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B. Discussion
Seeing the problems that occurred in the midst of a pandemic, where the government implemented online distance learning, made lecturers and students have to carry out learning in virtual classrooms. This certainly has a tremendous influence on the teaching and learning process, as many students feel that the teaching and learning process carried out in virtual classrooms is quite difficult to implement, especially when they want to clarify a combined material. Voices between students and lecturers that are not always perfect make it difficult for students to concentrate and do not understand the material presented by the lecturer.
The problems that exist, it can be said that during the COVID-19 pandemic, virtual classes have become something that deserves attention in the learning process itself, because it affects the perspective on how to learn
and how the material is delivered, first in basic speaking courses the guarded must be better. Therefore, a good virtual classroom management is needed so that classrooms can be carried out properly and systematically. One option that can be made to balance this situation is to pay attention to the classroom management that is applied.
From these problems, finally the researcher was very interested in finding out what strategies were most appropriate to be used by lecturers who taught intensive speaking in running virtual classrooms, besides that the researchers were also very interested in seeing the reasons for lecturers who taught intensive speaking subjects to choose the strategy they chose. Use.
After conducting research, the researchers finally found very good results based on the results of data analysis according to chapter 3, as follows
1. Virtual Classroom Management Strategies Used by The Lecturers in Teaching Intensive Speaking.
Based on the results of interviews and observations, researchers saw that the virtual class management strategy used by lecturers was in line with Sharla Berry's theory, namely building a community in a virtual classroom. In this paper, the researcher found 5 strategy to build a community in this virtual classroom, 4 of them have similar strategies with Berry's theory including: Reach early and Often, limit Lecturers, Increase Discussion, Using the virtual classroom technical features to encourage discussion, and use class time to share personal and professional renewal, but 1 out of 5 strategies are not found in berry
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theory and it is a novelty of the data in this study, which is to provide motivation.
a. Reach Early and Often.
Refer to the Berry’s theory (2019), where in this strategy. The lecturer makes an earlier approach before the course starts. The lecturer sends an email to the student then introduces himself that he is a lecturer in a lecturer who will teach him. then the lecturer also asks students to send him a brief bio or profile related to the student.
In the observation and interview process, researchers saw similar things done by lecturers in the teaching subject but with different treatments. In this strategy the teacher checks early attendance in the online classroom, namely Whatsapp. the teacher asks students to list the names of those present. Then the lecturer checks the students to find out the obstacles faced by the students, if any. The lecturer also contacted the class leader to tell other friends to join the online class.
Lecturers provide the same opportunity for every student to express their opinions in class. Students who have not actively participated in answering questions raised by the lecturer are given priority to answer. Lecturers also hold group discussion sessions to build and train students' confidence and speaking skills, It is relevant with by (Thompson, et al, 2019) discussion-based strategies in online courses can reduce anxiety and increase participation.
b. Limit Lecturers, Increase Discussion.
Referring to the Berry theory (2019), in this strategy the lecturer applies students who discuss more. The lecturer acts as an introduction for students who discuss in response to the material that has been given at the beginning. students are asked to be more active in speaking among fellow students. exchange ideas regarding the material provided.
In the observation and interview process. The researchers saw that the lecturers did the same thing with the berry theory treatment.
The lecturer gives a little memory related to the material that has been taught before, then the lecturer answers a question to be discussed by the students. then students compete in competitions to issue their thoughts and exchange opinions with other students.
This strategy is very interesting to use in the speaking class, because it makes students become active in speaking and dare to express opinions, it is support by Garson (2010) in his found.
c. Using the Virtual Classroom Technical Features to Encourage Discussion.
In this strategy, lecturers are active in using the features or tools and facilities available in virtual classrooms. lecturers use chat rooms to provide more detailed explanations related to the material being taught, besides that lecturers also use video and audio facilities to communicate in virtual classrooms.
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From the results of observations through observation and interviews. The researchers noticed that the lecturer did the same thing with the berry theory. lecturers actively use the existing facilities, the virtual classrooms. The lecturer uses the facility to display power points, the lecturer asks students to activate the video so they can find out whose face is active in answering.
Besides that, lecturers also actively use audio for students who will give opinions or discuss related material discussed. Not only that, lecturers also use applications outside of the virtual classroom.
namely lecturers holding other virtual classrooms such as Whatsapp so that lecturers can easily supervise students.
d. Use Class Time to Share Personal and Professional Renewal.
