Students’ Responses Classroom Activities in General Listening Class IB batch 2015 of EEC

Teaching Dynamics Responses I: get many strategies to learn K: the most unique method L: the method was unique, because it was not only about detail but also about meaning; not only listening but also watching M: I enjoyed the method, it was serious but relax not intense N: it was unique because it was involving students N: It was relaxed but we could still grab the meaning Uniqueness of the Class F: I found reflection in this class. Reflective question was really good for us after learning process F: students could construct their own knowledge. It made us proud and curious. G: the knowledge gained in class was useful for everyday life J: always asked for being reflective; even though feel bored sometimes, but always being asked about what you got K: the atmosphere was different because it was interactive L: personal stories shared by lecturers were interesting Learning Independently E: if I could not follow the learning in the class, I would learn outside the class to fulfill my curiosity F: students were stimulated to learn the materials further, I became more curious outside the class K: more curiosity to learn Impression about the Lecturer F: compared to other courses, Mr. X’s way of teaching was the most comfortable one for me. Also, the lecturer put his students as researchers. N: only Mr. X could raise the learning motivation and teach the meaningful learning O: Mr. X was funny Class Environment B: friends were enthusiastic and affecting my mood H: everyone supported me to learn PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Teaching Dynamics Responses relations with friends I: classmates learned together K: friends were welcome; there were many helps to learn N: Friends were welcome O: friends were welcome Expectation A: expecting to always get something new every time coming to class C: having vary methods in class, such as: role-play E: having other materials not only news; they can be talk show, movie, song, speech, etc. also to have more British accent references K: outline materials are provided at the beginning of the class also an introduction of listening as well as the tips to improve listening skill

2. Learning Process Gained by the Preservice Teacher During the Observation

During the observation, the researcher, which is also a preservice teacher, also wrote down a reflection for every meeting related to class activities. Then, the content of reflections was used to examine further about any learning process gained by preservice teacher during observation. There are three main points of reflection: cognition, behavior, and affect Welch, 1999. The researcher divided content of reflections into two categories: teaching method and attitude of a teacher. Table 4.5 Preservice Teacher Reflection related to Teaching Method Cognition Behavior Affect Oct 2 nd  A good video could inspire students.  Teaching is not only about delivering material, but also  I was so inspired by the video. It gave me great Cognition Behavior Affect  Asking students to make a reflection was powerful for learning improvement. building relations between teacher and students. motivation about teaching. Oct 16 th  Good choices of topic would help learning process ran well.  High-expectation attitude succeeded peer discussion.  Casual talks let students feel relax and enjoy before learning.  Constructive feedbacks were good for students.  I felt happy when students felt happy because learning process was integrating all skills for learning English. Oct 23 rd  Providing vocabularies could be not only words but also phrases.  Peer discussion was important to improve speaking skill and confidence.  Being reflective could be from watching a meaningful video.  From today’s activities, I got many new ideas for teaching, such as vocabulary choices and video as a medium for reflection.  I felt happy because learning new phrases.  I felt happy because the class were alive. Nov 6 th  Providing extra clues for difficult material.  Personal story could inspire students.  Giving repetitive activities helped students becoming more proficient. Nov 20 th  There was a significant difference of students’ attitude. When learning  Students seemed enjoy the learning because they realized the  I felt different vibe at this meeting. Students seemed more enjoy learning activities Cognition Behavior Affect English, students’ confidence was raised, feel enjoy and happy. importance of these activities. then they usually did. Table 4.6 Preservice Teacher Reflection related to Attitude of a Teacher Cognition Behavior Affect Oct 2 nd  The lecturer did not waste his students’ time so he started the class outside while waiting.  Teacher should be sensitive of what happens in the class. If some students look tired, teacher could share jokes or stories to freshen up class.  The researcher finally had better preparation before coming to class. Good preparation is important. Oct 16 th  Casual talks could build relations and trust between teacher and students.  Always- appreciate-student attitude would help students improve themselves.  Feeling inspired by lecturer-student casual conversation. Oct 23 rd  The lecturer really paid attention to students’ discussion.  I felt grateful from today’s learning activity because I learned a lot. Nov 6 th  Sharing personal story to students to be a real example.  The lecturer acted- out the story telling while teaching in class.  I was excited because the lecturer could say and do. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI