a. Lesson structure
In discussing about lesson structure, the participants put their attention on four dimensions of structuring. The four dimensions consisted of opening,
sequencing, pacing, and closure. Furthermore, the discussion of each dimension covered the discussions about the selection of the activity for each dimension, the
purpose of using such activity, and also the relation with the whole lesson structure.
Related to the first dimension opening, the participants agreed that opening of the lesson in the video were singing activities. According to the
participants, the singing activities were also combined with movements which led by the teachers. Furthermore, the participants claimed that the purpose of the
singing activities as the opening was only to create the fun atmosphere for the young learners in the classroom.
However, the participants insisted that the opening of the lesson in the video was not really appropriate because of three reasons. First, the songs are too many
and make teachers exhausted. Second, there is no relation between the songs and the topics of the lesson.
Third, there is no elicitation to know the students‟ prior knowledge. The opinions of the participants about the inappropriateness of the
opening of the lesson were represented through the quotations below. And then sing, sing many songs. Actually,
for the opening, it’s a common thing to provide like the warm-up activities. Maybe all
of us here also noticed that many songs provided in the beginning of the activity and like what we discussed, they are
too much. Although it can build students‟ motivation to the
learning process but
if it’s too exceeded, of course it will be tiring or exhausting for the teachers
. …Usually in the opening, we introduce the students with the topic that we will teach but
there is no relation between the songs and the topic. A2120P2
I agree. So the opening does not have any relation what they do in class later and I agree with Mbak Eli that it’s good to
have an opening which has relation with the topic. For example, if the topic is the famil
y, after they say „how are you‟, the teacher can ask the student „with whom do you come today,
Reva?‟, „with my mumdad‟. If the topic is food, the teacher can ask „have you had breakfast? Or „what did you get for breakfast
today?‟ or something like that. A2122P3 No elicitation.
In the beginning of the lesson, I think it’s important also for the teachers to elicit things to know the
students’ prior knowledge about the topic. Not directly give this and the students do that. A2121P1
Furthermore, the participants remarked that the opening was a review of previous materials. They also affirmed that the opening of the lesson was
generally successful in increasing the motivation of the young learners toward the whole learning process. However, in relation with the whole lesson structure, the
participants argued that the opening could not serve as the introduction or the general overview about the whole lesson. The opinions and arguments of the
participants are presented through the following quotations.
But the good point is, in singing the songs, the students are involved in them. I can hear that the students also sing. It
means that maybe they have memorized the songs or the lyrics very well. A2120P2
Maybe it‟s quite a chunk. So there is no introduction or general overview to the students about what are going to learnt today.
A2120P2
Then, in discussing about the second dimension of structuring, all participants agreed that the sequencing of the lesson was not very smooth because
of three reasons. First, there were too many activities in one lesson. Second, there was no coherence between the activities and without any scaffolding from one
activity to the next activity. Third, there were too many topics in one lesson. In PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
short, all participants remarked that the problem for sequencing in the lesson was not on the number of activity but more on the number of topic in one lesson.
I think Mbak Eli and Mbak Hening have mentioned before that there is no coherence among activities. A2146P3
So, no scaffolding at all, I think. A2150P3
Yeah, and because of the very tight plan, a lot of things to do so the move from one activity to the other is not really smooth.
A2126P1
They didn’t have to choose many topics to have many activities. A2153P3
They can vary the activities but still in one topic. A2152P4
In addition, all participants agreed the sequencing of the lesson did not
follow the mechanical way because it only aimed to create fun-learning for the young learners. Furthermore, the participants insisted that although the activities
in the lesson ran well and smooth but they did not have any purposed or objective learning. Their argument about the aim of the activities is represented by the
following quotation.
The activities actually run very well and smooth. I mean the students are actively involved and understand the materials but
there is no clear objective, I think. It‟s just for fun learning, not purposed-learning or objective-learning, just fun-learning.
That‟s why the sequence does not follow the mechanical way.
It‟s just like, teachers put this, and after that I want to put this…okay, after that I put this. A2149P2
Then, the discussion about lesson structure was continued to the discussion
about pacing. Related to pacing, all participants agreed that the pacing within each activity and the pacing between one activity and other activity were adequate or
good, not too fast and not too slow. However, the pacing between one topic and other topic was too fast for young learners. In their opinions, the students should
have freer activity before moving to another topic so the lesson did not look fast and tiring. Their arguments and opinions about the pacing of the lesson are
represented through following quotations. I think it‟s not too fast. I think it‟s adequate or enough for the
students, not too fast, not too slow. The way the teachers speak has a good pace, also the activities. One topic, the teacher
explains the vocabulary or maybe the grammar and then the students practice one by one. And then another topic, the
teacher explains and then the students practice one by one. For
the pace, that‟s good enough. A2171P2
…After explaining, practice, there should be chance for the students to have freer activity, the more productive one. What
we see here, only the presentation-practice, presentation- practice, all the time.
That’s why it looks very tiring and fast. In one topic itself, the pacing is okay, but from one topic to
another topic, the pacing is too fast. A2174P1
Finally, in discussing about the last dimension of structuring, all participants agreed that the closure was not really a review of the materials learnt in the
classroom. In addition, the participants remarked that it was quite difficult to make appropriate closure either for the teachers or the learners since there were
too many topics in the lesson.
If we see at their materials, the closure is a little bit difficult. There are too many topics
. I‟m not sure whether the teachers can review all the topics. If
the teachers ask, „what have you learned today?‟, of course the students will get confused. “Hoky
poky sir, bounce the ball sir, many things have to be mentioned, right. I don‟t know what the teachers believe by this lesson
structure.
It’s a little bit difficult for the teachers and also the students to review what they have learned. A2187P2
Furthermore, the participants stated that the closure of the lesson in the video was a closing song entitled
„if you‟re happy, clap your hand‟. According to them, the song was chosen to emphasize the objective of the lesson which was to
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