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From: e
Sent: Saturday, December 02, 2000 3:59 PM
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Subject: [MinangNet] West Sumatran Ethnographic Study
Saya forward laporan penelitian Debra Jean Martin tentang etnografi yang
mempengaruhi pengajaran bahasa Inggris di Ranah Minang.
Edizal
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What Does an EFL Teacher Need to Know Before Entering a West Sumatran
Classroom?
- An Ethnographic Perspective to Enhance Teaching Effectiveness
by Debra Jean Martin
I. Introduction
1.1 The educational problem
New teachers frequently find their expectations of the classroom are at
least somewhat at odds with those of their students. For new EFL teachers,
setting out to teach in another country with a different culture, their
students� expectations can seem almost literally from another world.
Fortunately, this clash of expectations can be productive, if it sets the
EFL teacher examining those expectations, trying to see just why they are so
different, and learning from what is found.
This study grew out of my attempts to find out how I, an American by birth
living in Japan, might become an effective teacher in West Sumatra,
Indonesia. My study did lead me to certain specific conclusions about
effective teaching approaches in that context. But I hope that, as an
ethnographic study, it also provides broader lessons for other EFL
instructors about classroom dynamics, students� perspectives, and the
society and culture in which these students, teachers, and educational
institutions are enmeshed. Suggestions for influential teaching approaches,
based on my findings, are included. Without this understanding, EFL teachers
cut themselves off from an important resource for interacting with students,
developing course curricula, and interpreting what they perceive is
occurring in the classroom.
My initial expectations of classroom dynamics were shattered. From an
outsider�s perspective, I question what kinds of approaches to
teacher-student relations and teaching methods need consideration when
seemingly exceptional aspects of socializing outside the classroom are
highly evident inside the classroom. Initial expectations I had of classroom
dynamics were not met when I initially observed English speaking classes at
the Universitas Negeri Padang (UNP) in West Sumatra. For example, I expected
students to complete homework before lessons began and discuss class
activities without excessive chatting. Instead, several students hurriedly
attempted to complete homework just before class, and some of them spoke
unnecessarily with their friends during class.
I also expected my seriousness as a teacher toward the students� language
growth and occasional strict behavior on my part in reprimanding situations
could indirectly assist in yielding learning results, if I were to teach in
this context. I became aware with time that a kind of relaxed attention is
required to obtain beneficial results with the students. However, the most
important realization was that if an EFL teacher�s expectations and the
students� expectations differ considerably, problems can occur (which are
not always easily discernible) that could severely deter the teaching and
learning process.
1.2 The social and political context
One of the tasks of universities is socialization (which refers to the
process of changing behavior to fit into a particular social environment).
In addition to teaching a subject matter, students are taught (mostly
implicitly) about behaviors that are conducive to productive learning.
Second language teachers of speaking classes need to attempt to use the
strengths of the community�s unique sociality (that gives reference to
patterns of social behavior) in the classroom without allowing casual
socializing to disrupt the learning environment. This can be particularly
challenging in a second language speaking class where a certain form of
socializing is desired.
Abundant chatter in the first language is a major feature of speaking
classes in this context. EFL instructors need to understand why this is so,
and how to manage it in order that English can be more effectively learned
and enjoyed by students. There are a number of classroom management
techniques, which became evident through this study, that could be very
usefully introduced into this context to better clarify learning and
teaching roles without offending local attitudes and norms.
The university classroom is a hybrid of expectations and values, local and
national. Certain situations in the classroom that disrupt learning might be
resolved by making class expectations clearer and appealing to other
strengths in the Minangkabau culture, like respect, and the highly valued
personality that exudes seriousness in a relaxed manner. I discovered
classic Minangkabau epics abundantly express revered values and admired
behavior, which I believe, can be applied effectively in the classroom.
Also, student motivation to learn English is a positive factor that can be
drawn from since �English is felt more in demand for various purposes in the
job market [than in the past]� (Sadtono, 1997: 14) as an international
language.
This is impacted by West Sumatrans who
traditionally move to other geographical locations for career purposes.
Nonetheless, I came to think that student attitudes toward learning English
are influenced by an approximate balance between relatively stable factors
outside the classroom and actual dynamics of meaning as negotiated within
classroom situations.
The classroom also needs to create a hybrid culture that respects students�
individuality and the community values of harmony and equality, while still
providing a structured learning environment. As I learned about the
Indonesian national education system, certain goals that correlate with
Minangkabau values became evident. However, other goals and expectations,
particularly an authoritarian organization of classrooms, conflict with
certain values of the local culture. These culturally and politically
marginalised people cannot participate effectively in national education
unless they are free to maintain their cultural identity, which in this case
includes specific styles of oral interaction.
1.3 The institutional context
The setting of this research is second semester English speaking classes at
the Universitas Negeri Padang in Padang, West Sumatra. This university is a
government institution. Most of the students are studying in their second
semester on campus, while a few of them are in their fourth semester. Two
female teachers and 2 male teachers, who are native to the area and
previously studied in Indonesian educational institutions, taught a total of
101 Indonesian students who participated in this research project.
The student�s ages range from 18 to 22. Eighty-seven of them are female and
14 are male. Four West Sumatran female students and 7 West Sumatran male
students were interviewed. A total of 30 class hours were observed, with 22
of these hours as a non-participant and 8 hours as a participant. (Refer to
appendix 1 for photographs of the setting and some of the participants.)
The speaking classes' students are organized by the English Language
Department into three groups. One group of 34 students is in the English
language education program with a desire to become English teachers. Most of
these students are from financially poor West Sumatran villages. The two
other groups consist of students who are interested in applying English in
their future careers related to business or their technical skills. Some of
these students are also from this region's villages or from the city of
Padang. Only three or four students are from other parts of Indonesia. Each
group meets 2 times a week, encompassing a 2 hour class with 1 teacher and 3
hours with another teacher.
Forty-three teachers are affiliated with the English Language Department.
Five of them have doctorates, 6 of them have graduated from universities in
the United States, and 8 of them from Australian universities. The 4
teachers of speaking classes assess students' final grades by placing 50%
emphasis on class participation, 25% on the mid-term exam, and 25% on the
final exam. Students must attend a minimum of 80% of the classes. otherwise
they are not allowed to take the final exam. After students successfully
complete speaking I class which focuses on English for everyday needs,
teachers emphasize the practice of informal individual speeches,
discussions, debate, and drama.
The student-based activities in this university�s English speaking classes
are unique in comparison to a certain number of other courses in the
department. Some of the other English courses emphasize more teacher-focused
activities in the form of authoritarian lecturing. Meanwhile, a few large
lecturing halls on campus for other departments have high lecturing
platforms, in accordance to former decades of Indonesian teaching formats.
Present-day conversation textbooks from the West which emphasize
student-based activities and apply natural speech are used in the speaking
classrooms. Teachers who have studied abroad add to the Western influence by
affecting their philosophical teaching ideas and approach to creating a
syllabus.
1.4 The thesis
The better the understanding foreign EFL teachers have of the classroom
dynamics between local teachers and students and of their sociocultural
context, the easier it is to reconcile their own expectations with those of
their students. Greater understanding and confluent expectations can lead to
more amicable student-teacher relations, as well as to curriculum plans and
classroom procedures better attuned to student needs.
