63 too overwhelming for her. She felt like it was hard to have a lot of students
especially all the students at that time who came from the same batch. “I had to manage the very big class by myself and I found like it
was too overwhelming for me. You know like having quite you know a lot of students ..all the students at that time they came
from the same batch
”1-W03-1-ET-T-ST. So her class at that time was started at 2 p.m. and ended at 5p.m. She felt it
was a really really long and tiring class. And what made it worse was that after that class, English class, still the students had more class up to 8 p.m. So it was
really challenging thing for her. “So the class started from 2 up to 5. It was really really long and
tiring and what made it worse is that after that class, English class, still they had more class after that up to 8 p.m. so yes..
really it’s really challenging thing for me” 1-W04-1-ET-T-ST. So she encouraged her self and also her teaching assisstants to always
bring their very best to class, how to make the class funnier and more interesting. She thought that they were there to create a kind of medium , a place, so that they
were so happy studying English with them no matter what their background at that time was 1-W04-1-ET-T-ST. She was aware at that time that syllabus was
important. That was the guidance. But it did not mean that she and her assisstants could not modify it. They could modifiy it. Again it depended on the current
situations. It depended on how the teachers’ belief. It depended on their belief because again they thought syllabus was syllabus. But she did believe at that time
that by having such kind of classroom management or classroom activities then her classroom at that time was much more interesting 1-W04-1-ET-E-AU.
64
2. Teaching the Lesson a. Delivering the Materials
In the next days, both Ms. Widi and Ms. Vera had to the teach the lesson based on the syllabus they had made. In her previous class, Ms Widi focused on
TOEFL because it almost TOEFL like so she took the materials from TOEFL book. But in her second class, the focus was really different. Her second class
which was last semester the focus was on the English for really for communication. She was aware that she needed to encourage students to speak
more and to express their opinions. So she gave them varied interesting topics to cover because those topics were quite current topics. They also talked about
green life, global warming and also about culture and tradition. By giving these topics the students learned to speak English in interesting way.
“In my previous class I would call it so, the focus was on TOEFL because it almost TOEFL like so I took the materials from
TOEFL book so the focus really different but in my second class, last semester the focus was on the English for really for
communication. So these students were encouraged to speak, to express their opinions in the topics vary from quite..ya..quite
interesting topics to cover because those topics are quite current topics so for example like we talked about green life, about global
warming and also about culture, tradition
” 1-W03-1-ET-T-AW. They also talked about legends, stories-stories from their own homeland.
Ms. Widi thought it was pretty interesting. It was also about sports and job application so it was really ESP in her opinion. She thought her second class was
more interesting in terms of their topics and coverage. She felt disappointed with her first class. Her first class was not that challenging in term of materials
because it was really TOEFL. TOEFL had to deal with listening, structure and reading.
65 “My first class was not that challenging I mean in term of
materials because it’s really TOEFL. TOEFL had to deal with
..you know..like listening, structure and reading ” 1-W03-1-ET-T-
DIS. But in her second class, she thought it was more than that. What she meant
by more than that was because in speaking they had to express their opinions on a certain thing, on a certain topic and they needed to speak up. Besides, she could
like quite modified her class, her materials such as in a topic called global warming which was about green life. Here she had herself an autonomy to make
her class interesting. “But in the second class..more than that. I mean more than that
because in speaking they had to express their opinions on a certain thing, on a certain topic and they needed to speak up in
even “I could.. you know like.. quite modified my class, my materials”. Say for example in a topic called global warming,
green life ” 1-W03-1-ET-E-AU.
Not only talking about interesting topics, she also tried to dig out her
students potentials by asking her students to go in front of the class to talked about their products, which in the very previous meeting she told them to make very
simple products like recycling products. So one week after that they came to the class bringing their own products in a quite green product. She thought it was very
inspiring. She had herself self-actualized. “I also asked my students to go in front of the class to talked
about their products because the very..in the very previous meeting I told them to make very simple products like recycling
so one week after that they came to class bringing their own products in a..quite green product, very inspiring
” 1-W03-1-ET- T-SA.
