observed. Teacher A has taught mathematics in SBI classes for six years while teacher B has taught at SBI classrooms for about four years. Actually, teacher B
teaches mathematics for first and third grade while teacher A teaches mathematics for first and third grade and Olympiad class.
4.1.1 Classroom Activities
Before presented the data analysis of the observation, the researcher gave some descriptions about the classroom activities conducted by the observed
teachers in teaching and learning process. Teacher A is a mathematics teacher of first and third grade students of State
Senior High School 3 Semarang. In teaching and learning process, he mostly used Indonesian. When I came to observe the class, he and his students were discussing
about exponents and roots. He has prepared the materials in power point so in the class he did not need to write the materials on the whiteboard. He explained all
things which have been written on the screen and translated it if it is needed because all the materials were written in English. Sometimes he also introduced
the terminologies first before he started the lesson. He used whiteboard only in giving examples and discussing questions. Moreover, in the end of the lesson he
always asked to his students whether they had any questions or not. Sometimes teacher A played games in the class so that the students did not
get bored to the lesson. He pointed toward one of the students to answer his questions as soon as possible. For example:
Teacher A : Simplify the surd √8
Student : answered soon 2 √2
The teacher played that game in order to refresh the students’ mind and so that the students were able to memorize the expressions of surd and kinds of irrational
numbers. Besides playing that game, he also gave the students some questions and asked them to write their answers on the white board so that he could see whether
the students were able to answer the questions well or not. Teacher B teaches mathematics to the students of first and third grade. He
also used power point in presenting the materials which was written in English. He has prepared all the materials well. In teaching and learning process he always
tried to use English both in explaining the materials and discussing questions. He introduced the mathematical terminologies while he was explaining the materials.
Similar with teacher A, the topic being discussed in teacher B’s class was exponents and roots because both of them taught in the same grade. Even though
teacher B always used English in delivering materials, the students never seemed confused. They were able to understand the materials being discussed. If they did
not understand the materials, they were never shy to ask to the teacher. Different from teacher A, teacher B did not play game in his class. However, he sometimes
pointed toward one of his students to answer the questions he given in front of the class and wrote it on the whiteboard.
4.2 Results of Data Analysis
