influenced their peers to be active and enthusiastic during the learning process in the classroom.
So, I think that here the learners also have high influence toward others among them
. I mean that it‟s not only because of the facilities, but they can influence each other to be active, to
be enthusiastic in learning. A19P2
Finally, the last discussion was related to the view about the learners. The participants claimed that the learners were viewed as the sources of knowledge,
the receivers of knowledge, processors of knowledge, and performers. The discussions of the views about the learners in the video are presented respectively
in the following paragraphs. At the beginning, there were different opinions between participant four and
participant one about whether the learners were viewed as the sources of knowledge for their peers or not. According to participant four, the learners could
not be the sources of knowledge for their peers since they spoke in Indonesian with their friends in the classroom. However, this opinion was argued by
participant one. According to her, the learners in the video were also the sources of language inputs to their friends. She argued that while doing the drillings, the
learners gave many inputs to their peers since they did the drillings by using English the target language. However, in the end of the discussion, all
participants agreed that the learners were also viewed as the sources of knowledge. The opinions and arguments of the participants about the view of the
learners as the sources of knowledge were represented through the quotations below.
For the student itself, the students still use Indonesian when they interact with their friends. However, I did not find in the
video, the students produce the language by themselves. They just follow their teachers
… A222P4
When they listened to the other friends making sentences
, it‟s
also a kind of listening. A323P1 …Through drilling, the students get the examples from their
peers. A360P1
The next view claimed by the participants was that the learners were the receivers of knowledge. All participants agreed that the participants received the
knowledge from the teachers since the teachers were the centres of the learning process in the classroom. Besides, the participants also highlighted that the
teachers were the main sources of knowledge during the lesson in the classroom.
Most sources, like what Eli said, through the examples from the teachers
… A360P1 Then, the participants also claimed that the learners were viewed as the
processors of knowledge. While li stening to the teachers‟ examples and their
peers‟ production during the practice activities, the learners processed the language knowledge within them. The opinion of the participants about the views
of the learners as the processor of knowledge was represented through the following quotations.
I mean the students are actively involved and understand the materials
… A2149P2 Finally, the last view about the learners identified by the participants was as
the performer. All participants saw that the learners performed sentences and movement based on the instructions from the teachers during the lesson in the
classroom. Therefore, they agreed that the learners were viewed as the performers. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
They perform
something based on the teachers‟ instructions. A19P2
…In singing the songs, the students are involved in them. I can hear that the students also sing. A2120P2
In summary, the participants of this research agreed that the level of the learners was lower primary group and the number of the learners in the classroom
was adequate and favourable for the language learning and teaching. The participants also agreed that the level and the number of learners had no relation
with the role of the learners in the classroom. Finally, the participants suggested that the roles of the learners were as the imitators, listeners, observers, receivers of
knowledge, sources of knowledge, processors of knowledge, and performers.
b. The role of teachers
In the Focus Group Discussion FGD, the participants discussed four main things in identifying the roles of the teachers in the classroom: the types of
function expected from the teachers, degree of teachers‟ control over the learning process, degree of teachers‟ control over the content of learning, and the pattern of
the co-teaching conducted by the teachers. In the discussion about the function expected from teachers, all participants
agreed that the teachers were expected to be the instructors, leaders, and models in the classroom. Furthermore, the participants argued that these functions were
expected from the teacher since it was a teacher-centred class. The opinion of the participants can be seen through the quotations below.
I can say that it‟s mostly teacher-centred class. Instructions, all come from the teachers and the teachers lead the
demonstration with the example all the time and they are the only models in the classroom. A235P1
Meanwhile, in discussing about teachers‟ degree of control over the learning process, all participants agreed that the teachers had high degree of control over
the learning process. The participants stated that the teachers were the controller, decision makers, managers, and activities designers during the process of learning
in the classroom. The participants also insisted that the teachers were dominant and the centre of everything that happened in the classroom.
It means here that the learners have low degree of control in the learning process, right, because the teachers are dominant.
A19P2
Everything controlled by the teacher, decided by the teacher. A238P2
…how the teachers handle, manage the class, and vary the activities. A216P1
The next thing discussed by the participants was about the teachers‟ degree of control over the content of learning. Related to this, all participants agreed that
the teachers had high control over the content of learning since they are the centres of the class. The participants also remarked that the teachers were the
transmitters of knowledge who provided stimuli to the learners all the time. The opinions of the participants about teachers‟ degree of control over the content of
learning were represented by the quotations below.