Since �there is no doubt that all teachers and students bring a set of
expectations to the classroom [and] these expectations are rooted in
personal experience [which] have been forged in the native culture of both
students and teachers� (Damen, 1987: 312), foreign language instructors
should deepen their understanding of the various classroom aspects and the
sociocultural background (that encompass a combination of social and
cultural factors, along with economical and political factors) to begin to
identify beneficial approaches in the second language classroom. This is
necessary because �when teachers and students have different expectations
regarding classroom behavior, conflicts can arise� (McKay, 1992:49).
Insights into the students and their local language instructors� forms of
sociality and communicative styles could enhance the overall quality of
relationship between foreign language instructors and their English language
students, inspire the students to maintain positive attitudes toward
learning English as a second language, and assist language instructors to
carry out a program that could improve learning results. EFL instructors
need to consider these points, since according to �Hoyle 1970, Eggleston
1980, Kelley 1980, Tomley 1980 and Shipman, Bolam and Jenkins 1974, evidence
of curriculum innovation [are] not meeting the deep requirements of the host
educational environment, [referring to] personal, cultural, social
structural or institutional reasons for this failure� (Holliday in Coleman,
1996: 102).
II. An ethnographic approach
2.1 Ethnography as a useful tool
Ethnography can play a central role in defining and understanding classroom
interactions. This can assist in bridging gaps of expectations between
foreign language instructors and their students since it �is one social
research method [that draws] on a wide range of sources of information�
(Hammersley and Atkinson in van Lier, 1998: 54) to present a rich
perspective on classroom behavior, which in turn, exposes values and beliefs
which are implicitly assumed behind observations (Burns, 1998: 316).
Ethnography has a �qualitative, interpretive nature [which] helps one to
realize the complexity of social context, and to put curriculum development
in perspective" (Holliday in Coleman, 1996: 87). Understanding pertinent
Minangkabau sociocultural factors through an ethnographic study can provide
a model for native English teachers in West Sumatra to draw from the
strengths and opportunities present in the local culture of the university
and students to meet their teaching goals.
This report includes a description of diverse classroom behaviors and
communicative styles since these are important aspects for native English
teachers to be aware of (Damen, 1987: 314) to bridge any possible
expectation gaps between teachers and students. Student perspectives are
consequently provided and parallels are drawn between the classroom and 3
sociocultural aspects.
The West Sumatra�s Minangkabau adat system, Minangkabau literature, and the
national education system are explained to create an understanding of the
unique sociality of this community and of the possible conflicts between
national educational goals and the local culture. Implications in the
classroom are expressed according to social patterns and speaking class
activities which were observed through an ethnographic research approach.
2.2 Ethnographic procedures
Classroom observations, student interviews, discussions with local UNP
English language instructors and administrators, and a class survey were the
employed techniques in this study. Observations laid the groundwork to
expose behavior. During speaking lessons, general impressions and the
climate of the classroom were noted attentively, as were the teachers'
actions, the students' actions, teacher and student interactions, and
classroom activities. Immediately after lessons, reflections and information
that were not able to be noted earlier were written. The data were
categorized, coded, and filed according to emerging themes through content
analysis. The analytic induction method was applied to constantly expand,
modify, and refine the data.
Grounded theory became evident to obtain a refined theory. Then, a
fundamental framework of reference was determined from all of the
categories, which was followed by adding reconstructed themes based on
observed culture and uniqueness of the data for the report. Observational
bias is kept to a minimum through unobtrusive observation and the taking of
objective notes as much as reasonably possible (McMillan & Schumacher, 1984:
158-159). The analysis was discussed with participating local English
language instructors, an English Language Department administrator, a
cultural anthropologist, and one of the top UNP administrators who formerly
taught in the English Language Department and acting advisor for this
research project to ensure I represented the classroom culture in its true
context.
Interviews and discussions exposed attitudes, thoughts, and beliefs which
cannot be seen in the classroom. Students were chosen randomly according to
who I could easily make congenial contact with for interviews, and
one-on-one discussions took place with some of the participating
professionals on campus. Students were chosen as interview informants since
the students' expectations and overall perspectives were desired.
Semi-structured interview questions allowed them to express individual
thoughts and feelings freely within the framework of the research question
which adds qualitative depth. (Refer to appendix 2 for the interview
questions.) Professionals were chosen for informal discussions related to
the national educational system and UNP�s regulations. Keeping the number of
informants limited increased the opportunity to focus intensely on them and
to gather salient, detailed information (McMillan & Schumacher, 1984: 145).
Notes were taken during the interview and discussion sessions, as opposed to
using a tape recorder, to avoid possible negative influences on the
informants (such as nervousness, stronger feelings of sociodesirability, and
so forth), and maintain a natural and intimate environment as much as
possible. Throughout the interviewing and discussing process, I remained as
neutral as possible to the informants' responses to avoid bias. The
interview and discussion data were shared with the informants to ensure
accuracy. Names are changed to maintain their anonymity.
The student survey was conducted during participating observation time by
requesting students to individually write a list of topics and activities
they like and dislike, since speaking class activities focused predominately
around topics. They also listed points they want native English teachers to
consider when teaching them. Since presenting topics in a survey can
introduce new ideas for students to ponder over, students could write freely
on blank sheets of paper according to their own present knowledge and ideas.
Their lists were collected to present their data as a whole in appendix 3
and appendix 4.
Human data and measuring instruments are imperfect. Occasional errors are
typically expected. However, consistent errors were avoided through
triangulation for internal validity. Triangulation was designed through
observations, interviews and discussions, and also through the observation
of 4 different teachers' classes, interviewing 11 student informants, and
discussing issues with 3 professionals. Obtaining the same ideas from 2 or
more informants enhanced reliability. Also, the participating professionals
scrutinized my perceptions to provide an essential estimate of accuracy
(McMillan & Schumacher, 1984: 151) according to their context since my
information could be incongruous and culturally biased as an individual from
a different cultural background.
As the researcher, maintaining patience, flexibility, and empathy
toward the research environment and developing a small support system of
administrators, teachers and students on campus prevented any major
difficulties in carrying out this research project. The minor situations
that occurred include the ambiguities of the class time schedule for
speaking classes and appointments with some faculty members since
information was not always communicated. One teacher was present for only 1
of the 4 classes that were planned to be observed.
In the case of teacher absence, participant observations took place which
allowed the opportunity for a class survey and observing the implementation
of some teaching techniques considered for this particular group of
learners. Student interviewing was possible if groups of classmates were
formed, since this is their natural pattern of socializing. The female
informants were comfortable to meet regularly, whereas the males were
reluctant to do so; yet, all of the informants were basically outgoing
during the interviews. The amount of time spent with each gender was
approximately equal.
III. Findings
3.1 Non-participant classroom observations
The speaking lessons described in this observational section of the paper
include four main features, namely, the class environment, what teachers do,
what students do, and the teacher and student interactions. The class
environment sets the stage to the other 3 points and acts as one influential
aspect to teacher and student behavior, while the other 3 directly express
classroom behavior and communicative styles.
