77 at that time that they would get extra score. It seemed that the extra score was
from her but actually it was from the students themselves because they became more confident.
Not only she motivated them but also she had chit chat with them, hung out together, and sent messages to each other through Whatsapp. She made a
personal bridge with them. They felt comfortable with her. She always said to her student to help their friends. She asked one student who seems quite weak to be
the leader in one group. She said to the students that they could speak in Bahasa just a little bit whenever they became the leader or at least they had to ask their
friend to read the instruction of their homework in English.When the leader who was a weak student spoke in a wrong way, the other students would help. She said
that it was a little bit difficult to monitor the students but she tried. She moved around the class all the time from one group to another group and checked them.
But when the class moved to another room, it was easier for her to check the students or to monitor them.
For the second and the third semester students, for the next level, she usually asked for the
‘strong’ students to help her to check the ‘weak’ students or to monitor the other students. Furthermore she said that at the beginning of the
class was not easy to differentiate which student was weak which student was not. But for her it was not really a big deal. Whenever she dealt with those kind of
students, they were not a problem in the class. But they had their own problem. So the things that she had to manage was she had to help them by giving them more
chances. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
78 She also did not differentiate the students to the smart ones and the weak
ones. She let them to mingle and participate together in every activity. It was her effort to treat them equally.
“That’s all. So I would not differentiate the smart students in English from the weak ones. I would not make the smart students
become the special ones..No. So I usually let them mingle and participate in every activity dulu” 2-V27-1-ET-T-EQ.
She also gave feedback to the students after conversation practice which was a pairwork. The feedback was in the form of written feedback or oral
feedback if the students were really weak in English. She said to the students that they were great and they actually had good potencial in English. They only
needed more practice. It is a way to show her empathy towards her students. “Then, for example in a pairwork conversation, I always gave
them feedback in a written form or if the students made a lot of mistakes I would tell them directly. It seemed waste of time. I
would tell them, you were great. You have potential in English. But you need to do
more practices” 2-V27-1-ET-T-EM.
3. Finishing the Class a. Assessing the Students
Ms. Widi said that her students at that time spoke English really well. Because like 80 of them got an A or B. It was not because she was too easy to
give the mark but because they were able to show the best performance, they really eager to learn to study and moreover they brought with them the highest
spirit to the class especially because it was a class with 3 credits. The class was started from 2 p.m. up to 5 p.m. It was a really really long and tiring class and
what made it worse was that after that English class, they still had more class after that up to 8 p.m. So it was really challenging thing for her as a teacher.
79 Therefore she was aware that she needs to do assessment of her students
progress. For assessing the writing skill, she said that she and her assisstants had a rubric for the assessment. So for the writing, they had grammar, and then they
have coherence just like what they had in their studying of faculty. For the speaking, it was like fluency and soon. So she had already gave her assisstants the
rubric for assessment. “We had a rubric for the assessment. So for the writing we had of
course grammar, and then we have coherence just like what we were in
our studying of faculty. So for the speaking it’s like fluency and soon so I already gave my
assisstant the rubric” 1- W08-1-ET-T-AW.
Ms. Vera was also aware that assessment was important. In other way than Ms. Widi, Ms. Vera did the scoring when she gave challenges to her students.
When they had finished learning conversation, she said to her students that in the next meeting she would gave them a chance. Whoever wanted to take her
challenge, she would give a kind of reward. She did not ask the students-a couple of student directly to perform in front of the class tomorrow or next week. But she
always said to them to prepare themselves. The students who did not know her style of teaching would take the
chance for granted. But when they went in front of the class, she told them that they got special score namely daily score and usually she gave them a bonus such
as candy, chocolate, et cetera. Since then it improved their awareness. She did not need to ask the students to go in front of the class anymore. It was their decision.
