Cycle 1 Implementation: Teaching approaches

4.1.1.2 Cycle 1 Implementation: Teaching approaches

As for the implementing stages, the teacher-researcher taught students based on the instructional design created before the course began with different kinds of teaching approaches as follows:

1. Lecture

A traditional teaching approach by giving basic knowledge, concepts, and explanation to students, but the magnificence was designed to be a student-oriented and got students concerned within the learning process and set their desires that lead to improving their mastering motivation. The teacher-researcher created handouts for this route that includes all primary knowledge of Indonesian language, supplemented with examples, and used the lecture to explain in detail concerning the contents to students. The teaching contents were developed in the form of handouts (Appendix C) in Chinese, which is the native language of students, and complemented by examples in Indonesian.

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The term ‘modeling’ refers to teachers demonstrating the pronunciation of a phrase so that students can listen to how it is meant to sound and then mimic and exercise the pronunciation. In this route, the teacher-researcher pronounced words or phrases for about three times of repetition, gave a few examples of the usage of the words, and recorded the pronunciation. Then, the pronunciation of words was uploaded to study sets created on Quizlet (Figure 4) that complemented with the aid of the term (in Indonesian) and its definition (in Chinese), so students were able to review and practice outside of sophistication.

Figure 4. Example of study set on Quizlet

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The teacher-researcher used scaffolding through simplifying the language in the beginning (root words) and warding off the use of prefixes and suffixes. Then, for reviews and exercises, the teacher-researcher requested students to finish partially finished sentences or paragraph and had students to reply via the use of visuals and pictures corresponded to given data as shown in Figure 5.

Figure 5. Example of exercise after scaffolding

4. Task-based learning

With this approach, the teacher-researcher asked students to practice their comprehension of contents that they've learned by making sentences, creating every day communique of numerous subjects, writing a brief paragraph, and so on. These made studying in particular useful for growing Indonesian language fluency and students' confidence in using Indonesian language both oral and written as displayed in Figure 6.

Figure 6. Example of task-based learning exercise

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5. Collaborative learning

This strategy gave students possibilities to interact through discussions, take responsibility for completing their tasks and working together with classmates. The collaborative learning has been done in practicing pronunciation and spelling, writing conversation of a given topic, mastering vocabulary, Chinese to Indonesian translation and vice-versa, reading comprehension, and other class activities or assignments. For example, student A excel at the pronunciation of words that contain b, p, d, t. Student A will teach other students how to pronounce the words. Then they need to practice and pronounce the words correctly and confirmed by student A. For this task, student A was in charge of the pronunciation of words with b, p, d, and t. Student B was responsible for the pronunciation of words with g, k, l, and r. Student C was accountable for the pronunciation of words with m, n, ng, and ngg.

6. Skills teaching

The four skills teaching were meant to broaden students' language abilities, exercise and accelerate intercultural verbal exchange. Since some students have some language competencies more advanced than others (e.g., student A had better listening skill, while student B more excel in writing), utilizing this approach could increase frequently and productively so that every student could supply a lift to particular skills and bring improvement. For example, the teacher-researcher gave dictation to improve students' listening. As for reading, students were given a sentence or short paragraph to read and then answer related questions. In term of writing, practices were done by making sentences based on given sentence structures. While for speaking, it's done through conversation practice or pronunciation exercises.

7. Mother tongue mirroring

As an instance, the phrase birthday in Indonesian is ulang tahun. The teacher-researcher defined the literal meaning of the words ulang (repeat) and tahun (year).

It came to the concept of an event that repeated every year, which is birthday (ulang

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tahun). Thus, students could apprehend the concept of the term and additionally knew the literal meaning of two words that formed ulang tahun.

4.1.1.3 Cycle 1 Observation: Classroom Observation and Students’ feedback Classroom Observation

Then the observation was done in each session by taking notes of class activities, students’ questions, feedback, individual and teamwork performances, learning attitude, strengths & weaknesses, behavior, problems, and difficulties. The teacher-researcher collected the observation data by writing and showing students’

problems directly during sessions and in the real-time gave students immediate feedback, examples, suggestion or solutions and scanned it directly (Figure 7).

