . itu kalimat pendukungnya adalah first , second and finally dan itu nanti kalian akan pelajari di kampus ketika kamu kuliah . oke sekarang cause dan effect open your working document and find the heading “cause and effect” . disini effect nya ada satu tapi causenya list ada tiga . ini saya minta kalian untuk screenshot dan kalian jawab . tapi saya mau Tanya di sini ada kata anxiety . anxiety itu apa supaya kalian bisa membuat list ? 190. S1 Kecemasan 191. S2 Kecemasan 192. T Disini anxiety has increased among college students [indicates text] apa artinya ini ? 193. S1 Anak kuliah 194. T Anak kuliah terus … 195. S1 Kecemasan di antara anak kuliah 196. T Oke itu akibatnya . sebabnya apa . kenapa mahasiswa ini bertambah kecemasannya ketika duduk di bangku kuliah .. jadi silahkan list tiga kalimat dan ini tugas kalian tiga ide yang menyangkut tentang sebab nya mereka anxiety karena minggu depan materinya berbeda jadi ini silahkan screenshot. Jawaban kalian tidak boleh sama dan ini saja tugasnya. Thank you karena masih lanjut kelas hari ini dan saya anggap cukup ya hari ini and lets pray hamdalah together al fatihah …. Wassalamualaikum wr.wb 197. Ss Wa’alaikumsalam wr.wb Second meeting Learning model : Online Teaching-Learning Class : XI Mipa 2 Date : March 1st , 2022 Time : 09.15 – 10.15 Students : 18 students Turn Speakers Utterances 1. T Assalamualaikum wr.wb 2. Ss Wa’alaikumsalam wr.wb 3. T Kita mulai pembelajarannya ya sambil nunggu teman temannya … 4. Ss Iya pak 5. T Saya ingin kalian baca teks di buku kalian . saya panggil Risky ada disini 6. S1 [silent] 7. T kalau tidak menjawab saya anggap A Karena tidak hadir .. lanjut ke rahmah 8. S2 Iya pak 9. T Oke rahmah . please read one paragraphs about anggun c casmi 10. S2 Hi my name is ayudia and I am fans of anggun. Last month I met her for the first time . it happened when I came to her concert after the concert I went to talk in the meet and great. there are a lot of people and questions ,but anggun is still friendly to us . she answered all question clearly during meet and great . she talked a lot. I think she likes to talk. 11. T Oke I hope you understand the meaning of paragraph .. euuhm lanjut ke reza . lanjutkan bacaannya . in the end of [indicates text] 12. S3 In the end of anggun thanks us for coming here and suppport her . the thing that I can learn from her. she is friendly , good ideas . she is also caring person and hardworker. She taught us how to be kind person and appreciate what people made. In the last speech, she said that she will make another concert anymore. She said that we may come for free because she has already enroll us to the Communities [incorrect pronunciation] 13. T Itu dibaca /kəˈmjuːnəti/ [correct pronunciation] Now please I want to ask you I call your name but you answer what is the question from one until five questios . number one how many time the writer meet anggun . is there anyone can answer 14. Ss [silent] 15. T Yang bisa langsung jawab ya supaya dapat nilai 16. Ss [silent] 17. T one … two …. Three oke tidak ada yang menjawab berarti kalian tidak dapat nilai dan saya yang jawab … number one how many time the writer meet anggun . berapa kali penulis bertemu dengan anggun . jawabannya adalah dua kali . 18. T sekarang number two siapa yang bisa jawab ? 19. Ss [silent] 20. T Why was anggun thank to her fans berdasarkan teks yang dibaca tadi 21. S1 Because they support her 22. T Siapa ini yang jawab 23. S1 Rahmah pak 24. T Oke berarti jawabannya 25. S1 C 26. T Oke good because they support her . 27. T kalau boleh tau kamu tau jawabannya dari mana kok bisa C kalimatnya itu dimana ? 28. S1 In the end of anggun thanks us [incorrect pronunciation] for coming here and support her 29. T Oke tapi us dibaca /ʌs/ bukan us jadi anggun thanks us for coming here and support her . oke good jawabannya C . 30. T number three when did concert hold ? 31. S2 Last month ago 32. T Taunya dari mana 33. S2 Dari last month I met her for the first time 34. T Bulan lalu berarti jawabannya D last month ago satu bulan yang lalu . oke good jawabannya benar . number four how was anggun according to ayudia ? 35. S3 Friendly 36. T Siapa ini … Nabila . oke Nabila apa jawabannya 37. S3 Jawabannya C friendly 38. T What did you get it ? 39. S3 Anggun is still friendly to us [incorrect pronunciation] 40. T To us bukan use 41. S3 [laughing] 42. T Kalau di kasih e baru itu use kalau us di baca /ʌs/ [correct pronunciation] oke good jawabannya friendly … 43. T next what is the text about ? 44. S4 Experience in meeting anggun c sasmi 45. T Kamu dapat dari mana jawabannya … 46. S4 Last month I met her for the first time 47. T Oke good jawabannya B jadi yang menjawab nabila , reza, rahmah, dan alya yang dapat nilai then I want to call nada .. 48. S5 [silent] 49. T hitung sampai Saya tiga jika tidak ada jawabannya saya anggap A .. one … two … three ..baik tidak ada jawaban saya anggap A. Next ke cewek putri …. 50. S6 Present 51. T Oke and now please read two paragraph karena paragraph pertama nya sedikit 52. S6 Yang nomer 6 53. T Iya yang itu dibaca 54. S6 Paragraph kedua iya pak ? 55. T Paragraph satu dan dua 56. S6 Oh iya oke .. the following text is for question number six to ten . it was January eleven in twenty thousand I had no idea that I would meet the best novelis or author of mine in uk I was so lucky I meet her there. It happened whe I stood in from the big bang building while waiting my mum picked up and then a woman stood next to mer. Her face looked very familiar but it took tims for me to recognize her and then when I looked at her face twice I realized that oh my god she is jk rowling. 57. T Oke stop giliran yang lain saya panggil nadia kalau tidak ada saya panggil yang lain devi .. apa ada devi 58. S7 Saya pak 59. T Siapa ini 60. S7 Nadia pak 61. T Oke nadia silahkan dibaca paragraph ketiga after that 62. S7 After that I told her that I am her biggest fan from indonesia. I was so excited I asked her for signing my jacket. I also asked her for phone number because I wanted to ask her about to make great stories like she did . she gave her phone number to me. What a kind person seriously it was the best moment I ever had. 63. T Oke disini pengalaman dari penulis ini bertemu dengan jk rowling . siapa yang tahu jk rowling itu sapa ? 64. S7 Penulisnya harry potter 65. T Oke good . kemudian dia kaget telah melihat jk rowling dan dia sadar kalau itu jk rowling ke berapa kali dia melihat …. 