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CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter discusses the research results and the discussion based on the findings to answer the research questions. The first is the research results about
teaching dynamics in General Listening class IB batch 2015 of the EEC. The second is the discussion of cognitive apprenticeship in the class and preservice
teacher learning during the research.
A. RESEARCH RESULTS
There are two things presented in the research results. The first is the classroom activities in General Listening class IB batch 2015 of the EEC and the
second is the learning process gained by preservice teacher during the observation.
1. Classroom Activities in General Listening Class IB batch 2015 of EEC
The researcher had done class observations in General Listening class IB batch 2015 of the EEC during one semester. There were some notes taken by the
researcher during observations. The notes were taken based on observation sheet format as has been discussed in the previous chapter. Then, the researcher chose
observation reports from five meetings to be the observation data. The researcher then combined the data from observations with the data from the FGD and the
interview. The discussion of classroom activities is divided into two parts: a How the Lecturer Teaches and b
Students’ Responses. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
a. How the Lecturer Teaches
Before starting the course, the lecturer has designed curriculum planning based on Backward Design Principle Wiggins McTighe, 2001. Backward
design has three steps in designing the curriculum: identify desired results learning goals, determine acceptable evidence assessments, and plan learning experiences
and instruction learning materials and strategies. According to the interview with Mr. X as the lecturer, the learning goals has been designed as below:
1 To equip students with skills to learn independently, therefore, language is taught by integrated mechanism,
2 To put the learning in an integrated way, or to situate learning English in a more integrated fashion which is out of past belief, and
3 Creating a community of learners where high-expectation attitude is sustained and maintained.
If we take a look closer at the goals, there is no goal which is talking about specific listening skill or competence to achieve. Even though this was a listening
class, the lecturer did not make a specific goal for listening skill. It did not mean that the listening skill is not important. However, the lecturer wanted to emphasize
the integrated learning happened in this class. Students learned through content- based materials and some different approaches. They would help students to
develop both English skills and general knowledge. At the end, the students could achieve the listening skills or competences by themselves in a way that they did not
realize. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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