Figure 7. Example of classroom observation data during session

In addition, data was also collected from students’ work in class activities or assignments. Through students’ work, the teacher-researcher was able to know and understand difficulties or problems that students encountered. For example, as shown in Figure 8, a student had same mistakes in writing pukul and dua. The students wrote pokul instead of pukul and tua instead of dua.

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Figure 8. Example of classroom observation data from students’ work

All collected data were utilized to evaluate and reflect the whole teaching-learning process and instructional design. Besides, the use of educational technology platform in this study (Quizlet and Edmodo) also contributed an important role in collecting students’ engagement and academic performances. For instance, the teacher-researcher marked students’ problem in their writing, explained the mistakes to students, and taught them how to correct their writing mistakes (Figure 9).

Figure 9. Example of student’s writing problem and its correction

Besides the students’ work, the classroom observations were also done by observing students’ learning attitude and their reaction during the session. The students’ reaction included their reaction after lecture, examples, or explanation done by the teacher-researcher. The teacher-researcher was paying attention to students’

facial expression whether they comprehended the learning contents or still having

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difficulties in understanding. Whenever the teacher-researcher saw or realized students’ difficulties or confusion, the teacher would directly ask what the problem was or which part that they did not understand, then explained the content again and gave more examples until it’s clear and there’s no misperception. Moreover, the teacher-researcher paid attention very carefully on each student language skills and took some notes, so the teacher could realize each individual’ strength and weakness and could give them more support and assistance. For example, one student had difficulty in pronouncing words with ending consonants of m, n, and ng (e.g. demam, teman, memang). The other student couldn’t distinguish b and p during listening exercise (e.g. bola, pola). Furthermore, the teacher-researcher observed students’

learning methods. Some students were more visual learners, while the others were more aural learners. Thus, the teacher-researcher suggested them some learning methods that they could do individually, especially outside the classroom when they’re doing self-study and lessons review. For example, the teacher-researcher recorded the pronunciation of new words that students were learning during the session so students could use the sound file to practice the words pronunciation after class. The teacher-researcher also taught students a method to be familiar with and remember vocabulary by writing down 5-10 words each day. Writing words down on a piece a paper was a three-times review method: (1) you need to read the word before write it down; (2) write the word so your brain and hand would at least get familiar with how to write the word; and (3) double check your writing if it’s correct or wrong.

This method allowed students to review each word for three times and helped them to remember or get familiar with it faster.

Students’ Feedback

The teacher-researcher also was asking students for their feedback toward the teaching contents, activities & assignments, difficulties that they encountered by asking them directly every session before the session ended and conducted an individual depth interview with each student when the whole term was over. In every session, students were asking questions as well regarding the contents, explanation of the correct answers of their assignments, asking for more examples, and even asking more alternatives to learning methods. After gathering students’ feedback, the

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teacher-researcher was reflecting the instructional design and then modified the contents by giving more examples and exercises corresponded to students’ requests and needs. The following were some of students’ feedback:

1. Teaching Handouts

The teacher-researcher created her own teaching handouts in Chinese with explanation, notes, examples, and structure that easy to be understood (Appendix C).

There were several Indonesian language learning textbooks written in Chinese, but those textbooks were lack of concepts and explanations. Students expressed that those textbooks were more about daily conversation, but only provided meaning of the vocabulary or translation of the sentences in Chinese. However, there were no detail explanation, so students only could memorize instead of understanding the concepts.

“I think the content of the handout is very appropriate and well written.”

“The handouts were appropriate and clear.”

“The main content of the teacher's teaching is the official Indonesian language, but she also gave the informal one or other similar meanings and how to use those words. These are necessary and helpful because, in fact, Indonesian people do not like to speak official Indonesia in daily life. For example, ini aja (informal), which is very common. In contrast, only a few people say ini saja (formal). Therefore, it is necessary to learn both formal and informal forms.”