66. S7 Dua kali 67. T Setelah itu dia minta tanda tangan dimana penulisnya 68. S7 Jaket 69. T Oke jaket .. ini menceritakan cerita apa …. 70. S7 Pengalaman penulis 71. T Oke when did the experience had …. Siapa yang bisa menjawab 72. S8 It was January eleven in twenty thousand 73. T Itu suaranya siapa 74. S8 Devi pak 75. T Apa jawabannya 76. S8 D pak January eleven 77. T Tau dari mana 78. S8 It was January eleven pak 79. T Oke benar paragraph pertama .. selanjutnya what did the writer do in front of the big bang building ……….. 80. S7 She way for her mom 81. T Nadia ini . tau dari mana ? 82. S7 It happened whe I stood in from the big bang building while waiting my mum picked up and then a woman stood next to mer 83. T Oke benar jawabannya A . oke nadia dapat lagi . kemudian the orientation is ? 84. S9 [silent] 85. T Apa jawabannya 86. S9 The event happened on January 87. T Oke jawabannya A the event happened on January . kejadiannya terjadi pada januari …….. oke jawabannya A . soal terakhir when did the writer realize that she was famous novelist ? 88. S7 C 89. T Sorry apa jawabannya ? 90. S7 C when the writer I looked at her face the second time 91. T Oke seperti yang kita bahas tadi ya . nadia tahu darimana jawabannya kok bisa tahu? 92. S7 [silent] 93. T Nadia 94. S7 And then when I looked at her face twice I realized 95. T Oke twice itu dua kali iya . 96. T Oke thank you ,lets pray alfatihah together. See you next time. Wassalamualaikum wr.wb 97. Ss Wa’alaikumsalam wr.wb Appendix 2 : The Category of Data Offline teaching and learning Transaction Conversation Pattern Coding Exchange 1. T : → So, Before we start the our lesson today, We can si:ng,(5.0) is it okay ↑! (d) I F.01.3-7 Teacher direct Ss : Okay (.) (ack) R T : → Kita nyanyi dulu y::a ↓! ((open the smartphone)) (d) I S1 : [Iya:]= ↑ ((crowded)) (rea) R S2 : =[°Enggak°] ↓ (rea) R 2. T : I me::an , It ca:n be:: romantic ↓ (.) it can be friend-shi:p ↓or wh:atever* the song. (i) I F.01.17-23 Teacher inform S1 : →[Justin Bieber ]=↑ (ack) R S2 : =[°eeehh jangan°] ↓ ((laughing)) (ack) R T : a::pa ? (i) I S3 : .Hhh [Ed shee::ran] ↓ (0.5) (ack) R S1 : →Ju::stin Bieber ↑ (ack) R T : Oka::y Justin Bieber ↓ ((search on the youtube)) (acc) F 3. T : →Seka::rang ki-ta a:kan membuat surat ↑ (0.5) we ma-ke a letter to your* honey ↓ (d) I F.01.48-54 Teacher direct Ss : O::h ((confusion non work-oriented)) (rea) R T : Be::cause in this unit ↓ (0.5) yo::u have to create and you have - to se:nd letter to yo:ur par-ent , yo:ur - baby, your teacher , etc (.) (i) → op::en your book in number eight ! ↑ (d) I T : →In this ca-se you will le::arn about gra-mmar first ↑ (0.5) I am going to ask to riski to read fi::rst ↓ (0.5) Read ! ↑ (d) I S1 : [silent] (rea) R T : →Re::ad it ↓! personal letter is …. (d) I S1 : sa:ya ti::dak bisa baca* ↓ (rep) R T : No no no (0.5) you first ↑ (acc) F 4. T : wh::at a-re the da:te ↓ ? (el) I F.01.65-69 Teacher elicit S1 : on the da:te, month (0.5) ye-ar ↑ (rep) R T : →arti-nya a::pa ? ↑ (el) I S1 : .Hhh pa:da ta::nggal bu-lan tahun berapa ↓ (.) (rep) R T : be-nar ↑ (acc) (0.5) ta:nggal berapa bulan berapa tahun berapa kamu me::ngirim su:rat pa-da orang lain ↓ (.) (e) F 5. T : →ini kan di atas su:rat sebelah kiri ta::nggal be-rapa ka-mu n:ulis↑ ke-mudian sebelah ka::nan bawah greeting ↓(0.5) (i) I F.01.86-88 Teacher elicit T : →ka-lau Bahasa inggris isi-nya a:pa ↓? (el) I S1 : Hhh dear = ↓ (rep) R T : =dear (acc) (0.5) si::apa gitu ya:: misalnya dear baby ↓. (e) F 6. T : → E:::hmm (m) okay lanjut ! ↑ (s) body itu apa ? = (el) I F.01.89-104 Teacher elicit S1 : =ISI ↑ (rep) R T : Hhh Isi di da:lam (.) ? (el) I S2 : Dalam surat ↓ (rep) R T : →Surat (acc) (.) setelah menulis surat ada - tanggal , greeting (cl) ..setelah itu isi yang keempat apa ya:? ↓ (el) ((look the book)) I Ss : → [.hhh Closing]= ((confusion, work-oriented)) (rep) R S1 :→=[Penutup] ((confusion, work-oriented)) (rep) R T : →Se:belah mana – kita: ↓ menulis closing?↑ (5.0) (el) I S2 : Di bawah* (.) (rep) R T : →Di::situ - hh ada pengertiannya↑(cl)(0.5) °wh:at is closing° ?↓ (el) I Ss : (^) ((confusing)) (0.5) R T : →hhh It is the salutation phrase ( ) th::at is closing word↓. (e) F 7. T : Su-dah ↑ sampai ma:na ? ↓ (i) I F.01.110-115 Checking T : Le::ss 5 min-utes kurang - 5 menit ↑ (i) I Ss : y:es ↓ (rep) R T : → Sudah sampai - mana ↓ (.) ((come to the student)) co::me on ↓ (0.5) Finish less one - minute ↑ (.) have yo::u finish ! ↑ (i) I Ss : [silent] (rep) R T : .Hhhh Sudah lum-ayan banyak ya ↓ ((come to the student)) (com) F 8. S1 : →Pak sep::erti ini tidak - apa apa ? ↓ (i) I F.01.117-120 Pupil inform T : Hhh Iya itu bi::sa ↓ di tam-bahi setelah isi ke:mudian apa ↑ (rep) R S1 : ((confusion work – oriented)) (i) I T : →Isi-nya bisa di:tambahi tidak - apa apa ↓ mi::nimal en-am atau tu-juh (0.5) Setelah menulis body kemudian a:da closing ↓ (.) (e) F 9. S1 : →A::ku bisa sedikit - sedikit Bahasa inggris-nya ↑ (.) tapi kalau ngo-mong su::sah pak ↓ ((laughing)) (i) I F.01.144-149 Pupil inform T : →Yo:u just - say some-thing and pra::ctice ↑ (com) F S1 : Ngo::mong su-sah ↑ ta::pi kalau hanya me-nulis dan mem-baca gampang bang::et ↓ ((laughing)) (i) I T : Ju-st prac::tice ↓ ((smiling)) (com) F S1 : →gak - mau ↑ (i) I T : →Yo:u can practice to your friend or in the mirror ↓(.) (com) F 10. T : → se:lanjutnya how long a:pa arti-nya ? ↑ (el) I F.01.174-181 Teacher elicit Ss : → berapa lama ↑ (reply) R T : → ho::w long ? ↑ (el) I S1 : Five - days ↑ (rep) R T : i::ya 12 sampai 17 be::rarti five da:ys ↓ (.) (acc) F T : →wh:at is da-te ? ↓ ((read the book)) (elicitation) I S2 : .Hhh twelve a:nd seven-teen ↑ Septe:mber ↓ (rep) R T : i:ya benar (acc) (0.5) ini mudah - sekali ya untuk anak SMA ↓ (com) F 11. T : →Se:karang bu-ka buku tuli::snya* dan langsung di jawab ↑ wh:at is the wo-rd that hhh yo:u get from the song ↓ ((play the music)) I F.01.183-193 Checking Ss : [silent] R T : kayak-nya sudah semua ya:: ? ↓ I S1 : belu:::m↑ R T : be:rapa pa-ling ba::nyak kalian dapatnya:: ? ↑ I S1 : [Two words] ↑ R S2 : [Fifteen words] ↑ R S3 : [°Eight words °] R S4 : [Six words] ↑ R S5 : [°Twelve words °] R S6 : [Eleven words] ↑ R 12. T : → Be:fore closing the our class ↑ (0.5) what do yo::u learn today about*.