3.1.1 The class environment
While the skeleton of a new 5 storey building sits quietly, staff and
students wait for the government to provide more funds to continue the
building project. In the meantime, language classes were held at several
locations around campus and at a nearby high school. A variety of
seating arrangements took place according to classroom activities. The
following are examples of classroom environments.
Since it is 7 a.m., the temperature in this spacious room is comfortable. 2
little
ceiling fans somewhat help to circulate the air. The concrete walls were
painted
yellow and stained over time, while the floors are bare concrete, as many
of the
classrooms are. In this room, there is a big hole in the ceiling where it
looks like
a fire occurred or something black dripped down the wall. Sound travels
easily in
this room. There is 1 blackboard, 1 white board, a big wooden desk for the
teacher,
and individual desks attached to chairs for students. (Observation 179)
2 noisy fans are going in this very hot space. Later, a student turns
on the lights
because it is dark in this room with high, narrow windows. The lights buzz
loudly.
With the rain falling, too, it is quite noisy. (Observation 257)
Students entered the class randomly around the stated starting time. Males
wore slacks and a shirt, while shorts are not permitted. Some females wore a
baju kurung (a traditional long skirt with a long sleeved top) and several
of them wore a jilbab (an Islamic veil). Others wore slacks and a modest
top. The following observations were made concerning the preparation to
begin classes.
The room is large, but they used just 1/5 of the room by squeezing next to
each
other in 2 and 1/2 rows, like during prayer time at local mosques. Most of
the
desks touch each other. (Observation 043)
Female students sit together and male students sit together, except
for 1 male student
at the far end of the room who is between 2 female students (but this males
student's
desk doesn't touch the other ones). (Observation 023)
12 of the 30-some students were in the class at the 7 a.m. starting time.
Everyone was
busy completing homework or enjoying time with their friends. 20 students
were in
the class by 7:10. I asked a student about teacher C, but he said he didn't
know if the
teacher was coming. Teacher C came in at 7:15 and told me that he starts
late on certain
days. (Observation 264)
Teacher D said to me, "I usually wait 10 minutes before starting class.
7 a.m. is too
early, but it is the local educational policy to begin at 7". Things really
didn't get going
until 7:25. (Observation 217)
3.1.2 What teachers do
Conversation classes were full of activity and entirely conducted in
English. Teachers frequently requested students to form groups of 4 to 6
students and prepare a task-based activity, such as a dialogue or debate
material to present to the class. While students diligently discussed and
wrote realistic presentation materials, teachers acted as consultants and
backdrop directors. Teacher C, for instance, referred to Can�t Stop Talking
by George Rocks which includes debate topics with a focus on particular
vocabulary words and follow-up questions to consider. This instructor
prepared the materials by changing names and places to fit the students'
daily life (e.g. Who are the Best Citizens of San Francisco becomes
Who are the Best Citizens of Padang ). After a preparation
period, teachers requested for volunteers, which are often fulfilled
quickly. If not, teachers called out names.
Besides group work, other activities took place. In one class, teacher B
explained to the entire class underlined words from an exercise sheet in
What Will We Talk About by Jeanne Handschuh and Alma Simounet-Geigel.
The dialogues were discussed according to key words, phrases, and the
overall meaning of the text. The teacher also asked questions about cultural
and gender differences between the American dialogue and the cultural
situation in Indonesia. In another class, teacher A had all of the students
read a textbook exercise called The Dream Game in which the students read
about a dream and wrote an ending for it.
The teacher had them share it with a partner who dictated the information
and requested for details about a dream, such as 'How tall?', 'How wide?',
'What color?', and so forth, to practice the use of prepositions. Then the
students presented their partners' ideas. These teachers prepared copies of
the exercises for their students from their textbook which was also a copy.
Sometimes the copies were not clear, but everyone managed with what they
had.
Regardless of much English practice during class periods, other situations
occurred. Teachers typically gave homework to students. Teacher B had the
students prepare 2 minutes speeches, but only 19 students out of 34
came to class on that day, The following remark was made at that time.
"Look at all of these notes!" remarks the teacher. The notes are from
students
who did not show up for class - usually giving an excuse that they are
sick.
Their friend brought the notes with them to class. The teacher remarks, "I
can
use these blank envelopes for wedding parties." (Observation 249)
Teacher D gave his students 15 days to memorize and rehearse 9 to 10 page
dramas in groups. The students were requested to memorize their lines. Group
numbers were called off for class presentations. After a couple of groups
finished, the following observation was noted.
Teacher D goes around the room to the groups that didn't perform yet. "Is
your
group ready yet?" Someone made an excuse. He quietly moves on to another
group.
They act as if there was not enough time. "Come on. We still have 12
minutes to go.
Come on", he insists to the third group he tries to get a response from.
(Pause)
"Who's not ready?", as he looks slightly perturbed at the third group.
"O.K.
Just read." (Observation 245)
While a teacher was speaking or student presentations were occurring, the
class period was often filled with sounds of chatting. In one class, the
teacher requested the students 16 times to be quiet during a 2 and 1/2 hour
class. Sometimes, the volume of student chatting was at its loudest while a
student was in the midst of squeezing between two close desks and lulling
slowly to the front of the room to speak, and at the beginning of student
presentations which often began without announcement. Here are some notes
regarding students unnecessarily talking during class.
Teacher A requests students to quiet down after 25 minutes passed of
chatting
between students while the debate was underway. The students were quiet for
15 seconds, and then back to chatting again, beginning at a low volume.
(Observation 015)
Teacher B strategically asks 1 or 2 comprehension questions after a
student�s speech
to see if the students were listening. She asks loudly over the chatter,
"O.K. boys.
[Quiet down.] What expressions did the pair use in their dialogue?"
Following a
11
guessed answer, teacher B says, "I know you were talking. That's why I
asked you."
(Observations 259)
Teacher B kindly makes a request, "Hold on. Could you speak louder?
And others,
please listen to your friend." (Observations 090)
In general, teachers focused on allowing students to have an opportunity to
speak a lot, regardless of any loss in meaning, pronunciation, grammatical
errors, noisy fans and lights, chatting students, and the lack of student
homework preparation.
3.1.3 What students do
Before the beginning of classes, students were found busily completing a
report, memorizing lines, smiling and greeting each other or occasionally
wondering if their teacher would come on that
day. Students could leave the classroom 30 minutes after the starting time
if their teacher does not come. Once a class does start, students quickly
involve themselves with speaking in English as soon as the teacher explains
the class activities. Below are some observations.
The first student is so realistic in her acting. Many students were
initially
convinced that her limp was real when she hobbled along during the
beginning
of a group role-play. In fact, most of the students that follow are very
animated
and over-dramatic, just like on some Indonesian TV dramas. (Observation
029)
The male students have a tendency to want to talk while each group
gives their
presentations. Occasionally, female students murmur. On 2 occasions,
presenters
said, "Please listen to our presentation now." or "Please be quiet and
listen to us."
(Observation 116)
During role-play, a student plays the part of a teacher. She proclaims
in her
dialogue, "Oh, the students are so noisy in the language classroom. I am
tired of it!"
