create a fun class for the young learners. The opinions of the participants about the aim of the closure are represented by the quotations below.
That’s why I call it a fun class because at the end, the ending or the closure of that class aims to provide the review, right?
They use „if you‟re happy, clap your hands‟ because it’s about a happy class. A2184P2
If
you’re happy, clap your hand. So, that’s the purpose of it.
A2185P3 In summary, the participants discussed four dimensions of structuring in the
discussion related to the lesson structure. The four dimensions consisted of opening, sequencing, pacing, and closure. Furthermore, the discussion of each
dimension covered three main points, namely the selection of the activity for each dimension, the purpose of using such activity, and also the relation with the whole
lesson structure. As the result of the discussion, there were five main points identified by the
participants about the lesson structure seen in the video. First, the opening of the lesson was not appropriate. Second, the sequencing of the lesson was not very
smooth and the problem for sequencing in the lesson was not on the number of and activity but more on the number of topic in one lesson. Third, 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, but the pacing between one topic
and other topic was too fast for young learners. Fourth, the closure was not really a review of the materials learnt in the classroom and it was quite difficult to make
appropriate closure either for the teachers or the learners since there were too many topics in the lesson. Finally, the aim of all dimensions in the structuring was
to create fun atmosphere or fun learning for the young learners. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
b. Teaching technique
In identifying teaching technique use by the teachers, the participants observed the teachers‟ strategies in reviewing previous materials, in presenting
new materials, and in conducting the practices. Referring to the strategies that used by the teachers, all participants claimed four teaching techniques applied in
the lesson. The four techniques consisted of speaking with various volume and intonation while showing the flashcards sometimes loud and sometimes soft,
showing the flashcards with various speeds faster and faster, using repetition, and using physical activities in reviewing previous materials and learning new
materials. In the discussion about the first technique, all participants agreed that this
technique had five aims in the lesson. First aim was to make the students interested or attracted to the materials. Second aim was to challenge the learners
to guess the words. Third aim was to give feedback toward mistake implicitly. Fourth aim was to control the learners‟ emotion. Finally, the fifth aim was to
make the student focus on the teachers again. The opinions of the participants about the aim of the first technique are represented through the following
quotations.
Especially in using the flashcards with different speed and volume to make the students attracted to the materials and I
think it‟s done because the teachers know that kids or young learners are always curious. A33P1
I mean, by the teacher increases the volume or make it low, the students will follow the teacher. It makes the students
interested. The students are familiar with audio lingual like
songs. I think it‟s like the intonation where the students can play in that. So, it can be high volume or low volume, or making the
intonation change, something like that. A32P2 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
When the teacher showed the flashcards and he also used varied volume and intonation, he challenged the students to
guess the vocabulary
. Maybe it‟s one of the teacher’s strategies to attract the students and to challenge the students to guess
the words. A34P3 In case of the volume, they are time when the teachers use very
loud volume
, if I‟m not mistaken, it was the time when the students made a mistake in pronouncing the word
like „tree‟ or „ring‟. Then the teacher tried to correct them. Also when the
students mentioned about the word „ball‟, it‟s because the students are too loudly and then the teacher tried to calm down
the students. That‟s why the teachers ask the students to low
down the volume
by saying ‘ball’ using no voice. Just to make the students focus on the teacher again. A36P1
Then related with the second technique, all participants argued that the teachers also had five aims in doing it. The first aim was to make the students
curious and attracted to the materials. The second aim was to make the activity more interesting. The third aim was to make the learners more enthusiastic during
the teaching and learning process. The fourth aim was to challenge the student since the challenge was very beneficial in motivating the learners to learn more
and more. Finally, the last aim was to review the previous materials or present new materials. The opinions of the participants about the aims of the second
techniques are represented by the quotations below.
When the teachers are trying to move the flashcards fast, it may be an effort to make the students curious. Not only to
make the students curious but then the students are also really attracted to the cards that the teachers show. A33P1
Then, the speed is also the same, not only to make the activity more interesting, but also it can challenge the students.