↓ (pause) (i) I F.01.198-201 Teacher inform S1 : .hh [°Listening°]= (ack) R S2 : =[The ↓ Letter*] ((confusion, work-oriented)) (ack) R T : →We learn about letter and listening ↓ (0.5) (.hhh)it can be si::nging ↓ a:nd next time if we have listening lesson game plea:se bring cotton bud okay*! ↑ (acc) F 13. T : → To::day we: are study - about recount text (m) (0.5) a:pa itu ki:ra ki:ra ↓ recount te:xt ↑ (.) recount text itu apa yang dulu pe-rnah kali::an ingat *? ↓ (s) I F.02.1-5 Teacher inform S1 : Hhh te::ks masa – lampau ↓ (rep) R T : oka::y te-ks masa: lampa:u↓ (acc) (0.5) You get it ↑(.) (com) F T : → ho:w do: yo:u sa-y in English↓ (.) wha:t is recount - text ? ↑ (el) I Ss : [silent] (^) R 14. T : → Ka:lau mencerita-kan tentang keja:dian nyata↓ (cl) (.) If we are talking about history ↑ or we are talk-ing about the past ↓ menggunakan tense:s apa kira kira ↑? (el) ((appointment)) I F.02.25-31 Teacher elicit S1 : [silent] (^) R T : → Menggunakan si:mple pre-sent , pa-st or future:: ↑? (cl) I S1 : [silent] (^) R T : → .Hhh Si:mple future:: itu a-pa ↓ ? (el) I S1 : ma-sa de::pan↓ (rep) R T : Simple - future itu masa: de-pan (acc) misalnya yo:u have: future husband berarti suami masa depan↓ (e) F 15. T : Oke ! (m) bila stand - up plea::se ↑ (d) I F.02.139-141 Teacher direct S2 : ((stand up)) (rea) La::st night I went to stationary when I bought - the book (0.5) I me:t my friend after that I talk:ed to my friend and I went - to home ↓ (rep) R T : Oke go-od ↑ (acc) disini dia menggunakan verb two semua ya:: yang menanda-kan lampa:u seperti when, bought, met (unclear speech) ↓ (.) (e) F 16. T : okay: kala::u saya bi-lang ↓ (m) , tadi: mala:m saya makan - malam ↓ (0.5) bahasa - inggris nya apa: ↑ ? ((appointment)) I F.02.154-160 Teacher elicit S1 : La::st night , I ha-ve di::nner ↑ (rep) R T : Okay: (m) sia::pa lagi yang bisa ↑ ? (n) I S2 : La::st night , I ha::ve dinner ↓ (rep) R T : Sama: ya:: bera:rti ↓ (acc) (.) ha-ve itu Bahasa - indonesia::nya apa: ↓? (el) I Ss : [silent] (^) R T : ((writing in the whiteboard)) Ha-ve itu mem-punyai tiga:: arti yang pertama mempunyai, memiliki (.) contoh-nya I ha::ve a book (0.5) ke::mudian ada kata kerja ordinary dan auxiliary (0.5) ya:ng kedua: ha-ve pada ordina:ry adalah ka-ta kerja:: pertama se::dangkan auxiliary adalah kata kerja - bantu (0.5) pa:da ordinary ha-ve mempunyai arti: menga::lami contohnya I have acci-dent ↓ (.) (e) F 17. T : Ha:ve bisa di-gunakan untuk mengalami ↓ ( ) (.) kemudian yang ketiga arti have adalah menikmati dan ini biasanya untuk makan sepe::rti breakfast , lunch , dinner (0.5) .hhh itu biasanya I have breakfast , I have dinner . jadi artinya saya menikmati makam malam (i) (pause) →have ini kejadiannya kapan ? ↓ (el) ((write in the whiteboard)) I F.02.163-171 Checking 18. S1 : °Tadi malam° ↓ (rep) R 19. T : →Have ini ve-rb one or verb t-two ?(.) (el) I 20. S1 : Ve-rb o::ne (rep) R 21. T : →Verb one (acc) ,verb two nya a-pa?(.)↑ (el) I 22. S2 : Ha:d (rep) R 23. T : →hhh Had (acc) (0.5) jadi ,I had dinner berarti menunjukkan menikmatinya sudah lampau (.) (i) paham iya ? ↑ (ch) I Ss : I-ya ↑ (ack) R 24. T : Okay: sekarang (m) sa::ya min-ta kalian untuk melatih yo:ur analyz-ing skill in writing ((writing in the whiteboard)) “last night I kept studying English for two hours then I over sleep while my father doesn’t went home yet” No::w I will ask you to - find yo:ur error analysis (.) ca::ri yang error kira - kira ma:na yang salah dari: kalimat ini menurut kalian ↓? (d) I F.02.198-209 Teacher direct S1 : study-ing ↑ (rea) R T : studyi::ng ↓ (0.5) ya:ng ben-ar apa: ↑ ? (el) I S2 : studi::ed ↓ (rep) R T : terus apa:: ↑? (rep) R S3 : slee:p ↓ (rep) R T : terus - apa la:gi ↓? (rep) R S4 : fathe::r ↓ (rep) R Ss : ((laughing)) (rea) R T : ga-nti apa: ↓ (0.5) girl-friend ↑ ((laughing)) (i) I Ss : ((laughing)) R T : Saya: dulu pernah mem-bahas setelah verb two harus bertemu - gerund ↑ (.) kalau studying - nya di ganti verb two ↓ bera::rti dalam sa-tu kalimat ada: dua jenis verb two ↓ (0.5) Jadi:: tidak - boleh kan soal-nya verb two harus ada objek berarti studying itu gerund (.) (e) F 25. T : Ju-st vie:w people here:: ↓ (.) The-re are ↓ si:ck ri-ght ↑ (i) I F.03.3-8 Teacher inform Ss : yes (rep) R T : Ho:w ma-ny stude:nts ↓? (i) I S1 : ten ↑ (rep) R T : kok te:n ↓! (i) I S2 : eight stude:nts ↓ (rep) R 26. T : No:w ple-ase ope::n your lks (.) (d) I F.03.31-37 Teacher direct S1 : ((open the book)) (rea) R T : Pe-san ini biasa:nya mengguna:kan tense::s apa kalau boleh tau ↓? (el) I S1 : ten-ses ↑? (rep) R T : iya: sim-ple apa: ? (rep) R S1 : .Hhh simple:: futu::re ↓ (rep) R T : Simple future:: ya ↓ (0.5) (acc) it can be↓ tergan-tung pesannya: ya:: it can be futu-re, simple pres-ent or simple past based on the topi::c ↓ (e) F 27. T : ((writing in the whiteboard)) no:w (m) I am go::ing to ask - you between simple future , present a::nd past ↓ (.) anyone know the pattern ↑ ? (n) I F.03.40-51 Teacher elicit S1 : I don’t kno::w ↑ (rep) R T : you: forgot in yo:ur mind ↓ (rep) R S1 : [°Lupa - pak° ] ↓ (rep) R S2 : [Yang akan datang] ↑ (rep) R T : Bia::sanya ya:ng akan dat-ang mema:kai rumus apa: ↓? (el) I S3 : wi::ll ↑ (rep) R T : Pre-sent ini mengguna:kan verb ↓ ? (el) I S1 : verb - one ↑ (rep) R T : Pa:st mengguna::kan ↑ (el) I S2 : verb - two ↓ (rep) R T : Ini sudah selesai rumusannya ↓ ((writing in the whiteboard)) (.) Ini: ada: sub-yek ada verb - one da:n ini: subyek ada verb - two itu ca:ra membeda-kannya. So: if you are talking about future so you must use “will” subyek + will + verb one (0.5) I will go: not I will - went and then I will - write not I wi::ll wrote:: or writte:n↓ (e) F 28. S1 : Saya tidak - paham (0.5) kare::na kece-petan ↑ (i) I F.03.54-61 Pupil inform T : kenapa ↓? (.) (rep) R S1 : Kecepetan – ngomo::ngnya ↓ (i) I T : I think ↓ yo::u a:re smart - student ↑ (rep) R Ss : (unclear speech) ((laughing)) (rep) R S1 : [pakai - Baha:sa indonesia sa:ja] ↓ (rep) R S2 : [Di - ulang pak pakai bahasa Indonesia] (rep) R T : No ↑, I beli:eve yo:u are under-stand about English so maybe it’s difficult for you (0.5) to understand to catch the meaning of point of view and little by little you will understand ↓ (com) F 29. T : Oka::y (m) now yo::ur ti:me write - down yo:ur story a:nd yo:ur dre-am (.) two minu::tes – oke ↓ ? (i) I F.03.67-73 Teacher inform Ss : No:: sir ↑(ack) R T : five - minutes ! ↑ (i) I Ss : No: tapi dua - minggu ↑ ((laughing)) (ack) R T : okay two weeks ((laughing)) (i) I Ss : oka:y (ack) R T : No ↓ (.) five - minutes ↑ (0.5) as long as you can ↓ (ack) R 30. S1 : →Apa Bah:asa inggrisnya, aku melihat film* ? (.)↓ (el) ((come to the teacher)) I F.03.78-83 Pupil elicit T : ..hhh Memakai past - berarti subyek plus Verb 2 bu:kan I see ↓ (cl) karena itu Verb 1,kalau past itu Verb 2.= (rep) R S1 : →apa (.) se:en= ? (rep) I T : →=Bu::kan seen, tapi saw (.)