She also felt proud of her students in a way like how can a bottle-just like
mineral bottle suddenly became a pencil case and a cosmetic case. For her, what her students has done at that time was really interesting especially in how could
66 like newspaper-used newspaper suddenly became like a bracelet or rings,
something like that. To be honest, it was surprising her. She thought that it was really great that they came up with quite different ideas. She was proud that her
students was aware of the environment and could present their ideas using English. She also thought that the class was also great in term of their
performance because she asked them to play play performance and they performed legends or fables, short stories based on their understanding. She asked
them to ‘redifined’ again what is meant by short stories, love stories and also legends and also European stories like Romeo and Juliet or like Hamlet. She
would like them to really redifined what was meant by Romeo and Juliet and if it was possible they had to create their own version
“How can a bottle just like mineral bottle suddenly became like you know pencil case, cosmetic cas
e. To me..it’s really interesting. In how could like newspaper..used newspaper
suddenly became like bracelet or rings something like that..Oh my God ..it’s pretty interesting I mean to be honest it was surprising
in a..it was really great that they came up with quite different ideas. And this class was also great in term of their performance
because I asked them to play play performance so they performed legends or fables, short stories based on their understanding so I
asked them to ”redifined” again what is meant by short stories, love stories and also legends and also say for example like you
know European stories like Romeo and Juliet or like Hamlet “ 1-
W03-1-ET-T-FPS. Digging out her students’ potentials was one of Ms. Wedo’s goal of
teaching English. So at first before her students played the mini drama in front of the class, she thought that her students needed to understand what was meant by
Romeo and Juliet and how they observed Romeo and Juliet. They also had a play performance like Sampek Eng Tay. They also had a play perfomance like Little
Mermaid but with their own drama version. She thought what her students had PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
67 done was really interesting. All of the students were also really eager to do the
play and they were really happy. They also told her that it was the first time for them to perform the mini play performance.
“They had like little mermaid but with their own version. It’s really interesting. And all of the students were really really eager
to do so and they were really happy and they told me: Oh miss to be honest this is the first time for us to.. you know like perform
the drama, mini play but we called mini play in English t hat’s the
very first experience” 1-W03-1-ET-T-SA. Being able to digging out her students potentials shows that Ms. Widi also had
dug out her own potentials in teaching English through mini drama. It means that she had self-actualized herself.
Meanwhile, Ms. Vera ’s first semester English class was also General
English class. She made the objective of her class was learning General English but the focus was on speaking, writing, and reading skills but in quite general
topics and general themes like talking about daily activity, hobbies, routines, past experiences and future experiences. Therefore in the second semester, she focused
her English class on English for Specific Purposes. The English class topics were about getting a job and being an enterpreneur. The teaching materials were about
job hunting and being an enterpreneur, so the students were assumed as the people who had company so they acted like persons who had a company. The materials
were also about reporting the company performance, describing the activities of a person who was being in a specific position in a company, handling complains,
telephoning and meeting clients. “Okay I focused more on the specific purpose. It was about getting a job
and being an enterpreneur so of course the material was about job hunting and for being enterpreneur, so they were assumed as the people who had company so they
acted like person who had a company so the material was about reporting the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
68 company performance and then describing the activities of being specific position
in a company, handling complains, and then telephoning and then meeting client, things like that. And the
n for the semester 3 it’s about TOEFL” 3-V20-2-ET-E- AU.
By focusing on English for Specific purposes, she wanted to fulfil the needs of accounting department students who needs English for business and
economics. It shows that Ms. Vera was not dependent on the syllabus given by the faculty but she became autonomous by developing the materials given by the
faculty. She also asked the students to order the jumbled sentences as the activity
in this class. From this activity, the students analyzed the text. After analyzing the text, they wrote which one was describing job, which sentences showed it, and the
tenses used in the text. Then they concluded it themselves. “I asked them to jumble the sentences. Then asked them to
analyze the text. After analyzing the text, they wrote which one for example was describing job, which sentences showed it, and
which tenses used in the text. They concluded it themselves“ 2- V25-1-ET-T-SA.
It shows that Ms. Vera dig out her students potentials through the activities in the class.
By digging out her students’ potentials, she shows her ability in delivering materials and therefore it shows her self-actualization.
Furthermore, she made her own handout and used it in the class, prepared the power point, the movies, listening material, and games for her class in order
the whole class to participate. By doing this, she became autonomous. “So interesting..so it was like this..Actually I used material and
made my own material, prepared...what’s that..power point, my own movies, listening, games...those were in order for the whole
class to participate ” 2-V27-1-ET-E-AU.
