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However, while there were not any students answer her questions, she pointed students to respond in turn by naming them such as in the
following excerpts the teacher pointed one student to answer her question. “Akil, how to write the date?”
“What is it Ibra?” T held a miniature of a fly “Wina, what is it?” T held a miniature of a fly
“What else is Akil?” T held a miniature of a fly “Okay, What else David?”
“Where are the legs, Mathew?”
Based on the excerpts above, the teacher verified the question by
selecting students by pointing them to respond to the questions, giving as many as possible the chances to contribute ideas.
4.1.1.3 Verification and clarification of students’ understandings
After the teacher asked questions, she had the responses from the students. After that, the teacher reacted or gave feedbacks such as
acknowledging a correct answer, indicating an incorrect answer, praising, expanding or modifying students’ answers, repeating, summarizing or
criticizing the students’ answers. Teacher’s feedbacks by acknowledging correct answers were in the
following excerpt: “Good”
“Yes” “Okay, very good”
Based on the excerpts above the teacher gave comment by offering praise and encouragement such as using the words “good”, “yes”, “very
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good” to reinforce the students’ responses. They were categorized as verbal reinforcement.
Most of the time, the teacher repeated the students’ correct answers as the strategy in giving feedback like in the following excerpts:
“Yes legs.” “Yes. Lady bird”.
“Yes, it’s a bee, Buz buz buz” “Lady bug. Good”
“Grasshopper. Good” “Yes ant.”
From the excerpts above, the teacher firstly gave verbal reinforcement such as by using the words “yes”, “good” before or after she
repeated the students’ answers. In my interpretation, the teacher wanted the students to hear the answers repeatedly so that the students can memorize
them. Based on the excerpt above, the was giving students chances to listen repeatedly and memorize the names and characteristics of the insects such as
“lady bug”, “bee”, “grasshopper” by repeating the answers “lady bug”, “bee”, “grasshopper” so that those vocabularies become familiar for the
students. Meanwhile, there were the teacher’s feedbacks by using the students’
answers to solve problems. “Yes fly. Not all of them. But most of them can fly”
“Yes. Lady bird and lady bug are the same. OK. Fly” “Ok. There is a lady bird”
Here are the teacher’s feedbacks by agreeing and asking for elaboration like in the following excerpt:
“Bee. What else?”
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Based on the excerpt above, the student’s answer was correct, then the teacher agreed on the students answer by repeating it, and then the
teacher elaborated her response by asking more question like by asking “what else?”
4.1.1.4 Modeling the desired behavior