(acc) R S1 : E::hm I sa:w movie ↓ (i) I T : →iya be-nar, I saw movie karena verb 2 (e) R 31. S1 : →Te:rus kala:u aku ↓ me-lihat film yang ber-judul ↑ (.) (el) I F.03.84-88 Pupil elicit T : misa::lnya I saw the korea: movi:e the title - is ↓ (.) (rep) R S1 : Te:rus peme::ran utama-nya itu ingin bela:jar jadi pemberani itu apa:: ↓ (el) I T : Ma:in character itu ↓ kara:kter utama-nya (0.5) the ma::in character is (.) (rep) R S1 : Pembera:ni itu brave ↑ (i) I 32. S1 : →Pak Bahasa:: inggris-nya a:pa aku ingi::n menja:di ↑? (el) I F.03.89-94 Pupil elicit T : →I want to be a doctor ↓ hhh masih mengguna:kan present* seperti I wa-nt to be - a doctor = because I wi::ll ↑. (rep) R S1 : =Tapi maksud-nya: ↑ aku ingin menjadi seperti dia ↓.(el) I T : Bera::rti ↓ I wa::nt to - be li:ke her* or him . (rep) R T : → dia-nya co:wok ↑ atau cewe:k ↓ ? (rep) R S1 : → co:wok ↑ (rep) R 33. S2 : Pak ↑, saya sudah*↓ (i) I F.03.95-100 Pupil inform T : →Ma-na: ?↑ hh ini masih satu ba:ris(.) (ack) ((look the text)) R S2 : Sa::ya (.) bi-ngung(.)↑(i)[I am confuse] I T : →Ka-mu bua:t cerita kejadian masa lalu ↑ hhh yang membuat ka:mu termotivasi untuk masa akan datang ↓(.)(cl) R S2 : →Ini seperti mencakup simple present dan future ya pak= (rep) I T : →=Simple past dulu ↓,kemudian nanti berga:ntung kamu bisa menambahkan simple pre-sent atau fu-ture↓ (.) (ack) Ku::nci utama-nya adalah simple past↑ dan future ↓ (.)(cl) R 34. T : → No:w I wa-nt to a:sk you , wha:t is the power from elsa ↓? (el) I F.03.177-190 Teacher elicit S1 : .Hhh ice ↑ (rep) R T : Hhh Ma:ybe the-re is li-ke imagination ↓ and ma::ybe you - wants to be li-ke her ↑ but ↓ wh:at is the power you want ↑? (el) I S1 : [silent] (^) (rep) R T : → Ma:ybe yo:u are smart ↑ yo:u are creativity ↓ (rep) R S1 : .Hh lov-ing ↓ R T : A::nd so you give affect-tion to another person right ↑? (el) I S1 : y::es ↑ (rep) R T : → Yo:u are hum-ble* and always be kind ↑ (.) (rep) R S1 : → yes ↓(rep) R T : Hhh a:nd ha-ve you already done to ma::ke like th::is ↓ (rep) R S1 : [silent] (^) (rep) R T : Yo:u never ↑ do to your friends ↓ (com) F S1 : pe-rnah ↑ (rep) R Online teaching and learning Transaction Conversation Pattern Coding Exchange 1. T : Do you bring your lks be-sides you ? ↓ (i) I N.01.13-20 Teacher inform Ss : [silent] (^) T : Iya:↑ apa hhh ada lks di samping-nya ? ↓(i) I Ss : [silent] (^) T : He::llo (0.5)kok di-am saja ! ↑(i) I Ss : [silent] (^) T : a-apa ada lks Bahasa inggrisnya ? ↑(i) I Ss : [silent] (^) 2. T : Okay ↑ (m) for example we eat too much food (0.5) jika kita makan terlalu banyak dan tan-pa olah-raga a:nd don’t exercise , we ga:in weight dan berat badan kita akan bertambah . eating food itu disebut cause / sebab sedang-kan effectnya atau akibatnya menjadi berat badan kita bertambah ↓ Sudah ya kita pahami cause dan effectnya disitu (.) lanjut ke ilham ↑ there are may be multiple causes and multiple effect lanjut ? (.) (i) I N.01.56-59 Pupil inform S2 : Yang ma::na pak ↑? (ack) R T : Lo::h ↑lanjutan-nya ya:ng ini ((indicates text)) yang sa:ya blok biru ini: (.) keliha::tan tidak ↓ I S2 : O::h yang blok - biru itu pak ↓ (i) I T : Iya:: the-re a:re may - be (.) (ack) R S2 : O::h iya - pak (.) ther::e are may be ↓ multiple cause:s a:nd multiple effect (0.5) Loo-king fo:r the rea::son why [incorrect pronunciation] (ack) R T : /waɪ/ bu-kan wi (i) (e) F S2 : Wh::y thi:ngs happen (cause/effect) is a ba-sic hu::man drive↓. So , understandi::ng the cause/effect text structure is essentiall ↑ [incorrect pronunciation] (i) I T : /ɪˈsenʃ(ə)l/ [correct pronunciation] (e) F S2 : Esse::ntial in learn-ing the ba:sic wa:ys the world works↓ (0.5) Wri:ters use thi:s text structure to sho:w order, in form , speculate , and cha:nge beha:vior (0.5) This text structure uses the process of identi:fy-ing potenti::al cau:ses of a problem or issue [incorrect pronunciation] (i) I T : A::pa bu-kan is-us atau as-us ↑ tapi:: Leno:vo ↓ ((laughing)) (ack) R S2 : ((laughing)) isu:: ya pak ya:: ↑ (ack) R T : iya:: (acc) F S2 : Issue:: in an order-ly wa:y (0.5) It is often use:d to tea::ch social studi:es a:nd sci:ence: co:nce:pts [incorrect pronunciation] (i) I T : Scan - scan gimana:: ↑ (0.5) /ˈsaɪəns/ i::tu [correct pronunciation] (e) F S2 : Science concepts ↓ (ack) R 3. T : →Se-karang (m) (2.0) saya minta Fariha:h karena Fariha:h tadi tidak bisa menjawab tapi sekarang membaca ! ↑ (.) (d) I N.01.74-81 Teacher direct S4 : [silent] (^) T : →The grea::t barrier ree-f (.) ((show the text)) (i) I S4 : [silent] (^) T : →Ayo dibaca !(1.5) (d) .hh ma-sih tidak ta::hu ? ↑ (i) I S4 : →Yang mana pak ? ↓ (ack) R T : Yang ini lets look at some examples (.) (d) I S4 : .hh The great barrier*↑ reef is threat:ened by global warming the rising water tempera:ture causes reef bleaching , making the reef less colorful a:nd more prone to disease ↓ (rea)((read the text)) R 4. T : Now (m) ,ho:w can - yo:u identi::fy a cause:: and effect - essay ↓? ((reading the multiple choice)) (el) Menca::ri signal - words li:ke because or as a result ↓ (cl) Keti::ka proses di-jelaskan ↓ (cl) Ketika: ka-ta atau fra-sa di-jelaska:n ↓ (cl) Ji:ka sa:tu atau le-bih sesua::tu hal itu di banding-kan ↓ (cl) ((translate into Bahasa) Ma-na menu::rut kalian untuk meng-identifikasi: essa:y nom-er 1 2 3 atau 4 ↑? (el) I N.01.127-131 Teacher elicit Ss : [silent] (^) T : →Sa::ya pang-gil saja:: ? ↑ (n) Riski - putri ↑wha:t the num-ber yo:u choose one ,two ,three or four ↓? (el) I S9 : →number - one ↑(rep) R T : Okay num-ber o::ne ↑ (acc) (.) I wi:ll che:ck answer (.) okay: yo:u are correct (0.5) berarti pinter - ya ↑ (.) jadi:: ↓ untuk meng-identifikasi cau::se dan effe:ct dalam essay lihat-lah kata: si:nyal yang menunjukka:n be:cause or as a re-sult ↓ (e) F 5. T : → wha::t is another na:me for a cause a:nd effect - essay ↓? (el) I N.01.132-138 Teacher elicit Ss : [silent] (^) R T : ma::na jawaban-nya ↑? (el) I S10 : three - si:r ↓ (rep) R T : siapa itu ya::ng jaw-ab ↑? (i) I S10 : Nada ↓ (rep) R T : Ki-ta li::hat jawaban-nya nada (acc) oke: anak-nya sopo:: kok pin-ter iki:: (.) lanjut ↑ (0.5) o::h ternyata su::dah tidak - ada ((laughing)) (com) F 6. T : →Seka-rang, number two sia::pa yang bisa jawab ? ↑ (n) I N.02.18-29 Teacher elicit Ss : [silent] (^) T : →Why was Anggun tha:nk to her fa:ns (.) berdasarkan teks yang dibaca tadi ? (el) I S1 : →.hhh Beca:use they ↓support her*↑ (rep) R T : →Siapa - ini yang jawab ? ↑ (i) I S1 : Rahmah pak (ack) R T : Okay (0.5) bera:rti jawabannya ?= ↑(i) Ib S1 : =C (.) (ack) R T : Okay, go-od be::cause they↓ support her*↑ .