The teachers only transmit the knowledge and the students only follow, receive the knowledge. A215P4
…that they stimulate or they provide stimuli for the students all the time, from the beginning until the end of the lesson.
A281P2
Finally, when discussing about the pattern of the co-teaching conducted by the teachers, all participants agreed that both teachers were the main teachers in
the classroom and had the same roles. The participants argued that although both PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
teachers had the same roles, but they did not play the same function all the time. They played the role collaboratively in order to optimize the learning process in
the classroom. In short, the participants identified some roles of the teachers in the co-teaching: 1 the leader of activity; 2 the assistant and observer of teaching
process; and 3 the controller, manager, and observer of students. I think they have the same role. In the video, they take turn to
lead the activity, so I think they both are the main teachers. A240P3
In the video, they take turn to lead the activity
… A240P3 Related with co-teaching conducted by the teachers, the participants
highlighted the pattern of complementary roles of the teachers in the classroom. They remarked that when one teacher played a role as the leader, the other played
other role during the learning process. Their opinions are represented through the following quotations.
First, maybe the purpose is to manage the class easily because when one teacher teaches, the other teacher can control,
manage or observe the student. A241P2 When one is teaching, the other one should assist the teaching
process or observe and helping the students. A242P1
In summary, the participants identified six roles of the teachers in the classroom based on the types of function expected from the teachers, degree of
teachers‟ control over the learning process, degree of teachers‟ control over the content of learning, and the pattern of the co-teaching conducted by the teachers.
The roles of the teachers affirmed by the participants were as the leader of activity, the assistant of the teaching process, the observer of teaching process, the
controller of the students, the manager of the students, and the observer of students.
c. The role of materials
The participants identified the role of the materials based on three factors. Those factors were the primary goal of the materials, the form of materials, and
the relation of the materials with other input. The opinions and arguments of the participants about three factors above are presented respectively in the following
paragraphs. In the discussion about the first factor, the participants agreed that the
primary goals of the materials were to present the content, to practice the content, and also to introduce the form and meaning of things around the learners.
Furthermore, the participants remarked that in the video, the contents can be vocabulary or grammar. In addition, the participants argued that the mastery of
pronunciation was not the primary goals of the materials. The opinions of the participants are represented by the following quotations.
One topic, the teacher explains the vocabulary or maybe the grammar and then the students practice one by one. And then
another topic, the teacher explains and then the students practice one by one. A2171P2
The teachers didn‟t do anything, didn‟t correct the pronunciation or the stress. So, pronunciation is not really the
focus here. A2108P1 Vocabulary and pattern, a little bit of pronunciation. But they
don’t emphasize on how they should pronounce the words. A2107P3
Related to the third factor, all participants agreed that the forms of the
materials seen in the video were the audio-visuals without any textbooks or computer software. The audio-visuals consisted of the realia or things that could
be seen, touched, or heard pictures or the learner s‟ own belongings. The
opinions about the form of materials used in the video are represented by the quotations below.
No textbook at all. A299P1 Realia that they mostly use
. A2102P1. Or maybe they will use textbook in other meetings but from the
video, there is no use of textbook. A2100P3
…there are a lot of realia or things used in this lesson, through pictures, through their own belongings. When they learn about
„my pencil‟, they know that the pencil is one because they see the real thing. When they learn about
towel, they know that it‟s towel because they see from the picture. So, young learners
learn well from something that can be seen, touched, or heard. I think these teachers know that. That‟s why they use such things
in the lesson. A2105P1
Meanwhile, related to the third factor, all participants agreed that the materials served as the major source of input. Furthermore, the participants
claimed that since there was no textbook used, the materials from the teachers were obtained
by the learners through teachers‟ presentations, instructions, and examples. In addition, the participants also insisted that the main inputs in the
classroom came from the materials which were designed and presented by the teachers since the teachers in the video did not really provide the opportunities for
communicative interactions. Besides, the participants also expressed that the examples of other learners also served as the source of input but very limited. The
opinions about the relation of the materials with other input are represented through the following quotations.
I think the input is so limited because there is limited interaction. The interaction is not really complex, so the
teachers do not want or expect the students to acquire English through interaction. A315P3