Because the faster the teacher shows the pictures, the students will feel more enthusiastic in the teaching and learning process.
A32P2 I do agree to what others said. Like what Eli said, in this
activity, it‟s a kind of stimulating activity. It‟s also an activity to know the students‟ prior knowledge, trying to remind them
about the vocabulary since
it’s a kind or reviewing activity. So the teachers only give the activity in a fast speed. A37P4
Speed and volume thing is more related to, because they know that kids should be attracted. It can be done in the review
session, and also can be done in regular presentation. For me,
it‟s simply because the teachers know that they need to attract the students. A36P1
Related with the third technique used by the teachers, the participants argued that the repetition was done through various ways. The ways to do the
repetition were through singing a song, through drilling, through controlled individual practice, and through the physical movements. The opinions of the
participants about the ways to do the repetition are represented through the following quotations.
Repetition and visuals, and also physical. Physical and visual at the same time when they practice bouncing, pick up and the
others. Repetition and visuals and then they practice possessive pronoun. A391P1
The teachers, like in the theory, what we call the audio-lingual method because many drillings, many repetitions, the teachers
give examples and the students repeat after the teachers… A226P2
Meanwhile, related to the fourth teaching technique, the participants agreed that this technique was used in reviewing previous materials and learning new
materials. Furthermore, the participants also stated some examples of the physical activities used by the teachers, which included the movements according to the
songs and the actions based on teachers‟ instructions. In addition, the participants remarked that sometimes physical activities were combined with other activities
such as with visual activities.
Physical and visual at the same time when they practice bouncing, pick up and the others. A391P1
In summary, the participants identified four techniques applied by the teachers in the lesson, which consisted of speaking with various volume and
intonation while showing the flashcards, showing the flashcards with various speeds, using repetition, and using physical activities in reviewing previous
materials and learning new materials. In addition, the participants also affirmed several aims of the teachers in applying the techniques: 1 to make the learners
interested, curious, and attracted to the materials; 2 to challenge the learners; 3 to give feedback toward mistake implicitly; 4 to control the learners‟ emotion; 5
to make the learners focus on the teachers again; 6 to make the activity more interesting; 7 to make the learners more enthusiastic during the teaching and
learning process; and 8 to review the previous materials or present new materials attractively. Furthermore, the participants expressed some ways done by the
teachers in doing the repetition technique, which were through singing a song, through drilling, through controlled individual practice, and through the physical
movements. Finally, the participants claimed that physical activities conducted by the teachers such as the body movement according to the song or the physical
response to teachers‟ instructions combined with other activities such as visual activities.
c. Classroom management
In discussing about classroom management, the participants observed four main areas in the classroom which were managed by the teachers. The areas
covered the management of physical environment of the classroom, management of the voice and body language of the teachers, management of unexpected
events, as well as management of tea chers‟ role and teaching style. The opinions
and arguments of the participants are presented respectively in the following paragraphs.
Related to the physical environment of the classroom, all participants remarked that the size of the classroom was rather small compared with the
number of learners. The participants also added that the inappropriate size of the classroom made the room looked crowded. The opinions of the participants are
described below.
But considering the size of the class where they are studying, the place is quite small so it looks like it’s a crowded class.
A23P1
But about the size of the room itself, well…I think it’s too small and it looks crowded. A19P2
I couldn’t agree more with Mbak Hening and Mbak Eli related to the size of the class. A211P3
And then, for the size,
it’s quite small for the size of class.
A213P4 Connected to the limited size of the classroom, participants argued that the
teachers managed the advantageous size of the classroom by doing two things. First, by using no desk or table for the learners in the classroom so there was more
space for the learners to move. The learners sat on the maps which put on the floor. Second, the teachers limited the activities and adjusted it to the size of the
classroom. According to the participants, the teachers did not provide group activities due to the limited space of the classroom. The opinions of the
participants related to the teachers‟ management of physical environment are presented below.
Ehm, related to the size of the class, I think it will influence mostly on how teachers will vary the activity and the dynamic
in the class itself. I see here that the teachers only PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