(Observation 033)
About 1/2 of the students watch the presenter. One female student is
reading an
article, another one is looking at a pamphlet about a musical event, and a
couple
12
of other students are writing a paper. Besides, some low lull of talk is
typically
occurring. (Observation 214)
Students did have some quiet moments. They were often silent when their
teacher was explaining a point or giving instructions. Even if many students
continued to prepare their group presentation or were chatting with their
friends, they could quickly become captivated by a joke or a conversation
related to male-female relationships. One student kept her peers laughing
and interested by discussing how to choose a good husband, and another
student received laughs when she mentioned she received a letter from her
boyfriend. Here is another example that maintained the students attention.
The second group is acting out The Spectacles by Edgar Allan Poe,
which keeps
all of the students listening because it's about a young man who is
infatuated over
a woman. The main actor says lines such as "I can only think of her" and
thoughts
about how he can manage to meet her. (Observation 237)
Students would respond quickly to any sudden loud sound or a seemingly
aggressive action or conversation. For example, when one gregarious
female student cried out loudly, "What!" during a role-play, all of the
students were surprised and some of the females patted their heart area.
Students would debate by taking turns in an orderly fashion and present
their opinions straightforwardly, but calmly. However one day, a student
raised her voice in a forceful manner with seemingly strong words for these
students during a debate about divorce and said, "What if you are beaten
every day?!" Most of the students laughed nervously. The person being spoken
to was left speechless.
Students usually did not use notes when they were speaking, and did not
take notes while their teacher or other students were speaking. They wrote
when they were preparing a presentation. Sometimes, one student in class had
an Indonesian-English dictionary which got passed around the room from time
to time for student reference and students jotted down information from it.
Topics chosen by students were frequently sentimental or reflected
their daily experiences. One student said, "I have an unforgettable story.
It is a sad story, so don't cry." One day in class A, a few students chose
to write dialogues in which an accident occurs, a female alone at home is
afraid to answer the door when someone knocks at the door, or someone is
carrying heavy bags and somebody comes along to help her. Individual talks
in class B included topics related to the death of a friend, how the
student's mother encouraged her to continue her education, the desire to
open an English school in the village side, and so forth.
Students typically liked to maintain a sense of harmony between them. They
always began their individual presentations by expressing respect by
stating, "Thanks to Allah that we can be here together today. I would like
to thank my teacher for allowing me this opportunity to speak." Students
were generally supportive toward their friends. One student patted her
friend's shoulder before a presentation and another smiled comfortingly to
her friend during her talk. Some ways in which students related with each
other are included in the following examples.
Most of the students speak at an easily audible volume. Someone is
always
saying something with hardly a pause between responses. No two students
speak at the same time. Students often speak too quickly and end up making
mistakes - both grammatically and with their pronunciation. Most students
raise
their hand just before they begin to speak, but do not require response
from the
group or the teacher before they begin to speak. The flow of talk moves
along
smoothly and freely. No one takes more than 1 or 2 minutes to express their
personal ideas. Most students' voices aren't forceful. No one is highly
expressive
in a nonverbal way, although, 5 or 6 students lightly wave their hand a bit
in the
air in front of them as they speak. (Observation 011)
They speak loudly if they repeat together. If a student is singled out,
some students
become reluctant to speak up. (Observation 208)
I can hear the interactions within 1 group. One male asks his friend,
"What about
you?" Then another male student in the group asks someone else the same
question,
but the student does not reply. The questioner lightly slaps the silent
student with
his paper to get him to speak. So he does. After a while, one male student
says,
"O.K., do you agree with me?" Two students say, "Yes." Soon after, 2 of
them
are joking around while 2 others in their group continue discussing the
material.
(Observation 275)
3.1.4 Teacher and student interactions
The behavior of teachers and students typically did not include a sense of
competitiveness or pride. A low profile was usually maintained. Males and
females obtained a sense of equality in the conversation classrooms.
Students received equal amount of attention from the teachers. However,
since the number of female students outweighed the number of male students,
the females had a tendency to dominate the classroom more through discussion
and activity which created a fairly mild ambiance. Besides, females are
respected considerably in this West Sumatran setting and females' opinions
are highly valued.
An extensive period of interaction between a conversation teacher and
students regards the preparation time of presentations. Students would
typically like more time to prepare for them. This is an example of how
interactions can occur.
Teacher A says in full volume, "Alright," as a way to begin their
role-plays, but
no reaction as they continue their group practice. "We'll start with group
G", but
no response again. "Come on." says the teacher and one female student says
"Shh...", but still no response. After 2 more minutes, "O.K., you should
have
completed your discussion", states the teacher. Things became fairly quiet
after
15 seconds or so. (Observation 028)
Occasionally, compliments or comments were given to the students by their
teachers. Some typical ones are described below.
"Good!" proclaims teacher D, as he claps his hands. Many students clap,
too.
The teacher moves over to the group that has just completed their drama and
asks,
"How was it for you?" One student replies, "We had a lack of practice."
(Observation 239)
Mistakes and errors were not corrected and none were noted by the
teacher.
(Observation 052)
No compliments or clapping during individual speeches. Teacher B kept her
head
down between individual 2 minute speeches and simply called out the next
person's
name [because the teacher was upset with several of the students� lack of
preparation].
At the end of class, teacher B disappointedly scorned, "The ones who
presented
speeches today had 3 weeks to prepare. They should be better than the
previous ones,
but they weren't. If you did not prepare well, then you will know it (as
she touched
her heart). You know who you are. It's up to you what you want to do."
(Observation 277)
Teacher A mentions some problems that the students made in their
role-plays at the
end of class by saying, "You have some structural problems. If you have
difficulty
with structures, then slow down your pace of speaking in order to improve
your ability."
(Observation 128)
Typically, teachers and students were rather diplomatic about their
activities. Students decided how they wanted to pair off or create
groups for group work. Teacher D mentioned that students
usually feel alright to join another group if necessary. Here are some
examples related to classroom diplomacy.
When the students went into groups, one of the groups had 6 students
while
one group had only 4. Teacher C is requesting for a student from the group
of
6 to move to the other one. They are a bit reluctant and give a couple of
excuses.
Eventually a student moves quietly to the other group. (Observation 273)
Teacher A comes into teacher B's class. They proceed to stand side by
side so close
to each other that their bodies touch each other. They begin to discuss
about student
group work that is upcoming. They coordinate their ideas with the students
for
approximately 5 minutes, and maintain big smiles as decisions are made.
(Observation 096).
3.2 Student interviews concerning their English studies
While waiting for some familiar students to approach me outside their
classroom in hopes of finding some interview informants, mosquitoes were
festering about in the thick grass. Students filtered out with their
friends, some saying hello as they passed by, and others caught up in
talking.
Fortunately, two female students came over and sat down next to me. One of
them, by the name of Empi opened a conversation by commenting about herself
and her classmates that I observe, "We are noisy, aren't we. I don't know
why." She hesitated momentarily. "We tell jokes to our friends or gossip.
Actually, it's not polite to talk in class." Herein started a rapport that
led to a series of interviews.
Other students became friendly with me over the next few days, and other
interviews ensued with 3 different groups and one individual. Group I
consisted of 4 females - Nini, Empi, Des, and Devi -who are in the education
program, group II consisted of 3 males - Zul, Il, and Siwa - who want
to apply English in their future career as does the individual male
informant, Feri. Group III had 3 males - Edi, Kamal, and Ali - from the
education program. Chatting in class was one topic asked about during
interviewing.
