69 fast. Then, Kiki usually gave him less portion in copying examples than his
friends. In doing task or exercise, Kiki also gave him less portion than his friends. Kiki let him doing half of the total numbers. She decided to do it because Kiki
thought that it was better for him to do half of the total numbers and understood it rather than do all of the numbers but did not understand at all.
Similar with Kiki, in handling his „special‟ student who has lower ability than others, was lazy, and liked to work hastily, Jalu also found his own way.
Because Jalu knew that this boy liked to do the test hastily and scored bad, Jalu gave the remedial test orally. In other words, Jalu switched his way by testing the
students orally. When this boy was tested orally, he could achieve full point. Even though he already found his way to deal with this problem, Jalu still
communicated this boy‟s problem with the class teacher so that the class teacher could inform it to the parents. Since this boy was very lazy, he even slept during
the lesson time. This kind of behavior needed to be reported to the parents to the class teacher. Hopefully by having communication with the class teacher and
parents, this student could be helped to be more diligent in the class and careful in doing tasks.
8. Reminding and encouraging students to speak English
Since the school where Kiki and Jalu worked wass a bilingual school, the students were required to speak in English. The students should not speak in
Indonesian, especially when they were studying English. However, younger students were not easy to be required to speak English all the time because their
70 linguistic ability was also still limited, they mostly spoke in Indonesian at home,
and their motivation to always speak in English was still low. At their initial years of teaching, Kiki and Jalu were still a bit loose with
the use of L1 in the class. They sometimes let the students to speak in Indonesian. Then they gradually reminded their students to speak in English when thy uttered
something in Indonesian. Moreover, when the students talked or asked in Indonesian, Kiki and Jalu always responded it in English.
After teaching for a year, Kiki then changed her ways of reminding and encouraging the students to speak English. Right at the beginning of the new
school year Kiki stated her rule of classroom language and its consequences if the students broke it. The students must speak in English during the English lesson
time. When they did not know the English word, the students might say it in Indonesian but it should be accompanied with quotation mark gesture. If the
spoke more than one Indonesian words, they would get the consequence. For the first time breaking the rule, the student must sing
banana milkshake
song with its movements in front of the class. For the second time breaking it, they must do it in
the vice-principal office. For the third, they must do it in the school principal office. According to Kiki, this rule was quite successfully working because the
students were shy if they had to do it and thus they tried to always speak in English.
Different from Kiki, Jalu, who was still in his around 5 months of teaching, could not suddenly implement a strict rule for classroom language. He
was afraid if he suddenly implement a strict classroom language rule, his students
71 would complain and even reluctant to speak. Thus, what Jalu could do was only
always reminding the students to speak in English and responding all of the students Indonesian questions in English. However, he planned to implement such
a classroom language rule in the next school year and he still tried to find his rule for classroom language for the next school year.
9. Participants’ job besides teaching
