79
Participant 3
I say to them “Can you make it faster the other days?” “You need to be punctual”. For the students who come late more than ten minutes, I will give
another assignment for homework. I give positive reinforcement in order for them to be more punctual. I also have a plan A and a plan B for the learning
activity so I can use the plan B if there are late students disrupt the learning plan.
Participant 4
I allow the students to join the class and continue my teaching and learning activity. When I give them assignment, I will approach the students and
explain the learning activity from the very beginning. If there are more than four or five students, I will repeat the explanation but I will ask them to tell
their reason for their coming late to the class.
d. The students misunderstand the teacher-student close relation in the classroom learning.
Participant 1
From the beginning of the meeting I ask them to call me “Miss” or “Bu” but outside the class you can call me “Mbak”.
Participant 2
The thing that we should do is placing ourselves, so whenever we are outside the classroom it can be like that, whenever outside the classroom we can make
a joke. We still have the position whether we are the teacher and you are the students.
Participant 3
The teacher needs to have authority. I need to be firmer to them. I say to them “Okay, outside the class we are friends but in the class, I am your teacher.
Please listen to me when I am speaking.” Making new rules and an agreement
if there is a new problem.
80
Participant 4
I set our rules in the beginning of my teaching. I say to them that I am your teacher, you can call me Miss, you have to be serious and cooperative in the
class, but outside the class you may call me Miss, Mbak and talk to me as a friend.
e. The p ractice teaching students’ instructions are not clear for the students
which need several ineffective repetitions. Participant 1
I usually translate it into Bahasa Indonesia . I ask them “What do you need to
do?” if the answer is wrong, I clarify the instructions.
Participant 2
I repeat the instructions in Bahasa Indonesia. For the students who do not understand, I will repeat the instructions and speak slowly so that the students
can understand. I ask the students whether they understand the instructions,
“Do you understand?”, “Get it?” I make simple instructions. Participant 3
I make sure that my students are ready to be instructed. I make them silent first and start giving the instructions. When they still do not understand the
instructions, I will ask whether the instructions are clear and repeat them once again for the last time. I also switch the language and simplify my words. I
also plan my instructions before teaching.
Participant 4
I simplify the instructions and then translate them into Bahasa Indonesia if they still do not understand.
f. The practice teaching students find difficulty in enabling the students’
active participation and exposing them to the English environment in the classroom learning.
81
Participant 1
I mix a turn. A, B, C students are very often answering my question using English. I will point the passive students. If they cannot speak in English, I ask
them to ask their friends. I just monitor and make some corrections if there is something wrong with their grammar.
Participant 2
The teacher and the students shall make an agreement and the agreement is that whenever the students do not speak in English they shall pay five hundred
rupiahs per word. We can also make a rule.
Participant 3
I ask them to come in front and give example to speak in English. I make the learning by using cooperative approach that will enable them to speak in
English. I go around to check whether they speak in English. I create an
activity that can enable them to speak in English. Participant 4
I encourage them by giving simple sentences, ask them to practice them with their friends fo
r example “Have you done your breakfast?” When the students speak in Bahasa Indonesia, I always tell them how to say it in English by
giving real examples.
g. The s chool’s time allocation is not consistent in certain special days which
makes the learning activities planned by the practice teaching students disturbed.
Participant 1
The teacher can provide some options like worksheet so that the students can continue learning at home.
Participant 2
We can change the learning activity into homework that is related to the topic of that day.