Groups II and III stated that they like to talk about their teachers'
character or dress, or compare their personal experiences with their
classmates who are giving a presentation. Besides these topics, they enjoy
talking about football, films, music, and girls. Kamal excitedly mentioned,
"The other day in class, we were talking about the basketball game that was
on campus last week." Even though group III mentioned that it is rude to
talk when someone is giving a presentation, they often are busy chatting
like group II. Siwa simply believes it is normal to talk in the conversation
class.
A bad student has other connotations. For instance, Zul believes that
laughing loudly and making a ruckus are the characteristics of a bad
student, but does not include chatting. All 3 groups mentioned absence,
laziness, disrespect to the teacher (by not doing what the teacher says to
do), and disturbing others in an aggressive manner. Devi added, "Some of the
bad students are the ones that keep silent when they ought to respond. They
don't want to participate and just agree with what their friends say. They
keep talking while the teacher is explaining something and write notes to a
friend and throw it across the room where their friend is sitting." Des
said, "It's O.K. to talk about the topic discussed during practice time,
but not during role-plays. At that point of time, everyone should listen.
The teacher provided enough time to practice, so everyone should listen and
not continue to practice their upcoming role-play."
Regarding homework, some students from the interviewed groups claim that a
bad student fails to fulfill these requirements. Yet, Siwa admits that he is
lazy to do homework. He claims it is boring and he only cares about doing
class activities and doing well on his midterm and final exam. Zul
independently states, "University students should have lots of freedom, but
we have some responsibilities. We are responsible about our future in our
studies. In other words, the important thing is to understand the classroom
material to prepare for the midterm and final exams which will be our final
grade. We should have freedom about time, or whether or not we want to do
something."
Good students are considered to be ones that participate in class and
obtain good test results according to the 3 groups. Empi believes a good
attitude is important, along with answering politely and using good
language. A good student according to Des is one who is "creative, has
motivation, is intelligent, respects friends' opinions, doesn't act as the
best student in the class, doesn't dominate in the classroom, and gives a
chance to friends. If someone is smart and that person's friend says
something not quite right, he then might properly say, 'I think what he
means to say is ...' and continue with an excellent answer. This kind of
person is respected."
The informants have set ideas also about what makes a good teacher. "The
atmosphere [in a conversation class] should be relaxed. The teacher must be
friendly. This is most important. My friends say this, too. We can learn
more. How can I study if I'm nervous?" claims Feri. But he also stated that
if a class is too relaxed, then nothing important can get accomplished.
Teachers can use jokes, according to Empi, to get the students attention and
relax them. Group II discussed how their favorite teacher has a good sense
of humor, does not get angry, is friendly outside of class, too, and
possesses fatherly characteristics.
"Teachers have to be cool! If the teacher is too strong [meaning strict],
then students are afraid. I don't want to enter that teacher's class and I
don't do well in my studies. I am afraid to say something." claimed one
informant. Zul scribbled down an explanation about the slang term
sersan that students use. He wrote the Indonesian words serius and santai
on a piece of scrap paper. Serius means 'serious' in English and santai
means 'relaxed'. Sersan refers to a person who is serious, but relaxed.
These are very good qualities to have as a conversation teacher, explained
Zul.
Some other details related to a good teacher were mentioned by Des. "A good
teacher has mastered the material, provides knowledge, and can be a friend
if we have trouble with our lesson. If the teacher is friendly, we can be
more successful in our studies because we will not feel stressed. And if the
teacher and students feel close, then the students won't be afraid. Also,
teachers need to choose the right time to make student corrections. Maybe
say something in general at the end of the class. But, corrections must be
made." A general consensus took place amongst group I that stating errors at
the end of class is good because then no one is singularly pointed out. "The
student knows if it is their mistake. They shyly think, 'Oh, this is my
mistake' and will clearly take note of that" says Nini. Group I also
believes that teachers make verbal agreements at the beginning of each
semester with the students regarding the starting time, handing in
assignments, and attendance. This ought to be clarified and enforced
throughout the semester.
'The killer'. That is the term exclusively used for a teacher who is
considered bad. Usually a killer teacher is too strict and does not listen
to anything a student has to say about any given situation and does not care
about the feelings of the students. These points were stated by all of the
interview groups. "A bad teacher is kaku [meaning �strict']" simply stated
Ali. He says that kaku teachers are usually the older ones. "Why isn't my
teacher relaxed with the class?" asks Feri aloud, who, states that the
teacher is otherwise friendly outside of class. The English language teacher
he speaks about, who is not a conversation teacher, intimidated him in class
by saying, "You are stupid."
Positive attitudes and motivation are important features for both students
and teachers to maintain. Besides problems related to bad students and
teachers, other features are evident that prohibit language students from
progressing. Lack of finances, familial and sociocultural pressures, and
course curriculums are issues for some students. Feri disappointedly said,
"It's too expensive to be an engineer - to buy paper and a special pen for
drawing. I wanted to be an engineer. I am the oldest son. It's my plan to go
merantau (working in another part of Indonesia or abroad). Anywhere! My
parents expect me to go merantau. I can go anywhere because I speak English,
I think."
Two students entered the English department eagerly since they held an
interest in becoming English teachers. Initially, Nini liked English because
she thought it seemed fun. The English language subjects at the university
makes her feel confused because of her difficulties to grasp the English
language and cultural concepts from abroad. She has since lost confidence
that she can explain these various aspects to her English language students
some day.
Meanwhile, Empi had a dream to go abroad, especially since English is
considered to be an international language. "My idea about English before
was about the 4 basic macro-skills. But I have to study phonology,
linguistics, et cetera. My dream probably won't come true after I entered
the English department" she sadly said. "My older sister gives me motivation
because she is very good in English and she studies diligently. Regardless,
I don't hold my dream like before since I have to study sociolinguistics,
discourse analysis and so forth. I don't want to be a teacher now. I would
prefer to work in an office. An office job would be good."
Some students discuss about the lengthy time they spend in classrooms every
day and eke out their daily life regarding money matters. They miss their
families back in their villages and visit as frequently as possible. The
slim-built Feri spoke more at length about his specific concerns at the
university and as an English language student. He spoke hesitantly and
sometimes requested to use my electric dictionary. He started out by talking
about his insecurities regarding his English ability in class and concerns
about grades. "I got a B in class and I don't know why. I feel nervous to
talk with any of my professors outside of class. I'm also nervous to give
presentations. If my grammar is good, then I could get an A. The grade
result is what is important. My mother doesn't consider whether or not I can
speak well. She doesn't ask me, 'Is your English good?' What about my skill?
Grade performance is more important than skill [skill refers to being
understood when he speaks].
"I did poorly on TOEFL ... only 19 out of 50" Feri continues. My friend got
47 or so out of 50. On a class test, I got 2.5 while my friend got 3.3. My
friends always do better than me. In my mind, I'm not a good student.
Sometimes I don't understand what's going on in class. I don't know what's
wrong! I don't want to see my mother disappointed." He took all of the blame
for his inability to perform in class and for his scores and grades, without
giving any consideration about his teacher's performance in class. When
asked about his teacher's language teaching techniques in the classroom,
he acted as though he had never thought about that.