“Supplementary or extended contents help me in understanding and comparing the meaning and usage of words.”

“Both formal and informal forms are useful, can be related to the words together, and know how to use them in a related situation.”

The students’ feedback of teaching materials prepared and designed by the teacher-researcher were appropriate and clear, and the supplementary contents provided words in formal and informal forms and more examples of the usage of words. From the feedback, students were likely satisfied with the teaching materials.

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2. Teaching strategies

The teacher-researcher used different kinds of teaching strategies during sessions so students could have fun and enjoyable time learning Indonesian.

“I think it is useful to use the logic of Chinese to explain the logic of Indonesian language.”

“The teacher sometimes uses similar pronunciation from other languages that we've learned before, and it really made me pronounce the word easier and remember it faster.”

“The teacher uses vary teaching strategies, and it's indeed a fun learning for me.”

The teacher-researcher have been learning several foreign languages that proved to be helpful during the lecture, especially in Chinese and English. Overall, it can be said that Indonesian grammar and sentence structure very similar to Chinese and English. As for the use of other languages, such as Japanese, Korean, French, Spanish, the teacher-researcher used pronunciation from those languages that similar to the pronunciation in Indonesian so students could remember the pronunciation in easier way.

3. Problem-solving

When studying in Indonesia from elementary to senior high school, the teacher-researcher was always encouraged to ask whenever having problems during lessons. This was indeed useful and trained students to become more active and have courage to ask. Therefore, the teacher-researcher also encouraged students to be active and just simply ask whenever they have questions or problems. This approach helped both teacher and students realize problems early and could find the solutions.

“When I have difficulties or problem, I ask my classmates first. If my classmates also don't know or I still don't get it, then I directly line teacher.”

“For writing problem, I imitate the teacher's example structure.”

“When I don't understand, I ask classmates and look at handouts or notes.”

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The teacher-researcher informed students from the very beginning should they have any questions or problems, they could contact the teacher any time, do not wait for the next session. When students were facing some difficulties in learning, reviewing lessons, or doing assignments, they tried to solve it first by their own by checking handouts or notes, and asking classmates. If they still had problems, they would directly ask the teacher-researcher.

4. Class Activities and Assignments

The teacher-researcher designed and created various types of class activities and assignments based on the teaching contents and divided them into six categories:

vocabulary, reading, listening, speaking, writing, and grammar. In addition, all class activities and assignments were designed in individual practices and group work practices.

“I think we can have not only designed conversation for a given topic but also to interact with Indonesian people in real conversation/communication. “

“In my opinion, we could have more exercises, increase the number of assignments of using the Indonesian language to interact, using recordings or making more conversations in class.”

“We had word dictation and phrases; however, we would like to try if we also could do sentence dictation.”

“Practice and exams allow us to review what we have learned, and they are quite relevant.”

“We've been practicing on making sentences, wondering if we could try to write a short paragraph/essay.”

“The teacher often asked us to repeat the pronunciation of words and some phrases. I think for pronunciation exercise, we should try to practice the pronunciation of complete sentences so we can get used to speaking Indonesian more fluently.”

“I hope the teacher could provide more practices, and the difficulty can be a little harder.”

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“I am hoping for more listening tests.”

Since each student had their own strength and weakness, their level and pace in receiving and understanding the learning contents were different. Some of them thought that the quantity of practices was not enough, while for the others those were enough or even too many. The same case was happening in term of the difficulties of practices, some students thought it’s easy or moderate, while the rest of them thought that it’s too difficult.

Looking back at the students’ feedback, so far, they think the contents, teaching materials, handouts were quite great. Students also thought the teaching strategies applied were useful and enjoyable. Nevertheless, regarding class activities and assignments, students had some opinion that made the teacher-researcher responded to their feedback and made changes. Thus, it’s started from Term 2 (April-June 2018), the class activities and assignments were modified by addition as displayed in Table 4.3 following students’ feedback.