(acc) F T : →kalau boleh tau↓, kamu tau jawabannya dari mana(.) kok bisa C ka:limatnya itu dimana ? (d) I S1 : →I:n the e::nd of Anggun tha:nks us↓ [incorrect pronunciation] for coming here and support her* (rea) R T : →=Okay (acc) tapi us dibaca /ʌs/ [correct pronunciation] bukan us (.) jadi Anggun thanks - us ↑ for coming here and support her↓. Oka:y good jawabannya C .(e) F 7. T : Hello any-one can a::nswer ↓ (n) ,=Nasiroh !↑ (i) I N.01.149-163 Pupil inform S5 : →=Ti-dak bisa pak (ack) R T : Hhh Masak kalah sama Dewi: (i). Ayo Dewi !↑ (5.0) (d) I S12 : Pa::ragraph se-bab akibat biasanya mengikuti format (.) paragraph da::sar. ↓ (rep) R T : Ter:us (.)(i) R S12 : Ti::dak ta::hu pak hhh.↓ (ack) I T : →ASTAGHFIRULLAH AL ADZIM kelas sebelas kok tidak tahu. ↑ (i) saya Tanya yang paha:m disini ↑ (2.5) siapa ya: ? ↓ (n) F T : Hhh Na::jwa the – hand:some boy: ! (i) I S13 : Iya pak* (ack) R T : →Ayo diartikan ↑ (d) I S13 : Le:mot pak sinyal saya (0.5) dan tidak ada: gambarnya ↓ (i) I T : ..hhh Are you sure ! ↑ (i) I S13 : Iya pak (ack) R T : Be:rarti tidak kelihatan gambarnya↑ di layar hpnya ↓ (i) I S13 : Iya:: pak↓ (ack) R 8. T : Fewer baby bi:rds are hatched hhh berarti itu apa ? ↑ ((show the text))(el) I N.01.116-124 Checking student Ss : [silent] (^) T : Ini menjadi pa:ssive voice (0.5) jadi, subyek-nya tidak melakukan sesuatu dan biasanya pakai kata di- seperti nasi dimakan oleh saya (con) (.) ka::ta subyek itu selalu berada: di awal kalimat yaitu nasi tapi yang melakukan itu na-si apa sa-ya=? ↓ (el) I S7 : =Saya↑ (rep) R T : Na::h saya itu posisi nya di belakang ↓ atau di depan↑ (.) →tadi yang nasi di makan oleh saya ? (el) I S7 : →Di:: belaka:ng↓ (rep) R T : →Di belakang (acc) pa::dahal kata subyek itu melakukan sesuatu seperti↓ sa-ya memukul - kamu ↓ karena saya sebagai subyek (.) Subyek berada di depan (1.5) saya me-mukul, saya me-ngajar, saya ma-kan itu namanya active voice↑ .hhh Tapi kalau pa::ssive voice itu subyek nya tidak active melainkan passive tidak melakukan apa apa (.) Nasi dimakan saya↑ ja:di disini subyek nya tidak melakukan apa apa melainkan korban gitu ya↑ (i) Jadi, a:re di sini artinya di- (.) Fe-wer baby bi:rds are hatched berarti beberapa burung di hatched itu a:pa ?↑ (el) I S8 : →Menetas.↑ (rep) R T : →Iya (acc) (.) Nah menetas ini jadi di tetaskan. Istilahnya ini sedikit sekali anak burung yang ditetaskan karena dia passive (ch) (0.5) Jadi, awalnya burung itu banyak di sarang - sarang itu te:tapi tidak ada tempat habitat pohonnya itu se:hingga sedikit sekali burung yang menetas↓ (e) F Appendix 3 : Field notes First meeting Learning model : Offline Teaching-Learning Class : XI Mipa 2 Day : January 18th , 2022 Time : 10.45 – 12.15 1. The implementation of English lessons at 10.45 2. The teacher came to the classroom to greet the students. After that the students responded enthusiastically and they were ready to follow the learning process. 3. The teacher brought the smartphone and Bluetooth sounds as a supported media 4. The teacher opened the lesson and asked the students' condition today. 5. The teacher gave an ice breaker before starting the core learning. The teacher gave directions to the students to sing English songs but the students gave a refusal and the minority of students responded enthusiastically. The classroom situation was crowded and they felt confused about choosing a song. 6. The teacher asked the students about the selection of songs. The teacher gave directions to the students to open their smartphones so that students could search the songs on youtube. Even though they refused to sing, they were very enthusiastic about participating in the lesson. At the time of selecting songs, the students chose the genre of children's songs to romantic songs. 7. The teacher gave directions to the students to open the lyrics of the song so that the students easily sang the song. 8. The teacher played the song by using Bluetooth sound. When the song was played, the students did not sing because the pronunciation was quite difficult and some students did not know the song. 9. The teacher gave them the opportunity to choose another song that they knew. The teacher played the song according to their choice. In the middle of the song being played, the students could not follow the lyrics because the Justin Bieber song had rap lyrics that were difficult for students to follow and they did not follow the lyrics. 10. When the students sang a song together, the teacher gave the direction to discuss the learning topic of letters. The teacher gave assignments to make letters. In the material presented, the teacher guided the students so that the students achieved an understanding of the learning materials. 11. The teacher instructed students to read the definition and types of letters but the students did not feel confident in reading English. The teacher gave support and motivation so that students wanted to read the material. 12. The teacher gave an elicitation many times about the parts of the letter so that students understood and they could distinguish the parts of the letter. 13. After the material explanation, the students did not give the question to the teacher. In the end, the teacher gave the assignment about the making letter that included five components and the duration was five minutes. 14. The teacher reminded the students about the time duration and the students presented their work. After the students presented their letters, the teacher gave the questions. 15. The teacher-guided the students in making letters so that the students understood the contents of the letter. The teacher opened the textbook and they discussed filling the questions related to formal letters. Therefore, in this section, the teacher gave initiations and the students respond very well. 16. The students answered all questions quite actively. Then the teacher changed the topic of learning to fill the remaining time. The teacher instructed the students to write down the vocabulary they get from the song. After the song is played, the students mentioned the number of vocabulary words. 17. At the end of the learning process, the teacher evaluated the learning process. Second meeting Learning model : Offline Teaching-Learning Class : XI Mipa 2 Day : January 25th , 2022 Time : 10.45 – 12.15 1. The teacher opened the learning process without any ice-breaking. The students prepared textbooks in advance which indicated they were ready to follow today's lesson. 