CHAPTER IV.................................................................................................................. 31
A. Findings
The results of this study are the answers to the problem formulations previously formulated. This study aims to describe: (1) the virtual class management strategy used by the lecturer in teaching intensive speaking, (2) the reason why the lecturer chosen the strategy used to manage the virtual classroom in the intensive speaking subject. This research was conducted by 2 English Education Department lecturers in the intensive speaking subject, on November 18 - December 22, 2020 at Muhammadiyah University, Makassar. Data is presented based on observations and interviews with lecturers who teach intensive speaking subjects.
1. Virtual Classroom Management Strategies Used by The Lecturers in Intensive Speaking.
a. Based on Observation
Based on the results of observations made in one meeting on intensive speaking subjects, the researcher found that in the speaking process the lecturer had several strategies in managing the class, From the observations of researchers.
1) Reach Early and Often.
During observations the researcher saw lecturers managing the class by greeting students one by one before starting learning by recalling the previously taught material, the aim was to build communication between students and lecturers, as expressed by lecturer 1 and 2, as follows:
Lecturer 1: “once I moved to Nurul Azizah, ok how are you, Nurul Aziza? Are you a follower or still a class, have you finished your assignment? (P1) "
Lecturer 2: “,,now list your name in the attendant list, don’t forget to ask your friends too,,, (P2)”
This expression explains that one of the efforts or strategies made by the lecturer is to build an atmosphere in the virtual classroom. In the observation process, the researcher saw that the lecturer did not only mention one name of the student but checked all students who attended the online class.
Lecturers also 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, this is also supported by (Thompson, et al, 2019)
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discussion-based strategies in online courses can reduce anxiety and increase participation.
2) Limit lectures, Increase Discussion.
In the observation process, the researcher also saw that the lecturer did not prohibit speaking in the sense of explaining in detail, but rather asked students to be more active in expressing ideas or thoughts that they had regarding the material that had been taught. As expressed by Lecturer 1 and 2, as follow : Lecturer 1 : “…Alright, previously you have conveyed the
material related to describing people, and you also told it to find out more about the material on describing people, now who is the first to convey the results of their reading or their opinion on describing people?”
Lecturer 2: “…well, have you done your text about making an appointment, ok can you explain what you get from making an appointment…”
The expression above is how a lecturer manages a virtual classroom by making students more active in speaking in accordance with the objectives in the intensive speaking subject.
in this section the lecturer asks students to give their opinion regarding the material that has been taught previously. This is one of the strategies the lecturer used to discuss with students,
so that all students can be involved in the virtual classroom process. This strategy is also in line with the theory that existed earlier in chapter 2.
3) Using The Virtual Classroom Technical Features to Encourage Discussion.
The researcher also observed that the lecturer took advantage of all the facilities in the virtual classroom to observe students’ behavior by asking students to activate the available audio and camera during virtual class. As stated by lecturer 1 and lecturer 2 as follows:
Lecturer 1: “…open your mic before, ok speak now.”
Lecturer 2: "... Let all the cameras turn on first, mam want to know who is actively speaking"
The above expression explains that by using the facilities in virtual classrooms, lecturers can indirectly monitor student behavior which is also part of class management according to their words (Gardon). Challenges that arise in the Online Learning Environment, especially virtual classes, come from student involvement.
4) Using Class Time to Share Personal and Professional Renewal.
Based on the theory in chapter 2, in this strategy students are given space and time for a few minutes before the class starts to share thoughts related to the given learning. In the observation process, the researcher saw that the lecturer also
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gave students the opportunity to discuss again and exchange ideas with peers regarding the subjects given after the learning process or the problems they encountered or the material they did not understand, as expressed by lecturers 1 and 2, as follows:
Lecturer 1: “…please PC mam if there is something you don't understand, or you can ask a friend who already understands, who already understands don't be stingy to shearing with your friends ...”
Lecturer 2: “…ok after this, please continue the discussion in WA, others may help friends who don't understand and know what their duties are, if there is something you don't understand, please ask me, we just continue their work in WA …”
Based on the results of observations, the researcher saw that there were differences in the application of time to this strategy, in Berry's theory, the time given to frequent and exchange thoughts was before learning began, whereas in the observations the researchers observed, the lecturer gave time to students to discuss back and share with each other thoughts and opinions after virtual classroom learning ends and move to another application that is used as a classroom, namely the whatsApp group class.