In class, Feri has difficulty participating. He worriedly stated, "I just
stay silent." When asked about other students in class, he remarked that
some others are also quiet. After a pause, he said, "I don't feel nervous if
I work in a group with members of equal ability. I like to make a
conversation with Zul because he is funny. I must speak up during group
work, but my friends say, 'You speak too slowly and we don't understand what
you are saying."' We discussed about his concerns, qualities, and some ways
about how he can consider about his insecurities. He was asked whether or
not his teacher knows about his situation. He calmly said, "No. No one ever
talked with me like we are doing now."
3.3 Student interviews concerning Minangkabau forms of communication
Besides what needs to be discussed, how things are discussed are also of
importance. In West Sumatra, people are often careful about others' feelings
and to maintain harmony. Basa-basi and bahasa sindiran are two forms of
communication to observe their style of socialization. Basa-basi, as
explained by Des, is used to be polite and show respect, or to allow others
to feel accepted and not feel ignored. Either a person is truly speaking
from their heart or is simply being superficial.
As a classroom example, Des explained that a student might kindly say to the
teacher, "May I leave first?" or "Would you mind if I go first?" If someone
feels ill, according to Nini, the teacher might genuinely be concerned and
tell the student to go home and take some medicine. In another instance, a
student might ask fellow students if they want to discuss a
particular topic, not because that student is
interested in the topic, but because he or she believes the other students
are interested in it.
Bahasa sindiran is a way to speak indirectly by saying something similar.
When group I was asked if they had any bad experiences when they failed to
use bahasa sindiran, Empi and Devi pointed at each other and dropped and
turned their heads to look at each other. They knowingly smiled slightly for
a few moments. Devi responded by crossing her arms tightly across her
stomach. She maintained her slight smile and nervously laughed a bit.
Des nervously fidgeted with a spiral notebook in front of her as she sat
between the two of them. As it turns out, Empi spoke too directly to Devi
one day after class which hurt her feelings. Her eyes became watery and she
stated, "We all have different feelings. [In other words, we must be
careful about how we speak to others because of the various levels of
sensitivity." She wanted to move on to another example of bahasa sindiran
and did so with a bit of pressure and anger in her voice. Nini broke in and
said, "Maybe I'd feel differently according to each situation. It would also
depend on my mood that day."
Bahasa sindiran is used in various situations, including in the classroom.
For example, Empi mentioned that a student cannot enter the classroom late
if the teacher is strict about the time, which a few are, and will say
something like "See you next week." Des added, "�Please close the door from
outside� or �You're a good student because you came early� as a comment when
a student had arrived very late to class.� She also stated, "If [people]
aren't sensitive to bahasa sindiran, then they aren't seemingly orang Minang
[Minangkabau people from West Sumatra].�
Other forms of communication are also used by the students. If Zul and Siwa
are angry at a teacher, they remain silent, as they say many students do.
However, Edi, Kamal, and Ali prefer to not pay attention to the teacher by
chatting or not looking directly at the teacher. They feel angry if the
teacher gives them too much homework, or if the teacher changes the class
schedule to another time. Both groups II and III talked about not attending
class at all if they are really upset.
Teachers use basa-basi, bahasa sindiran, and other forms of communication,
too. Ali says that teachers will speak in a loud volume when they are angry.
Edi added in a carefree manner, "One third of the time, teachers are angry
because students are talking." Group II admitted that they were skipping
class to do this interview because they do not like a particular teacher
(which teaches at the same time and the same course as the one who
intimidated Feri). They confessed, "This teacher yells and screams. He's
stressed out. Maybe some problem with his wife. [Pause] It's his character."
Il gave an example where a student in his class blurted out 'Class time is
over.' The angry teacher said back, 'Anyone who talks like that will be a
dog.' He said no one respects a teacher who makes comments like this.
Group III were interviewed on a day which was a national holiday. Classroom
doors were shut, so we chose to sit under a shade tree. In the midst of
discussion, two female students from the same class happened to stroll down
the pathway toward us. They noticed us and walked over to say hello. Their
long, traditional jilbab appeared strikingly in the sunlight against the
casual clothes worn by the male informants. One of the informants told them
kindly that we were in the midst of an interview, but they remained standing
there. One of them proclaimed, "These 3 musketeers are naughty.
Those pants are not proper attire" as she pointed indignantly at a slit in
Edi's jeans. I reminded the women that today was a holiday and no one has to
comply to the university's dress code. The male students defended themselves
with short statements against her cutting remarks as she continued on. Kamal
and Ali began showing signs of sulking and Edi became quietly humiliated
shortly thereafter. This form of reIating quickly deteriorated the
conversation with the informants, and the interview fizzled to an end.
IV. An interpretation based on sociocultural factors
Sociocultural factors set the scene for understanding some aspects of
actual classroom events as do parallels between sociocultural factors and
classroom behavior. Literature and education policy issues are included in
the examination since these matters are part of the sociocultural influences
in the classroom (Everhart, in Barnhardt, et al, 1979: 419 & 421). However
causal links between the various sociocultural factors and classroom
behavior and communicative styles are not suggested.
4.1 The local adat system
Educational, social, cultural, political and economic influences at a
national level are evidently integrated into the lives of Minangkabau people
of West Sumatra nowadays. However, the strong Minangkabau social foundation
remains intact (Naim: 115), which is based on adat. This system of adat
is "synonymous with culture, a way of life, norms, and philosophy" (Hamka,
1968, in Manan: 45). Lessons from nature create the basis for adat in order
for people to understand how to harmonize differences and work toward a
social balance.
Minangkabau tribes avoid major conflicts in one way by applying an adat law
that individuals from different tribes marry each other. This quality also
allowed for the assimilation of rather liberal forms of Islam into their
belief system as of the 16th century. This advantageous ability to basically
maintain stability and allow for flexibility is evident in the classroom,
along with the overall interest of the students and teachers to socialize
generally toward a harmonious direction, as reflected frequently in the
observation notes and interviews (i.e. the use of basa-basi and bahasa
sindiran, and students� respect shown to teachers, and student support
toward each other).
The Minangkabau people's ancestors considered the polarity between females
(as weak) and males (as strong) by providing certain rights through adat to
strengthen females in society. While men are associated with culture,
according to Sanday, women symbolize divine nature. Matriliny (referring to
descent issues) and matrifocality (defining the husband as living in his
wife's residence) prevail in the Minangkabau's matrilineal social system.
Women possess extensive economic power and participation in decision making
(1981: 141-143 & 149). It is possible to say that while women are the
stabilizing source as the heads of the house, cultivators and owners of
matrilineal property (Malm, 1983: 42), men are often required to follow the
matrilineal custom by leaving the home and seek education or a job elsewhere
in Indonesia or abroad (merantau) or to gain maturity, with the intention of
returning to West Sumatra at some future time. The man has "moral and social
obligations of caring for the welfare of extended family members back home
... [and he is] judged in terms of the amount of care and attention he
gives to his people who remain in the village while he is in the rantau"
(Naim, 1985:111-114).
Some parallels can be drawn between classroom behavior and the adat system.