2. The teacher-reviewed learning about recount text and the teacher gave initiations to students about the tenses. The teacher provoked questions and the students responded to the teacher because they remembered the material. 3. After the teacher knew the students' understanding, the teacher wrote on the whiteboard about the tenses formula and asked questions about verbs in simple past tense and simple present tense. Then students tried to answer in turn. 4. The teacher gave responses to the correct answers and he wrote the formula differences between the present and past tense. 5. The teacher gave examples of stories and statements that contained the different tenses so that students could observe simple past tense in the story. 6. The teacher instructed the students to be quiet because the time of adhan. In the middle of this lesson the teacher checked the students' attendance and talks casually to them. 7. After the adhan has finished, the teacher returned to the topic of learning. The teacher invited students to think in analyzing verbs in the form of past, present and future. The students felt confused but the teacher guided students by discussing regular and irregular verbs which could determine present, past and future. 8. The students tried to answer questions about verbs in the past, present and future. In this section, the teacher often gave initiation or explanations and the teacher provided feedback the students' answers. 9. The teacher discussed the regular and irregular verbs and how to determine the verb. Then the students looked for examples of verbs that have differences in regular and irregular verbs. In the middle of the activity, the teacher gave directions to bring a dictionary to every English lesson. 10. The teacher gave the assignments in making story that they experienced yesterday starting from waking up to finishing activities and there was no vocabulary limit. The teacher gave an example first so that it is easier for students to do it. 11. The duration has been finished and the teacher instructed the students to present the results of their story. The teacher will ask questions about their story and discuss the grammar used by the students. 12. The students have grammar mistakes and it is discussed together. The teacher provided feedback in the use of correct grammar. In each student's answer, the teacher always provided feedback and explanations about auxiliary and ordinary verbs. 13. The teacher explained the use of verb that is used by native speakers and the use of these words has different in Indonesian. 14. Next, the teacher instructed students to practice text analysis. The teacher wrote the text on the whiteboard that contained error words. The students have to analyze the word and changed into the correct word. 15. The learning time have finished in a hurry without giving a conclusion for today's lesson because the all students must went to the mosque. Third meeting Learning model : Offline Teaching-Learning Class : XI Mipa 2 Day : February 8th , 2022 Time : 10.45 – 12.15 1. The teacher entered the classroom by greeting and the teacher is confused by the number of students. Then the teacher asked the student's condition and the student reported to the teacher the number of students who they were sick and permission. 2. The teacher motivated the students and always keep healthy in the current pandemic conditions because the number of covid cases was increasing. Therefore, many students were absent due to sickness. 3. The teacher read the prayer together after that he checked the students' attendance. 4. The teacher moved to the learning topic and opened the textbook. The teacher writes down the simple future tense pattern and asked what is meant by the simple future tense and the pattern. 5. There were some students who forgot and the teacher reminded the verbs used in the present, past, and future and he gave example sentences. 6. The teacher instructed the students to write past and future stories. The teacher told a story by using English and the students did not understand because according to them the teacher spoke quickly and the students did not get the points. 7. But the teacher motivated students so that they pay more attention to listening skills and they could understand the points. After that, the teacher changed the explanation into Indonesian so that it made it easier to understand. 8. The teacher gave the duration of time in doing the assignment and the students negotiated for the duration. In addition, the teacher did not instruct students to search on google because the story must be based on personal experience. 9. The students doing a conversation to ask about the use of grammatical. When the student wrote stories at the same time, the student often asked questions about the difficulties in writing the structure of the text. 10. The teacher went around to check the students' work after that the teacher instructed them to stop writing because the teacher will call the students to tell the results of their stories. 11. One by one the students told an interesting experience and their wishes for the future. The students did not only tell stories but the teacher asked several questions regarding their wishes. 12. The eight students have finished telling their respective stories and the learning time is sufficient for today's teaching and learning activities. The learning time has been completed and the teacher provided conclusions and motivation. First meeting Learning model : Online Teaching-Learning Class : XI Mipa 2 Day : February 22nd , 2022 Time : 09.15 – 10.15 1. The researcher prepared a video recording tool in the online classroom by using the OBS studio application so that the researcher could record the learning process via a laptop. 2. After the teacher sent the Microsoft Teams link, the researcher immediately used the link to join Microsoft Teams. 3. The online learning process is held at 09.15, but the online learning process did not immediately open the learning process because the teacher waited for students to come to Microsoft Teams first. 4. The teacher talked to the students and checked students' attendance to attend Microsoft Teams (00.00.10-00.01.46). 5. After that the teacher opened the learning process by reading the prayer first (00.01.46-00.02.05). 6. After the prayer, the teacher asked the students whether there was an English book nearby or if the students have prepared their English book. The teacher asked many times but the students did not respond so the teacher immediately changed to discuss the learning materials in the English book (00.02.55). 