5) Giving motivation
This strategy is the novelty of the research results, in this strategy the lecturer acts to give students motivation before and after learning, this is done by the lecturer to arouse students' enthusiasm to continue to participate in the distance learning process, and to make students more confident. as was done by lecturer 1 and lecturer 2 in the observation process,
Lecturer 1 : ”,,, Come on Camon I start from scratch, we are the same,,, smart is not enough the best is to influence each other with your classmates,,,”
Lecturer 2: “,,, please can anyone explain? ,,, or can someone help his friends ,,, others don't keep that up so everyone can talk,,,”
Based on the results of observations on the two lecturers, the researcher saw an element of motivation for students which aims to attract students' interest in actively communicating and channeling opinions and ideas, the researcher saw the importance of giving motivation to students seeing the conditions and atmosphere of students who tend to be lazy reluctant to comment or express opinions or thoughts. lecturers try to make students more active by providing motivation.
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b. Based on The Interview
Based on the researcher interview with the lecturer, the researcher found 5 five strategies that the lecturer used in their virtual classroom. Their strategy are designed based on the situation and conditions in the current pandemic and the desire of students to learn. Here's the strategy:
1. Reach Early and Often.
Reaching out early and often is one strategy of managing virtual classes. This means that lecturers try to get to know students more deeply and check their attendance as often as possible.
Based on the data interview with the lecturers:
Selection 1
Lecturer 1: “…Before class I usually inform the leader of the level first, after that I japri one by one then enter the Whatsapp class to check his attendance…(P1)”
From statement 1, lecturers often contact students via Japri WhatsApp to identify students and check student attendance.
Selection 2
Lecturer 2: “…There are challenges in online classes, the challenge is a network problem and not an interrupted direct communication, so to find out or
check the attendance of students usually through the WhatsApp group, I ask to list the names of those who attend…(P2)”
Based on the selection 2, the first thing the lecturer does in starting his class is knowing the problems faced by students, then providing the best solution to getting to know students and checking their attendance, namely by asking students to attend the WhatsApp class group.
From the results of the interviews, lecturers often started learning classes by checking the attendance of students in a previously made WhatsApp class group. The researcher saw that the two lecturers preferred to check their attendance in the WhatsApp group before entering the face to face virtual classroom.
2. Limit lectures, Increase Discussion.
Based on the results of the interview, the researcher found that the lecturer managed the class virtual also by limiting lecturers, and increase discussing.
Based on the data interview with the lecturers:
Selection 1.
Lecturer 1 : “… strategy speaking especially intensive speaking, sometime we talk about asking and
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giving opinion, their choose one of their classmate and than try to make a conversation by online…”
“…And then their friends will give explanation, its not about more clearly but they are more nuanced with their friends, that is the point, which means the language they use is the language of their peer tutors, that's the term, they use peer tutor language…”
Based on the selection 1, The researcher sees that the lecturer builds a community in a virtual classroom by applying a speaking strategy, where the lecturer asks students to make a conversation related to the material given, then asks his other friends to respond to what has been said, besides that the researcher also sees the lecturer activate the peer tutor language so that friends who understand more quickly the lecturer's request are able to convey it back to friends who are quite slow or do not understand what the lecturer says.
Selection 2.
Lecturer 2: Learning communities are mutually beneficial in nature and show a concern for the learning of each individual participant.
Based on section 2, the researcher sees that the lecturer defines community in an online virtual classroom as it really gives students the exception among fellow students to care about each other by way of discussion.
From the results of the interview statement above, the lecturer created a community by making students active to exchange ideas, and also gave the task of making conversations in online form according to their powerful courses.
3. Using The Virtual Classroom Technical Features to Encourage Discussion.
Based on the results of interviews, researchers also found that lecturers maximized the use of facilities as a strategy in managing the class. As stated below:
Based on the data interview with the lecturers:
Section 1
Lecturer 1: “…we will also see the background, the students are ta, don't say judge, why are you like this, like this, he accuses, who knows he is a beginner in the online world, maybe his cellphone is not good, maybe the network, maybe the quota is a lot but the network is not possible. So don't tell me whatever strategy we use depends on the situation of the students actually, that is…”
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“…Well based on that alone, any strategy actually depends on the character of the students, it can't be said that this strategy is suitable for all students,,, The forum for discussion is still opened through voice notes, what do they not know, but more often than not, if they are confused about chatting, I prefer voice notes,,,”
Based on the section 1, The researcher sees that the dossier actually does not really pay attention to what strategies are good to do to facilitate students in discussions, because seeing the students' backgrounds who are not all the same, the lecturer does not pay much attention to this strategy, but in this situation the lecturer uses voice not as a virtual classroom facility for build student self-confidence.
Section 2.
Lecturers 2: In the ordinary speaking subject, there is a direct interaction between the assignments that have been given and previously providing material using power points.
Based on section 2, the lecturer prefers to display power points to support speaking in a virtual classroom. From the results of the interview, the researcher saw that the use and optimization of facilities in virtual classrooms made it easy for
students to develop self-confidence. Optimizing the use of the facilities in the virtual classroom is to make the class more active.
In addition, optimization of facilities in virtual classrooms attracts students to be more confident because intensive speaking classes require high self-confidence from students to be able to make a voice to speak.