The classroom reveals an equality among the male and female students to
receive attention from their male and female teachers and to speak out in
class. Female attitudes toward learning are often uplifted by an open job
market to both males and females according to their ability. Male university
students can have a tendency to feel pressure to be successful, or in some
cases, motivated by English as an international language to open more
opportunities to go merantau (refer to Feri�s interview comments).
4.2 The local literary tradition
Minangkabau writers are prolific and contribute greatly to Indonesian
literature over the ages. Two traditional epics from this region focus on
the wisdom of women, namely the heroines Bundo Kandueng (literally meaning
Real Mother) in Kaba Tjindua Mato and Siti Djuhari in Rantjak di Labueh
that reveal social ideals through the harmonization of adat and
Islam. They reveal some behavioral features still evident among today's
Minangkabau people.
The story of Kaba Tjindua Mato takes place in 16th century. It expresses the
importance of following principles to avoid chaos and emphasizes the need of
temperance in behavior (Abdullah, 1970: 13-14). Queen Bundo Kandueng had a
son named Dang Tuanku who proclaimed the need for mediation amidst conflict.
Dang Tuanku counseled:
The hothead [means that one] lacks iman.
Losing one's temper [means] losing one's mind.
(Iman refers to the awareness of a Supernatural Power as God, and
to develop the ability of akal (reasoning) (Abdullah: p. 5).
Classroom teachers, for instance, are not respected if they express their
anger directly in the class. In West Sumatra, teachers who remain sersan,
and speak with bahasa sindiran (refer to observation 249), or use body
language (refer to observation 277) seem to be most effective. Also, some of
them set rules at the beginning of the semester to avoid excessive
conflicts.
A sense of personal pride is discouraged in the classroom while a sense of
social groupism is admired (refer to Des� explanation in the interview
section). Islam and local animistic beliefs are
sometimes mentioned in conversation classes, since this is a major part of
many of their daily lives. Regarding a parallel to literature, Siti Djuhari
in the epic poem Rantjak di Labueh provides advice to her proud son who
requires reform to put his personal affairs into order. The passage
expresses the need to maintain a low profile, and how value is placed on the
strong belief in God's will. Siti Djuhari advises,
Oh, my boy, Rantjak di Labueh,
what I should have liked
would have been for you to buy modest clothes
which would not look incongruous on you
then I could have been happy to see you.
Then, had my stomach been empty
it would have been God's will for us,
not the result of our pride
or of our attempts to show off. (Johns, 1958: 12)
Before Rantjak was behaviorally reformed, he particularly enjoyed talking
with others, as revealed below. If some control is not taken regarding
unnecessary talk, then excessive chattering can overtake the language
lessons.
When he went out with his friends
their chatter grew always noisier,
their laughter ever more raucous
pouring from their unbridled mouths
in rata-tat-tat, off their lips. (Johns, 1958: 8)
The following passage illicits the pleasure Minangkabau people find in
jokes, and their ideal sense of pleasant demeanor to consider others'
feelings. In general, it regards guiding young persons.
Some wisdom for teachers are stated here for application in West Sumatran
classrooms, such as occasional joking in conversation classes, maintaining a
friendly character and sensitivity to students� feelings, and guiding them
in a structured manner without invading or controlling their personal
qualities.
Listen carefully, Oh my dear son:
The young you should love.
And if you meet anyone young
have plenty of jokes to amuse him,
at the same time taking care
that of ten jokes there shall be two
that have advice worth following,
and these will be noticed and followed.
Mind you look friendly,
And follow them in their whims
just as a casting-net cord should be handled:
If taut, let it go slack a little
then draw it in again
so that their feelings are not hurt.
For, just as people say:
bind up padi with its blade,
bind up mankind through their wits.
This is how you should love the young,
leading them gently on a thread,
not dragging them by a rope. (Johns, 1958: 36)
(Padi refers to cultivated rice plants.)
4.3 The national educational system
Various aspects interplay with each other to explain the observed classroom
behavior. One of them is the national education system. An English Language
Department administrator maintains that a dualistic aim is focused on in
Indonesian education, as in other Southeast Asian countries. One aim is to
increase the intellectual mind. The other aim is to develop the spiritual
self. Students learn not only how to make a living, but how to live. A UNP
administrator and the cultural anthropologist on campus wholeheartedly agree
with this perception.
The cultural anthropologist added the point that personal experiences and
interacting in a sociable manner seem to be considered as an important,
integral aspect of the classroom environment (which is evident in the
described speaking classes in this report). The fact that the development of
the spiritual self is part of a dualistic aim in Indonesia cannot be
ignored, insists the UNP administrator.
One aspect of Indonesia�s educational system is based on an overall
non-competitive approach. Trueba claims that �in the United States, for
example, the concept of competition appears to be at the heart of the formal
educational structure� (1989, in McKay, 1992: 49). McKay agrees with this
idea by admitting that students in the United States �tend to compete
against one another and one of the primary roles of the teacher is to
establish who are the winners and who are the losers (1992: 49).
This leads to the point that value assumptions in the East and the West, in
general, vary. Interpersonal relationships in the West are based on
independence and achieved status, while in the East they are group-based
(such as the �we over I� concept), have ascribed status, and are
non-competitive, claims Okabe (in Damen, 1987: 197).
By 1945, according to the UNP administrator, President Soekarno and a
national committee developed the Pantja Sila (meaning 5 basic principles) to
act as this archipelago�s fundamental philosophy, which directly influences
educational administrative decisions throughout Indonesia. These ideal
principles intend to assist the material and spiritual prosperity of
Indonesian citizens who derive from a vast variety of cultural, religious,
and environmental backgrounds.
The Pantja Sila includes: (1) a belief in God Almighty, (2) humanity, (3)
nationalism, (4) democracy, and (5) social justice. These principles cannot
be changed by law, continues the UNP administrator; however interpretations
are legally adjusted from time to time, and individual citizens have their
own interpretations of the principles.
The Indonesian government attempts to unify diverse ethnic groups through
the Pantja Sila to create one national culture. The only factor that draws
these various regions of myriad traditions into a nation is the Javanese
governmental force. Such national unification, laments the cultural
anthropology professor, imposes on individual areas� indigenous ways. For
instance, the Minangkabau people of West Sumatra believe in egalitarianism,
strive for independence, and value individual thinking. These people are
culturally raised to argue and question issues.
However, national influence through the Pantja Sila imposes authoritative
education which is evident in their ability to participate in group
activities easily in class (e.g. role-play and debate) but lack
self-confidence in individually-oriented activities (e.g. giving individual
speeches, being individually corrected in class, and doing homework), he
proclaimed. Local UNP English language instructors expressed the same
belief during open ended conversations that authoritative education thwarts
their students� confidence and ability to do individual class work.
Since Soeharto was forced to leave office last year, the political
situation is in transition amidst slow reform. This newly developing reform
toward an Indonesian form of democracy, concludes the cultural anthropology
professor, is more suitable to the Minangkabau people�s basic philosophy.
V. Conclusion
5.1 Review of findings
In general, UNP students in speaking classes engage in socializing to a
formidable degree, which includes enjoying the presence of others,
maintaining close physical proximity with friends, chatting with others
during class, and emphasizing human relations. They confidently do highly
interactive tasks-based pair work and group activities, but not any forms of
individual class activities. Their opinions are typically general and
personal in nature, and they do not critically consider the teaching methods
applied by their teachers.
