Managing the Class Teaching the Lesson a. Delivering the Materials

73 with the students who were quite weak. She always gave a kind of equal portion for the practice. She appointed the weak students to be the leader or to lead the class . She said “ I always gave a kind of equal portion for the practice. And I appointed them to be the leader or to lead the class” 3-V26-2-ET-T-EQ. By doing this she wanted to give equal chances to the weak students to speak up in front of the class. Therefore, she felt proud of her students because they were cooperative and enthusiastic during the class. She said that they also had a high siprit in learning English. Furthermore she said that her students were on time to the class and did not like playing with their mobile phones. “I’m OK. The students were cooperative and they were so enthusiastic to join my class. And they were really eager to learn in my class and they had a very high spirit. I had never found my students were late or like to nod or put the head on the table or tried to play with their phone. I had never found that. So I just called my class was so amazing. So I found..Ok maybe problem like the audio did not work, things like that. But generally for the class for the learning teaching process was just fine. The students always did the homework.They helped one another. Sometimes I asked the students to lead the class and they did it very well. And they came to the class on time. No significant problem was in the class. I was very proud of them. Really “3-V23-2-ET-T-FPS.

c. Dealing with Weak Students

Weak students were always be a consent for good teachers. Ms. Widi together with her assisstants struggled for their weak students to be able to speak English well. They at that time were discussing first about how to deal with the weak students. They had a quite l ong discussion, concerning the ‘weak students’. She felt really fortunate that she only had very few weak students but still she had to address them right. So she at that time-after she had a quite long discussion- PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 74 then decided to give the weak students more opportunity and longer time to speak in front of the class. “O ya. So I at that time..My assisstants and I, We were discussing first. we had a quite long discussion, concerning the “weak students”. I really..fortunate that I was only very few weak students but still we to address them right so I at that time after we had a quite long discussion then we decided to give the weak students more opportunity to speak in front of the class and we gave them longer time “ 1-W06-1-ET-T-ST. But because there were a lot of students, Ms. Widi and her assisstants needed to limit the time. If they did not limit the time then they would be running out of time. It was Ms. Widi’s emphaty toward her weak students that she decided to give more time to them to speak in front of the class. So at that time she and her assistants decided to give more portion to the weak students because while speaking the weak students needed a pause or a break. Their speaking skill in this case their fluency was not that high so they needed time to think about vocabularies, to think about grammar so Ms. Widi and her assistants decided to give them more portion, more time to speak. Time limitation was applied in her class but not to that weak students. “So at that time we gave more portion to the weak students because while speaking they needed like pause, break. Their speaking probably, their fluency was not that high so they needed time to think about vocabularies probably, to think about grammar probably so yes we decided to give them more portion, more time. So the time limitation..yes, it was applicable but not to that weak stude nts so still we gave them time” 1-W06-1-ET-T- EM. Ms. Widi and her assistants also encouraged the weak students to be equally participated in the class activities. Because they always had a groupwork for the activity in the classroom so the students were divided into different groupworks so the weak students usually came together or sat together with PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 75 students with quite good English proficiency. The activity was like mingling activity. So in dealing with those weak students, she managed to make them mingle with the students with quite high sense of English proficiency. “And also we encourage them to..because we always had a groupwork so we divided into different groupworks so they usually came together or sat together with students with quite good English proficiency so..like minggling. So dealing with those students, those kind of students so I managed to make them mingle with students with quite high sense of English proficiency” 1-W06-1-ET-T-EQ. To know whether the students were weak or not Ms. Vera gave a lot of activities in her class may be about two third or two three of the meetings. She at that time gave the activities to make sure that this kind of students were quite good in English. She actually did not really like judging people especially at the first meeting. But after the third meeting she knew about which students were weak which ones were strong. Then she motivated the weak ones. But not motivating them merely because the students were weak, but motivating them in the sense of challenging them. Because there were a lot of things she had to do in the class so she gave bigger portion to the weak students to do activity or do something. Eventhough the students at that time said that they could not do it she said that was why they should do it, to practice. They said they could not speak English. She said that was why you should learn to speak. But they were shy. She said they had to go in front of the class for many times so that they would not be shy. They said that their grammar was bad. She asked them to study. She said actually they were smart but they need to study more about many things. For the students who only looked for the score, when she gave challenging questions they 76 would compete each other to answer the questions. Therefore she gave them conversation if it was not for scoring purpose. For the conversation practice, she chose and asked the students to practice it in front of the class because her target at that that time was the weak students. It did not mean that she fed them but she wanted to motivate them. Those weak students had bad pronunciation, hesitated when speak, and read one sentence for a long time. But the conversation practice motivated them. She said to them that it was very good and thank them for that. She also gave feed back to her students while they worked in a group for conversation practice. The feedback in the form of writing or for the very weak students she told it directly. She thought it was waste of time but she tried to motivate them. She sometimes called them personally. Especially for the students from the three semesters she had taught in line. There were a lot of weak students in Ms. Vera’s class at that time. So she struggled for her weak students in order to be able to speak up their minds in English by opening additional class for the first time for free especially for her weak students. In that class she let them playing games that made them speaking. “Unfortunately, in my previous class I had a lot of weak students. So it was a special time, my first time, during my experience of teaching in Sanata Dharma university to give additional lesson to my students, especially for my weak students. It was free. In this class I only let them playing games as many as they wanted to play in order for them to be confident in speaking” 2-V27-1-ET- T-ST. They had conversations. From this class, they became active students in her English class because they were motivated. They became more confident. When they were confident they got more score. So she said to her weak students 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