Sujariati S.Pd., M.Pd as the second leader, who has also given extensive knowledge in writing this thesis, thank you endlessly, say the researchers for the extraordinary knowledge given to the researcher, by the researcher I do not understand in it all until it is done to understand its roots. Thank you to those of you who were willing to be bothered by the scholars, to the brothers (Fadly) and adek (Fahrul), thank you for being willing to take the scholar to campus during the lecture process, and to the adek (Fatma and Fadlan) , thanks for being willing to understand the writer's commitment. Beyond Class, who has been a family from the beginning of lectures to the end of life, thank you for the jokes, laughter, joys and sorrows you have gone through, thank you for the learned character that the scholar has taken.
- Background
- Research questions
- Objective of the research
- Significance of the research
- Scope of research
Reason for English teachers to choose virtual classroom management strategies when teaching intensive speaking. Based on the above problem, the subject of this study was the virtual classroom management strategies used by lecturers in teaching intensive speaking and the reasons why English lecturers use these strategies. The limitation observed one subject that the lecturers teach in running a virtual classroom using their knowledge that was appropriate to the content in teaching and learning.
Preview of Related Research Findings
The object of research in this study were lecturers who teach intensive speaking, while the objects of previous research were mainly lecturers from different countries. Furthermore, the difference between previous research and research lies in the focus of the study. This study focuses on pedagogues who have learned speaking intensively, whereas the previous research above only focused on one level.
Some Basic Concept
- Virtual Classroom Management
- Teaching Speaking Skills
The difference lies in the object that is researched, the focus of the study and the type of research that is conducted. Challenges arising in the Online Learning Environment, especially in the virtual classroom system from student involvement (Gordon, 2020). In this study, the researcher refers to the lecturers with classroom management who are more suitable in the speaking course.
In other words, a good classroom management will make the student participate indirectly in the strategies carried out by the lecturers, where the purpose of the lecturer is to create an active learning environment. Effective teaching requires considerable skill in managing various tasks and situations that occur in the teaching and learning process (Kizlik, 2012). In the online program, sending messages at the beginning of the school year and throughout the semester is a way to create and strengthen connections with students.
For this reason, peer-to-peer interaction in online learning can also make the classroom more functional. According to the experience of some foreign language learners, the greatest difficulties are found in production ability. This purely phonetic level of oral production, a number of prosodic, lexical and grammatical features of language that can be summarized in performance criteria.
It is intended to get students interested in participating in class to speak enthusiastically.
Conceptual Framework
- Research Design
- Research Subject
- Research Instrument
- Technique of Data Collection
- Technique of Data Analysis
This study aims to describe the following: (1) the virtual classroom management strategy used by the lecturer in the teaching of intensive speaking, (2) the reason why the lecturer chose the strategy used to manage the virtual classroom in manage the intensive speaking subject. Based on the results of observations made in one meeting on intensive speaking topics, the researcher found that the lecturer in the speaking process had several strategies to manage the class, From the observations of researchers. This expression explains that one of the efforts or strategies used by the lecturer is to build an atmosphere in the virtual classroom.
During the observation process, the researcher found that the lecturer did not mention only one student's name, but checked all the students who attended the online class. This is one of the strategies the lecturer used to talk to the students, . so that all students can be involved in the virtual classroom process. The researcher observed that the two lecturers preferred to check their presence in the WhatsApp group before entering the face-to-face virtual classroom.
Optimizing the use of environments in the virtual classroom is to make the classroom more active. Regarding the reasons expressed by the lecturer in the interview process, they were based on the relevant strategies he gave. This strategy illustrates that the teacher gives students motivation in the learning process, both before and after the development of the learning process.
As for the reasons expressed by the teacher in the interview process, they were based on the respective strategies he provided.
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Findings
In the observation process, the researcher also saw that the teacher did not forbid talking in the sense of explaining in detail, but rather asked the students to be more active in expressing ideas or thoughts they had about the taught material. The above expression is how a teacher manages a virtual classroom by making students more active in speaking according to the objectives of the intensive speaking course. in this section the teacher asks the students to give their opinion about the material that has been taught previously. The researcher also observed that the teacher utilized all the facilities of the virtual classroom to observe the students' behavior by asking the students to activate the available sound and camera during the virtual class.
Based on the results of observations, the researcher saw that there were differences in the use of time for this strategy, in Berry's theory the time given to frequent and exchange thoughts before learning began, whereas in the observations the researchers observed, the lecturer gave students time to discuss back and share thoughts and opinions with each other after the virtual classroom learning is completed and move to another application used as a classroom, namely the WhatsApp group class. Based on the researcher interview with the teacher, the researcher found 5 five strategies that the teacher used in their virtual classroom. Their strategy is designed based on the situation and conditions of the current pandemic and the students' desire to learn.
Based on the results of the interview, the researcher found that the lecturer led the class virtually by limiting the lecturers and increasing the discussion. In the interview process, the researcher found that the lecturer gave the students the opportunity to re-discuss and exchange ideas with their peers regarding the subjects that were given after the learning process, or the problems they encountered, or the material they did not understand. In the process of interviews, the researchers found that the teachers motivated the students in their efforts to conduct virtual lessons.
Based on the results of interviews, the researcher found that the teacher gave the students free time before and after the virtual classes to develop the communication in the management of virtual classes because it would improve the students' relationship with their friends and even the teachers themselves, as in the following Statement :. and then they got closer to each other, it's because they often contact each other to discuss topics and share their innermost thoughts...".
Discussion
The lecturer sends an email to the student and then introduces himself as a lecturer in a lecturer who will teach him. Then the lecturer checks the students to find out what obstacles the students face, if any. The lecturer also contacted the class leader to tell other friends to join the online class.
Students who have not actively participated in answering the teacher's questions will be given priority in answering. Referring to Berry theory (2019), this strategy involves the teacher employing students who discuss more. The teacher acts as an introduction for students who discuss the material given at the beginning.
The lecturer gives some memory related to the material previously taught, then the lecturer answers a question to be discussed by the students. In this Berry's theory it is explained that the lecturer approached the students related to the problems students faced during the class and the lecturer tried to find solutions related to the problems students faced. The lecturer asked students who already understood the material he had received to share with other friends, so that intimacy was established.
In addition, based on the results of observations and interviews, the lecturer concluded that providing students with motivation is more important and influential for their presence in the virtual environment.
Conclusion
Suggestion
Engagement matters: Students' perceptions of the importance of engagement strategies in the online learning environment. What activities do you use to promote reflection and critical thinking in the online class. As an instructor, what is your role in supporting students' sense of community in your classes?
How do you think the use of chat in your classroom affects students' sense of community. P1 : Yes, it's different, face to face we easily share with our fellow students and our students how they understand the material, so 'can't do anything, can't be confused, can't put us aside, anything, but in online -world, there are a few things about, if I talk too much, I'm afraid I've forgotten. Me: Uhhh, what strategy do you use to facilitate dialogue and discussion in your classroom.
Then we will also see the behind the scenes, the students are them, don't judge, why are you like this, like this, he accuses, who knows that he is a beginner in the online world, maybe his cell phone is not good, maybe. network, maybe the quota is too much but the network is not possible. P2 : In the common speaking subject, there is a direct interaction between the tasks that are given and the material previously given using power points. Using Powerpoints in Presentation makes it easier to deliver materials and assignments to students, in addition to chat rooms and videos making students more controllable.
P2 : Very supportive, always motivates students to participate every week and always collects assignments correctly, so they are always present in the virtual classroom, active in the learning process and collects assignments correctly and correctly.
