75 using his free time in which he usually did administrative works for preparing the
following d ay‟s school event.
10. The participants’ metamorphose
Kiki and Jalu‟s experiences about the reality in language classroom which different from what they envisaged before in their pre-service education shaped
them to be who they were in doing their jobs as English teachers then. Through their experiences they found the best way to deal with their students. The
remarkable change was in the way they teach the students from fun, nice, and loose into fun but strict. At the beginning they were unable to handle their
classrooms which were always noisy and chaotic. They realized that their inability to handle their classroom was because they were too kind, too delicate, and too
loose so that the students could see the cleft in which they could be noisy and could play during the lesson time.
Kiki was already stricter than before. Her class was already under controlled. The school principal did not need to stay in her class any longer to
make the students quiet. She already had her own rules for the students during her teaching. Right at the beginning of the new school year, she already stated her
rules and its consequences if the students broke it. Then, she was also consistent and sticks to the rules always.
As the results every time she entered the class the students were ready to study and were consistent to speak English during the lesson time. Moreover, the
students were now aware of K iki‟s authority as the teacher. Conversely, Kiki now
was firmer than before to the students and being obeyed by the students. Though
76 Kiki was firmer than before, she still taught them in nice and fun ways so that the
students were not afraid of her. She ever faced a student who was angry because he lost the game or his
score was left by other students and he would lose the game. Then that boy suddenly said “I don‟t join” At that time Kiki did not know how to handle him.
Kiki was afraid if she would discourage him or made him angry and sad when she became firm to him. But now, when he says “I don‟t join” she would let him not
join the game even she will let him not join the class. She was not afraid of that boy
‟s threat any longer. Now Kiki was firmer and stricter than before. She wants her students aware of her authority in the class, that she was the controller not the
students. Kiki‟s change from nice, delicate, fun, and loose into nice, delicate, fun
but firm teacher was not only formed by her teaching experiences but also from the training she ever joined. Start from last year, she joined GLDPN Global
Literacy Professional Development Network training from the International Reading Association. This training was a training held for teachers in Salatiga.
Every school in Salatiga was invited to join this training. However, the quota was only 20 teachers from the total teachers in Salatiga. Kiki‟s school was only got 4
slots to join that training and thus the school needed to choose the teachers to be sent for that training. And Kiki was one of the teachers chosen by the school to
join that training. From GLDPN training, Kiki learnt a lot of teaching techniques and
methodologies and one of them was classroom management. Kiki revealed that
77 fron the training she learnt about how to make the students close to her and not
afraid of her but still obey her. Moreover, she knew that a contract between her and the students was needed to make and to agree on from the first day of school.
By making a contract the students would know what the rules and the consequences are.
Furthermore, the GLDPN training also opened Kiki‟s minds that her view about the students as the main cause of classroom chaos was wrong. Now, Kiki
understand that when a classroom was in chaos, the problem was not on the students who were naughty but on the teacher who was not able to control or to
manage the class well. Hence it made her now became firm to the students. Next, she now realized that classroom management was essential in her
teaching, particularly at the primary level. It was essential because good classroom management would smooth the run of teaching and learning process in
which the objectives of teaching were obtained well. Then, this shifted her belief that a good lesson plan was the key success of teaching.
Different from Kiki, though Jalu now also realized that firmness was needed in teaching besides fun and nice, in order to control his chaotic class, he
could only verbally warn the students to be quiet and to stop playing so far. Sometimes he applied his own way to make the class quiet, such as silent
competition
lomba diam
. Silent competition wa s Jalu‟s way to ask the students
to be quiet and the quietest will get such a reward. When the class is getting noisy and at that time I bring the students‟ test
results, I tell them “Okay, I have your test results. Do you want it?” The
students reply “Yes, Mr…” and the class becomes very noisy. Then I ask
78
them to be quiet and the quietest student would get the test result first. It works at grade 2.
Interview2_J38 However when he applies
lomba diam
, it could only make the students be quiet for a while. Jalu guessed that the students could only be quiet for a while because
their attention or concentration span was still short. Since that way only calm the students for a while, Jalu had to do
something else to hook their attention up. To do that, Jalu usually created a game or ice breaker which was interesting and still related to the lesson to get the
students attention back. Thus Jalu needed to prepare a lot of idea about games and icebreakers to grab th
e students‟ attention back. It was needed because Jalu ever experienced a situation in which one of his students ever said that his game was
boring. In his fifth month of teaching, Jalu realized that his classroom management
had not established well yet. He maintained that from the scale of 1-10, his classroom management was only 4 up to now. He desired to improve his
classroom management and to find his own ways which were suitable with himself and did not require him to speak loudly because he could not speak
loudly. Moreover, he also planned to be firmer in the new school year. He planned to state his rules and its consequences right at the beginning of the new school
year, so that he would not be overwhelmed with the students‟ noisiness and
classroom chaos. Another change because of their experiences so far was changing in the
way they presented the lesson. Because children liked to easily get bored they
79 needed to be creative and innovative in presenting the material. Previously, Kiki
liked to print pictures as her ava for teaching. But then she found it ineffective and uneconomical. Because of that she made use the LCD projector as her teaching
aid in showing picture, flash cards, etc. Similar with Kiki, Jalu also made use LCD more in presenting the material in order to make the students eager to learn.
Jalu usually developed such computer games, such as hang man and showed it through the LCD projector.
11. Participants’ reason to stay teaching
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