4. Using Class Time to Share Personal and Professional Renewal.
In the interview process, the researcher found that the lecturer gave students the opportunity to discussed again and exchange ideas with peers regarding the subjects given after the learning process or the problems they encountered or the material they did not understand,
Section 1
Lecturer 1 :“,,,they select one of their classmates and then try to have a conversation online. And they are closer to each other, because they like to contact each other, different in class ,,, that's what they tell me, and than they say, we are closer, they even confide in each other, talk about how it is, I don't understand this one, my mom is this, this one, this, and this. Then their friends will be given a less clear but more nuanced explanation.,”
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Based on the results of the interview, the researcher saw that the existence of one lecturer provided access to communication outside the learning process which referred more to how students exchanged thoughts and feelings.
Meanwhile, in contrast to the second lecturer, he further explained by building a community in the class that was mutually beneficial and showed concern for each student.
Section 2
Lecturer 2 : “,,,communities are mutually beneficial in nature and show a concern for the learning of each individual participant,,,”
The statement above shows that building communication at the beginning is beneficial for students and other students.
based on the statement issued by the two lecturers, the researcher saw that giving space for students to communicate with each other before the teaching and learning process began to give great forgiveness to foster a sense of kinship and trust.
5. Giving Motivation
In the process of interviews, researchers found that teachers motivated students in their efforts to manage virtual classes.
Section 1
Lecturers 1 :"... That's why I said come on a I looked at zero, we are same, so I told them that smart is not enough the best is the influence of your classmates to make your friends ehh how can you influence your friends that smart not if everyone ...",
From these expressions, it can be said that lecturers motivate students who feel less good at understanding the material and students who have low interest in taking part in recovery. online. By providing motivation to students, students can more freely express what they can convey, build student self-confidence, and of course make students happy to attend lectures.
In general, motivation is one way to make someone interested and want to do something believes it is unable to do.
Defend motivation is more challenging for students, and it is support by Gardon that indeed more difficult for teachers to motivate students from a distance
Section 2
Lecturers 2 : "…always motivating students to attend every week and always collecting assignments right…
".
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From these expressions, it can be said that lecturers motivate students who feel less good at understanding the material and students who have low interest in taking part in recovery online. By providing motivation to students, students can more freely express what they can convey, build student self-confidence, and of course make students happy to attend lectures.
In general, motivation is one way to make someone interested and want to do something believes it is unable to do.
Defend motivation is more challenging for students, and it is indeed more difficult for teachers to motivate students from a distance. In line with this, lecturers provide motivation as a way or a way to attract students' attention to be more active in the teaching and learning process in virtual classrooms.
2. The Reason of Lecturers Chosen The Strategies of Virtual Classroom Management in 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:
1) Knowing The Background of The Problems Faced by Students.
Based on the results of interviews, researchers found that lecturers manage virtual classes based on the characteristics and obstacles faced by students, expressed by lecturers P1 and P2 where
they rated students as unique, had characteristics, and there were different problems from one another, as in the following response:
Lecturer 1 (P1) : "... then we have to look at our students. himself, the background. we cannot differentiate or judge them…”
Lecturer 2 (P2) : “…there was a network problem and not an out of direct communication.”
In handling lectures in the current pandemic condition, the lecturer chose to know the background and the problems of the students, P1 and P2 believed that not all students had complete facilities, the attitudes and behavior of students were also not the same, therefore They decided to first look at the student's background, student’s problems, student’s abilities, and how the student's character.
2) Lack of Confidence.
In the interview process, the researcher found that the reason why lecturers always provide motivation in managing virtual classes is because they lack confidence in speaking, which causes their interest in speaking in public or their friends to fade, besides that in the interview process with P1 and P2 the researcher catches that students have their respective problems and as lecturers, P1 and P2 need to encourage students to uncover the obstacles faced by their students. like the following statement:
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Lecturer 1 (P1) :"... they have problems, it would be nice if they could share problems and solve them, they need motivation from one individual to another, because if not, some of them will lack confidence ..."
Lecturer 2 (P2) :"... provide motivation, so that they are always present in the virtual class, active in the learning process, and collect assignments properly and correctly"
In the current pandemic situation with the application of virtual classrooms, the lecturer assessed that motivation is very important to be given to students because it is quite difficult to build a student mood in class and also the second teacher said that to continue to present students to class. Good motivation is needed so that they are interested in continuing to attend lectures.
3) Build Communication.
Based on the results of interviews, the researcher found that the lecturer gave students free time before and after the virtual class to develop communication in managing virtual classes because it would improve student relationships with their friends and even the lecturers themselves, as in the following statement:
Lecturer 1 (P1) :"... and then they got closer to each other, it's because they often contact each other to discuss topics, and share their innermost thoughts ..."