7. The teacher gave instructions to open the English book because the teacher will discuss about cause and effect. The teacher provoked the initiations to the students, but the students did not respond. In the end, the teacher immediately asked a question by calling one of the students and the teacher asked 'what is the cause and effect?' (00.03.18-00.03.43) the students needed a long time to respond. The teacher counted as a cue for them to respond. 8. The students did not know the answer to the teacher's question then the teacher moved to another student and the student responded to the teacher briefly. The teacher gave directions to the student to read the explanation in the English book. 9. After the students knew the teacher’s directions, the student read the explanation in the book (00.04.21-00.05.00). the teacher repeated the reading book and explained it in English and Indonesian. 10. Then the teacher turned to the next page and passed several questions because there were listening. The teacher replaced it by displaying the material on the screen. In addition, the teacher asked whether the material has appeared on the screen and the material was from the website. 11. The teacher called one of the students to read the definition of cause and effect and the student immediately read on the screen (00.07.04-00.07.16) suddenly the teacher stopped the student from reading because the teacher asked the student to translate it into Indonesian which the Students still need time to respond. In the end, the students could translate well then the teacher instructed the students to continue reading the text. 12. The teacher explained the reading results from students in detail so that the students could understand the contents of the text (00.08.39-00.09.31) after the teacher explained it, the teacher called the next student to continue reading from the previous student and the teacher gave a cue sentences so that students knew the text. But the students asked again which part to read, the teacher showed the text by marking it. 13. After the student knew the text part, the students read the text (00.10.08-00.12.42) the student read slowly so that the pronunciation can be heard clearly but there were pronunciation errors. The teacher repeatedly corrected the pronunciation. 14. Then the teacher gave comments how to read English and evaluated the text that is mispronounced. After that, the teacher repeated the explanation as well and the teacher read the next paragraph (00.12.43-00.15.33). 15. After the teacher explained the material, the teacher called the next student to read in reading section and the teacher gave a mark it. The teacher called twice so that the students responded and read it (00.16.20-00.17.33). There was pronunciation error, then the teacher gave the correct pronunciation. 16. The teacher explained what the students have read (00.17.37-00.19.30) the teacher called the next student to read it (00.19.56-00.20.19). 17. The teacher explained the cause and effect text analysis (00.20.23-00.21.56) after that the teacher called the students to read the text but the student did not respond even though the teacher called repeatedly (00.22.45-00.23.17 ). 18. The teacher moved to another student to read it and the student responded quickly. The teacher analyzed the text after that the teacher gave the initiations to the students about examples of cause and effect. When the teacher asked the questions there were students who could not answer. The other student could answer the teacher’s initiation (00.24.55-00.31.57). 19. The teacher showed the multiple-choice questions on the screen and gave students the opportunity to answer them. After the students answered the questions or chose the correct multiple-choice, the teacher gave appreciation to the students (00.31.58-00.34.52) 20. The student answered the question after that the teacher continued to read the paragraph text and invited the students to read the paragraph (00.34.56-00.35.42). The teacher stopped the students in reading text because the students have to translate the sentences in the paragraph but the students did not respond. So the teacher called another student to translate the sentence and the student only translated a few words because they did not know the meaning. Then the teacher called another student to read and the student gave a reason that the text did not appear on the smartphone screen. In the end the teacher took over to explain because the students could not answer. 21. The teacher gave one minute to translate into Indonesian. Then the teacher gave students the opportunity to look for topic sentences and supporting sentences (00.43.17-00.45.00). The teacher asked students to read the paragraph (00.45.46-00.47.18). 22. The teacher gave students the opportunity to answer the analysis in the paragraph about the topic sentence and supporting sentences. The teacher will give an additional score who can answer it and the teacher provided additional explanations (00.47.59-00.51.09). 23. The teacher closed the learning process by giving assignments that were collected the next day. Second meeting Learning model : Online Teaching-Learning Class : XI Mipa 2 Day : March 1st , 2022 Time : 09.15 – 10.15 1. The researcher joined the online class and recorded it by using OBS studio. But the teacher was late to start the online class even though the duration of the learning time did not long time and the teacher conducted learning process. 2. The teacher checked the students’ attendance to wait for joining Microsoft Teams. After the teacher checked the students' attendance, the teacher called the students to read the paragraph text in the textbook (00.01.01-00.01.42) 3. The teacher called the students to continue the next paragraph (00.02.04-00.02.43). Then the teacher will ask some questions to the students and the teacher hoped the student’s response. The teacher will give a score to the students who answered it. 4. The teacher read the first question and there was no response. The teacher answered the question in the English book (00.03.11-00.03.33). 5. The teacher read the next question and the students responded with the correct answer. The teacher asked where she got the answer to check the student’s understanding and the teacher gave feedback on the students' answers. 6. The third question is answered by the student whose mentioned by the teacher and the student showed the paragraph that indicated the answer. 