This strategy explains that lecturers communicate more to students, not only lecturers with students but students and students outside of online learning time. In this Berry’s theory, it is explained that the lecturer approached the students related to the problems faced by students during the class and the lecturer tried to find solutions related to the problems faced by students.
From the results of observations, observations and interviews.
The researcher saw that there was the same treatment shown by the two lecturers. where lecturer 2, does this strategy in a different context. one lecturer gives more time to approach the end of the lesson. he emphasizes more on the material that has been discussed
and the tasks related to that material. lecturer 2 asks students to help each other to complete the assigned task.
Whereas lecturers 1. take time in the beginning before learning and at the end after learning. lecturer two uses more time before learning to ensure students are present in online learning by contacting the level leader first, and more time, in the end, to provide assignments and motivation so that students will be more active in the future in carrying out learning in virtual classrooms.
Based on the results of observations and interviews, researchers think that one good strategy is used to foster intimacy between students and lecturers by providing free time both before and after the learning process, both in the virtual classroom and outside the virtual classroom, this seems to be supported by the findings of a number of researchers. . For example, Miller and Lu (2002) found that "there should be a focus on community" and "real-time support systems (technology and class) are important." experiencing feelings of isolation "(Davies & Graff, 2005, pp. 657-663).
e. Giving Motivation
This strategy was the newness of the data in the results of this study. This strategy illustrated that the lecturer gives students motivation in the learning process, both before, while and after the learning process takes place. The lecturer thought that giving students motivation could increase students' interest to be present
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continuously in the virtual classroom, besides that motivation also gave students a sense of confidence in increasing their activeness to speak in the intensive speaking learning class. wherein the intensive speaking class, by speaking, the lecturer can assess and see the level of ability of students.
Researchers saw the same treatment shown by the two lecturers. Lecturer 1, carried out this strategy in the virtual classroom by giving students a word related to how students should be brave in issuing a voice opinion because an intelligent person is not someone who does not want to be criticized, because to be a good person and succeed in a subject he is capable to appear and want to accept the suggestions given, while lecturer two did this strategy in a different context. the lecturer gives more time to approach the end of the lesson. He emphasizes more on the material that has been discussed and the tasks related to that material. Lecturer 2 asks students to help each other in completing the assignment given. The lecturer asked students who already understood the material that he had received to share with other friends, so that intimacy was established. lecturer two also provided motivation in the middle of the learning process by giving sentences to build students' confidence in speaking.
In addition, based on the results of observations and interviews, the lecturer also stated that providing motivation to students is more important and influential for attendance in virtual
classes and to make students more confident. The strategy revealed by the lecturer in the interview process. not included in strategy in Sharla Berry's theory. This creates new data for researchers regarding good strategies to use for processing virtual classrooms.
2. The Reason Lecturers Chosen The Strategies of Virtual Classroom Management in Teaching Intensive Speaking.
As for the reasons expressed by the lecturer in the interview process were based on the respective strategies he gave. From the selection results, the researcher found that there were 4 reasons for the lecturers to choose this strategy to use, including the following:
a. Knowing the Background of The Problems Faced by Students.
In handling lectures in the current pandemic condition, the lecturer chose to know the background of the students, the lecturers believed that not all students had complete facilities, the attitudes and behavior of students were also not the same, therefore he decided to first look at the student's background, student abilities, and how the student's character.
b. Lack of Confidence.
In the current pandemic situation with the implementation of virtual classes, the lecturer considered that motivation is very important to be given to students because it builds student mood In class it is quite difficult and also the second teacher said that to continue to present students in class, good motivation is needed so that they are interested in continuing to attend lectures.
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c. Build Communication.
Lecturers assume that building relationships between students makes the class more effective and comfortable, they are able to exchange ideas about what they don't understand. because asking directly to the lecturer often feels awkward, and one of the first ways they do not know the material that has been taught is to ask friends.
it can also help students to be active in class and reduce feeling awkward in speaking.
d. Lack of Active Student Involvement.
Based on observations and interviews, the two research objects each predominantly use the WhatsApp application as an online learning space, and zoom is used for face-to-face online meetings only occasionally, they use the facilities available online. study space such as Voice notes for Whatsapp class, audio and camera for virtual zoom class. They use these facilities to develop their students' speaking skills, and for students who are highly shy, the lecturers contact them direct.
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