Table 4.3

The Addition of Activities and Assignments for Class 106

No Activities and Assignments Types Individual / Group work 1 Simple sentence dictation Listening Individual 2 Pronounce given sentences and record them. Speaking Individual 3 Interaction with teacher or other Indonesian

people

Speaking Individual

4 Write an essay Writing Individual

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4.1.1.4 Cycle 1 Reflection: Teacher’s insights

When the course for Class 106 was over, the teacher-researcher did the reflecting stage. In this reflecting stage, the teacher-researcher reviewing, evaluating, and analyzing all teaching contents, handouts, class activities and assignments, mid-term and final exams, teaching strategies, the integration of Edmodo and Quizlet, and including students’ learning attitude, performances, and learning styles. This stage also was complemented by students’ feedback derived from individual in-depth interview to get more insights from students. The whole process was executed with the intention to improve the entire action research process of next class, enhance teacher professional development, and to create a more effective instructional design that proper and meet students’ need in learning the Indonesian language.

The following were the teacher-researcher’s insights obtained after the planning, implementing, and observing stages:

• Teaching strategies

The teacher-researcher’s knowledge and aptitude in several foreign languages proved to be beneficial and helpful in teaching Indonesian language, especially in modelling words pronunciation and explaining grammar. Besides, by knowing each student individually and building good relationship and trust with them, the teacher-researcher could give them support and assistance that suitable for each individual, and students would happily share their point of view, suggestion, problems, and feedback.

• Class activities and assignment

Different types of in-class activities and assignments encouraged students to learn in more enjoyable atmosphere, boosted up their spirit to learn better, reduced distraction, and cut off their boredom. The teacher-researcher arranged several special activities, such as cooking Indonesian food, going to Indonesian store/restaurant, sharing Indonesian culture, and communicating with Indonesian people. These activities helped students in getting more knowledge and understand better the facts and culture of Indonesia and applying what they’ve been learning in daily life through actual communication with other Indonesian people.

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Since the learning pace of students were different, to help each of them, the teacher-researcher decided to divide assignments into two categories: (1) general assignments (same quantity and difficulty level for all students), and (2) specific assignments (different quantity and difficulty level for students individually). Through this solution, students with faster pace in learning and understanding could do specific assignments as their extra practices that helped them a lot in reviewing lessons and practicing their understanding of the learning contents. Moreover, through one of special activities where students practicing their communication with other Indonesian people, the teacher-researcher realized that students need more vocabulary knowledge and examples in informal way. This course was for academic and occupational purposes that students need to understand the formal Indonesian more.

However, in daily life, Indonesian people usually talk in informal way. So, for the modification, the teacher would give more examples of daily conversations.

• The integration of technology

The use of Quizlet and Edmodo were helpful as well. Students noted that Quizlet was very useful in learning vocabulary and its definition, and more importantly in reviewing the word pronunciation because the teacher-researcher recorded each pronunciation. Edmodo was user-friendly and very accommodating for the teacher-researcher in giving announcement or assignment and sharing documents, such as notes and students’ work. The teacher could set deadline for each assignment in Edmodo, and it was really beneficent for students in reminding each assignment’s deadline so they could make it in time.

4.1.1.5 Cycle 2 Planning: Overall teaching design

Just like the Class 106, the action research process was implemented once again for Class 107 with some modification and improvement based on the observation and evaluation of Class 106. The changes were conducted first in the

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planning stage in which the teacher-researcher is setting up the new modified instructional design of Class 107 as illustrated in Table A.2. Then, the implementing, observing, and reflecting stages were coordinated and supervised for further enhancement of future class. In this second cycle, the teacher-researcher monitoring

planning stage in which the teacher-researcher is setting up the new modified instructional design of Class 107 as illustrated in Table A.2. Then, the implementing, observing, and reflecting stages were coordinated and supervised for further enhancement of future class. In this second cycle, the teacher-researcher monitoring

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