7. The student responded quickly to the next question and the answer was correct. Furthermore, the fifth question was answered and the students showed statements that showed evidence of the correct answer. So, the duration of time did not take long for answering because students answered enthusiastically. 8. The teacher called one of the students but the student did not respond (00.07.21-00.07.34), the teacher will give an Alpha in the absence of students. 9. The teacher called the next student and still was no response (00.07.35-00.07.57). But the teacher called the third student and the students responded quickly. The teacher gave directions to read the text (00.08.18-00.09.23) 10. The next student read the text (00.09.31-00.10.42) after that the teacher explained the paragraph text. In the middle of the explanation, the teacher gave a question and the question was immediately answered by the students. 11. There were some questions that is read by the teacher and the students could directly answer questions from the teacher. In this learning process, students were enthusiastic and responded immediately to questions from the paragraph text. The teacher wanted to know the students’ understanding that the students must give the text evidence. 12. After the students finished answering questions, the teacher always gives feedback or appreciation to students. 13. The teacher closed the learning process by giving assignments to students which will be discussed at the next meeting. Appendix 4 : Observation Sheets First meeting Learning model : Offline Teaching-Learning Class : XI Mipa 2 No The Patterns of interaction Yes No Classroom activity 1. Group work √ 2. Closed ended teacher questioning √ 3. Individual work √ 4. Choral responses √ 5. Collaboration √ 6. Student initiates , teacher answers √ 7. The student’s nomination √ 8. Full class interaction √ 9. Teacher talk √ 10. Teacher inform √ 11. Self access √ 12. Open ended teacher questioning √ The types of Initiation 13. Procedural questions √ 14. Convergent questions √ 15. Divergent questions √ The types of Response 16. Students response specific √ 17. Student response, open ended or student initiated √ 18. Silence √ 19. Silence audio visual √ 20. Confusion work oriented √ 21. Confusion non work oriented √ The types of feedback 22. Acknowledging a correct answer √ 23. Indicating an incorrect answer √ 24. Praising √ 25. Expanding or modifying a student’s answer √ 26. Repeating √ 27. Summarizing √ 28. Criticizing √ Second meeting Learning model : Offline Teaching-Learning Class : XI Mipa 2 No The Patterns of interaction Yes No Classroom activity 1. Group work √ 2. Closed ended teacher questioning √ 3. Individual work √ 4. Choral responses √ 5. Collaboration √ 6. Student initiates , teacher answers √ 7. The student’s nomination √ 8. Full class interaction √ 9. Teacher talk √ 10. Teacher inform √ 11. Self access √ 12. Open ended teacher questioning √ The types of Initiation 13. Procedural questions √ 14. Convergent questions √ 15. Divergent questions √ The types of Response 16. Students response specific √ 17. Student response, open ended or student initiated √ 18. Silence √ 19. Silence audio visual √ 20. Confusion work oriented √ 21. Confusion non work oriented √ The types of feedback 22. Acknowledging a correct answer √ 23. Indicating an incorrect answer √ 24. Praising √ 25. Expanding or modifying a student’s answer √ 26. Repeating √ 27. Summarizing √ 28. Criticizing √ Third meeting Learning model : Offline Teaching-Learning Class : XI Mipa 2 No The Patterns of interaction Yes No Classroom activity 1. Group work √ 2. Closed ended teacher questioning √ 3. Individual work √ 4. Choral responses √ 5. Collaboration √ 6. Student initiates , teacher answers √ 7. The student’s nomination √ 8. Full class interaction √ 9. Teacher talk √ 10. Teacher inform √ 11. Self access √ 12. Open ended teacher questioning √ The types of Initiation 13. Procedural questions √ 14. Convergent questions √ 15. Divergent questions √ The types of Response 16. Students response specific √ 17. Student response, open ended or student initiated √ 18. Silence √ 19. Silence audio visual √ 20. Confusion work oriented √ 21. Confusion non work oriented √ The types of feedback 22. Acknowledging a correct answer √ 23. Indicating an incorrect answer √ 24. Praising √ 25. Expanding or modifying a student’s answer √ 26. Repeating √ 27. Summarizing √ 28. Criticizing √ First meeting Learning model : Online Teaching-Learning Class : XI Mipa 2 No The Patterns of interaction Yes No Classroom activity 1. Group work √ 2. Closed ended teacher questioning √ 3. Individual work √ 4. Choral responses √ 5. Collaboration √ 6. Student initiates , teacher answers √ 7. The student’s nomination √ 8. Full class interaction √ 9. Teacher talk √ 10. Teacher inform √ 11. Self access √ 12. Open ended teacher questioning √ The types of Initiation 13. Procedural questions √ 14. Convergent questions √ 15. Divergent questions √ The types of Response 16. Students response specific √ 17. Student response, open ended or student initiated √ 18. Silence √ 19. Silence audio visual √ 20. Confusion work oriented √ 21. Confusion non work oriented √ The types of feedback 22. Acknowledging a correct answer √ 23. Indicating an incorrect answer √ 24. Praising √ 25. Expanding or modifying a student’s answer √ 26. Repeating √ 27. Summarizing √ 28. Criticizing √ Second meeting Learning model : Online Teaching-Learning Class : XI Mipa 2 No The Patterns of interaction Yes No Classroom activity 1. Group work √ 2. Closed ended teacher questioning √ 3. Individual work √ 4. Choral responses √ 5. Collaboration √ 6. Student initiates , teacher answers √ 7. The student’s nomination √ 8. Full class interaction √ 9. Teacher talk √ 10. Teacher inform √ 11. Self access √ 12. Open ended teacher questioning √ The types of Initiation 13. Procedural questions √ 14. Convergent questions √ 15. Divergent questions √ The types of Response 16. Students response specific √ 17. Student response, open ended or student initiated √ 18. Silence √ 19. Silence audio visual √ 20. Confusion work oriented √ 21. Confusion non work oriented √ The types of feedback 22. Acknowledging a correct answer √ 23. Indicating an incorrect answer √ 24. Praising √ 25. Expanding or modifying a student’s answer √ 26. Repeating √ 27. Summarizing √ 28. Criticizing √ Appendix 5 : Documentation 120 121 image3.png image4.png image5.png image6.png image7.png image8.png image9.png image1.png image2.png