When the students said they would go in front of the class by their own inisiative, it was raising their competence and also courage. When one of the students was
dare to go in front of the class, the others followed. Sometimes after two meetings PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
80 the students who went in front of the class were the same persons. So in the next
meeting she said to the class that she gave the chance to the persons who had never gone in front of the class in the two meetings before. It was her way of
giving daily score. The other ways were giving quiz, home assignment, group project. She often gave group project in the mid semester.
She explained that she assessed the students not only through the evaluation in the last semester through the test only. Test, evaluation, assessment.
So she assessed the students through their performance, their process, from the very first meeting until the end of the semester. Every single thing. She assessed
them from their daily performance. Daily performance included their activeness in the class, whether they participated a lot or not, whether they participated in group
or not. She was aware that remembering the students ’ names was important and
she has that kind of skills. “I assessed the students not only through the evaluation last
semester through the test only. Test, evaluation, assessment. So I assessed the students through their performance, their process,
from the very first meeting until the end of the semester. Every single thing. I assessed them from their daily performance.Daily
performance included their activeness in the class, whether the participated a lot or not, whether they participated in group or not.
So that’s why for me remembering the students was important and I
have that kind of skills” 3-V27-2-ET-T-AW. However she may be forgot the name of one or two students. But she always tried
to remember the students. She did remember that this person was very active, that person was not.That student had one participation, for the daily things.
For the daily performance, it was included in their speaking, writing and sometimes on listening whenever they asked her question or not. It was including
listening already. For the daily assessment she usually helped the students to get PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
81 good score. For the final score, academically they had to submit mid semester
score, final semester score and then quizes and home assignment. But for her, she added with the portfolio, homework, quiz and daily performance. She usually put
it in an assignment in the academic column. She also tested the students. She tested whether they really know or not. Almost every meeting she tested them to
quizes. She had so many quizes like vocabulary and general knowledge. General
knowledge for example about structure either written or spoken. Sometimes she had sentences and they answered. She gave not only quiz but also test-the big test.
Before they had their oral test, they had written test, for example. Or after they had oral test they had the written test. The written test could be about structure,
making dialogue or making a paragraph. But usually for the written test, it was very personal. Just question for example. The question was about daily routines.
Although she would grade them through the structure, based on the structure but t
he question was just like, “What do you usually do on Sunday?” for example. But still the context was about job. T
hey would answer, ”I usually go to the church” for example.
By doing this kind of test, for her it was quite imposible for the students to cheat. This was to eliminate the cheating. Because they had to give different
answers. For the mid test-the big examination, she had written and also oral test, the oral presentation, interview, and dialogue-practising dialogue. But every
single subject had different type of test, type of assessment. For job hunting for example she had to type all the test. The first was interview and the second was
82 presentation. The presentation was about company presentation. And then for the
General English, for the speaking, the oral test was about role play.
b. Giving Assignments or Homework
In the end of the class Ms. Widi gave a handout or homework to her students. But it was only for writing skills. Because she did believe at that time
she was not a successful teacher if she gave them more burden. She understood her students’ situation and felt empathy towards them. So she really strictly
managed the time and also the allocation of the time “I did believe at that time I was not a successful teacher if I gave
them more burden. To me, homework could be a burden but it could be not a burden. So my belief at that time that I wish only
giving them homework for the writing skills but not for other skills. So we really strictly managed the time and also the
allocation of the
time” 1-W07-1-ET-T-EM. Meanwhile, it was a time to end Ms. Vera’s class. In finishing the class,
Ms. Vera applied a different method from Ms. Widi in her class. Firstly she asked the students to sum up orally. They sum up together what they had learnt
previously. After that she asked the students to figure out what things that they should do in the next meeting. They tried to get themselves like “we had to do this
one, this one”. After that she gave them encouragement statement. She said that they were great. They did excellent job on that day. She also said to her students
,” You were really great, thank you very much for today, OK see you next week
”. It shows her understanding and empathy towards her students that her students need
to be motivated and appreciated in learning English. Sometimes, in the end of the class, she made her own conclusion for the class on that day. For example the
class did not get enough practice. So she asked the students to improve their PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
