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5.4.2.3 Putri ’s classroom performance
Observations on Putri ‘s performance were done in two sessions in classes with
relatively smaller number of students. There were only 18 students in the first class and 14 students in the second. The number of students present in those
sessions was less than two-third of the real number. This was because of the effect of the May 2006 earthquake that had forced many students to leave
schools. It was also because it was raining in the morning so that many students chose not to go to school.
5.4.2.3.1 Teacher’s use of English
Putri appeared to be quite confident in speaking English in front of the class. Most of the interpersonal communication with the students was conducted in
English. Instructional activities, like explaining and giving examples, were also done mostly in English. Only on certain occasions where additional explanation
was needed, or when students had difficulty in understanding the lesson did Putri switch into Indonesian. In this case, translation was frequently used to help
improve students‘ understanding.
5.4.2.3.2 Teacher’s use of instructional strategies
Putri was the only teacher among the participants who used more varieties of techniques and approach in teaching. Although she still designed her instruction
based on the genre-based approach, her activities were not structured rigidly to consist of BKOF, MOT, JCOT and ICOT. Instead, she used techniques and
methods that encouraged her students to be actively involved in the class
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activities. An example of teaching techniques that she used when the classes were observed was the use of games to help students construct texts. This game,
that she called a slot board game, seemed to be successful both in encouraging students‘ involvement and in student interaction.
Although there was no indication that she systematically designed specific ways to deal with students‘ difficulties and problems, Putri was quite effective in
addressing students who had difficulties or problems. Because she managed to create such supportive atmosphere that students felt comfortable in the
classroom, the number of students seeking assistance was relatively high. In responding to the questions, Putri was very often forced to speak Indonesian.
This was predictable, not only because of her limited English but also because of the low level of English her students had.
In terms of measuring the students‘ comprehension, there appeared to be no systematic ways designed to do so. Assessment was done spontaneously and
only for the sake of achieving the objectives of the session. There was no indication that the teacher made planned notes that contribute to the rapport of
the students. Questions were crafted mostly spontaneously, and used mainly as prompts.
As found in the classrooms of the other participants, Putri ‘s classroom also
seemed to be single designed based on a uniform level of student ability, without paying sig
nificant attention to differences in individual students‘ needs
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or levels. Although the teacher provided alternative explanations and examples for students who had problems, she did not seem to provide significant
challenge for those who were capable.
5.4.2.3.3 Classroom management
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