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5.2.1.3.1 Teacher’s uses of English
There were two aspects observed from the classroom in relation to the teachers‘ confidence in speaking English. Those aspects were English for communication
in general and English for instruction. English for communication in this case referred to the use of English in building the classroom communication in
general, for example establishing interpersonal relationship between the teacher and the students and among the students themselves. English for instruction, on
the other hand, referred to the use of English in explaining materials and giving examples.
In both observations, the teacher spoke English on most occasions in trying to build good communication with the students. She spoke Indonesian on some
occasions to strengthen the interpersonal relation between the teacher and the students. She also used Indonesian jokes to entertain the class. In terms of the
instructional English, Dewi also showed high confidence in speaking English. All explanations, alternative explanations and examples were given in English.
5.2.1.3.2 Teachers’ uses of Instructional Strategies
Dewi ‘s efficacy for instructional strategies was observed in terms of her
effectiveness in addressing or responding to problems or questions raised by the students. She tried consistently to help students who had problems or questions.
There was, however, no evidence of systematic efforts in addressing these problems. Her responses were mostly spontaneous and incidental and there
were not many students asking questions and seeking help. In most cases, it was
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the teacher who raised questions. She was quite successful in using good questions to help
students‘ comprehension.
In terms of the use of variety of measurement, the researcher did not find significant efforts on the part of the teacher to use various forms of
measurement. There was an indication that such lack of use of various measurements was due to convention, as a block evaluation system is applied in
education in Indonesia. In this system, teaching is conducted based on a certain unit of materials called a block. Although evaluation during teaching process is
encouraged, a major evaluation using various measurements is only used after the teacher has finished one block of material.
In responding to the levels of each individual student, the teacher occasionally anticipated or was sometimes responsive to individual student‘s needs and cues
for support. At other times this was not the case. The teacher appeared to be emotionally or psychologically available to individual students only on limited
occasions. This, perhaps, was because of the large number of the students in the class. In relation to the ability of the teacher to provide alternative explanation
and examples, the observations revealed that most of the time she tried to provide multiple, appropriate examples to illustrate the identified problems.
However, there was no strong indication of planned systematic efforts to provide appropriate challenge for capable students. There seemed to be a single
design of the lesson plan without anticipation of students with relatively higher
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level of ability. This is an interesting aspect and will be discussed further in the discussion chapter.
5.2.1.3.3 Classroom management
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