Teacher roles are seen by students as parental and friendly. Pride is not
expressed. Admiration is felt toward those who consider others� feelings and
appreciate others� opinions and communicative styles typically support this
important value, with the exception of a few outside the usual pattern
(refer to the intimidating remarks by a teacher and a student in the
interview section). Even though students can be motivated by
English as an international language and for job purposes, some of them
are discouraged by the types of courses required in UNP�s English
department.
5.2 Interpretations facilitated by this investigative method
A more critical look at classroom implications is essential. Suggestions
can be made regarding teachers' behavioral approach and teaching methods for
this group of learners without risking the social equilibrium by considering
the framework of values in the Minangkabau culture. Native English speaking
teachers might also like to refer to appendix 3.
A sersan approach (which combines seriousness with a relaxed appearance)
is highly desirable with this group of learners to obtain optimum learning.
A few points encompass some serius (serious) aspects of sersan. Students
ought to be implicitly taught about behaviors that are conducive to
productive learning. The process of socialization in the school needs to
make clear that the appropriate form of sociality in the classroom is not
always exactly the same as what they enjoy in the community outside.
For example, determine a set of brief, disciplinary rules regarding students
who are tardy, do not complete their homework, do not participate fully in
class activities, and any other necessary factors. These matters need to be
explained to the students at the beginning of each semester and adhered to.
This class structure can assist to discipline the learners and allow for
pedagogical applications without unnecessary interruptions.
Another example of teaching learning behaviors which can avoid some
unnecessary classroom interruptions pertains to chatting. Since it can be
disruptive in the classroom (refer to observations 090, 116, and 033, and
Des� interview comments), some teaching techniques could be effective to
minimize it. During this research project's participating observation hours,
a few of the following techniques were tried and proved to quiet the class
and maintain the students' attention (which are marked with an asterisk).
(A) Clearly define the starting time of each student presentation and each
activity*. (B) Students can write down grammatical mistakes they hear during
fellow student presentations and hand the paper in after class. (C) During
debate, students can write down the main points presented and hand in their
paper after class*. (D) During group role-plays, have the students sit
separately from other members in their group to avoid ongoing practice. (E)
Softly play music, as proposed by the suggestopedia theory. It can act as a
form of socialization. Choose music which does not interfere with class
discussion. It can possibly replace chatting. (F) After the students have
finished preparing a presentation in pairs or in a group, the teacher can
clap his or her hands together to quickly get the students attention*. (G)
Mention to the students that you as the teacher cannot hear the student who
is responding to the learning activity if mumbling is heard*. (H) Apply
topics and activities that captivate students (refer to appendix 2).
Suggestions B and C also allows for listening practice which can assist
conversational skills (Hill, 1954: 19), and many of the suggestions can
assist in respecting the avoidance of direct confrontations.
A second serius (serious) point is to explain strategies for getting
meaning across in a more appropriate and precise manner (Swain, 1985 in
Chaudron, 1988: 91) according to context. Make note (mentally or on paper)
of pronunciation and grammatical mistakes during class. Discuss them after
the activity is completed or at the end of class periods to the students as
a whole.
Students can maintain spontaneous speech and a continuous sense of
confidence if they are not disrupted during class. Also, students can avoid
humiliation if they are not pointed out directly, which respects the value
of avoiding direct confrontation. Reiterate their difficult pronunciation
and grammar points after a section of the syllabus is completed and before
exams to continue their learning process. Also, provide techniques that
students can apply when they are preparing speeches, dialogues, debates, and
so forth.
Santai (relaxed) aspects are equally important as serius (serious) ones.
Second language speaking classes require a certain form of socializing to
maximize student participation. Teachers need to create this kind of
atmosphere. Integrate occasional jokes into the lessons. Students can have
an open and relaxed attitude to practicing conversational structures. They
can feel more self-confident and learn faster (Dulay, at al. 1982: 263).
Another santai point relates to maintaining a low profile with this group
of learners, and act as a teacher with parental and friendly
characteristics. Office hours might assist some students who are in need of
consultation. However, some other free time could be set aside for students
who prefer a more casual meeting to discuss their problems. These
discussions also act as a springboard for knowing how to better relate with
them in class by coming to understand them at a more individual level.
A classroom suggestion can also be made regarding finances. Not only are
these students typically financially troubled, educational institutions are
inadequately financed. Use inexpensive realias as environment support and
for visual impact (i.e. puppets, marionettes and other objects) since films
and slides cannot be afforded (Atmodarsono, 1984: 215).
As another recommendation, apply student-centered activities which allow for
maximum opportunities for the students to develop their English
conversation ability, and avoid excessive usage of a textbook. Innovative
methodology is effective in this setting. The use of pair work and group
work is easily applicable because of their sociality to do activities
together. Activities which include dialogues and debate with natural speech
structures are also feasible. Individual work will require more support to
boost their confidence since their present authoritative education hampers
them.
Lengthy language structures that are expected to be memorized (as in some
dramas) ought to be avoided since students will not remember them later and
will not be able to apply them in a beneficial manner over time. As a final
consideration, take a student survey early in the semester to discover what
topics and activities they like and dislike. This can assist in making a
more appealing syllabus and motivate the students. This proposed framework,
I believe, lies within the Indonesian idealistic desire to nurture the
students� intellect and spirit alike.
5.3 A final summation
In this report, I have attempted to exemplify the present environment of
speaking classes in this West Sumatran university setting, the behavior of
teachers and students, students� insights, and local communicative styles
which reveal ways of sociality in the classroom within a sociocultural
context. Hopefully, these factors can assist future EFL instructors in this
environment to realize the degree socializing naturally occurs in these
classrooms, how it occurs, and possible reasons behind teacher and student
behavior.
By interpreting the speaking classroom within its own sociocultural context,
along with the suggested classroom management techniques made in this
report, EFL teachers can attempt to bridge gaps between any of their
preexisting expectations and student expectations, and adjust their approach
to teacher-student rapport, innovative curriculum preparation, and teaching
methods to meet the needs of the students' English language learning
process. Teachers can draw from the strengths of the community�s
sociocultural context, while still creating a community that fosters
learning to avoid possible failure. They can also draw from comparatively
strong outside factors, and maintain and strengthen the dynamics of
negotiating meaning within specific teaching circumstances to empower
student attitudes.
This is only a preliminary study. Non-local EFL teachers working in West
Sumatra will discover much more as they teach in that context. For instance,
they might notice how local teachers provide conversational learning tools
to students and how they approach correctional work. Also, they might note
how the local teachers explain some techniques in order that students can
prepare speeches and debates, for instance. Notable changes in student
behavior could be recognized over extended periods of observation.
Teaching experiments to minimize aspects of the classroom as a social
occasion and increase a pedagogical structure without losing the necessary
environment to invoke second language oral language practice might also be
useful. This could determine whether or not reform would be effective.
Hopefully, the future will see changes for the better. If meaningful
political reforms can take place in Indonesia which directly affect the
national education system, then future reports can explain how Minangkabau
people are finally liberated to express themselves in their innately
individual ways with confidence without authoritative influences from the
national level. They could then also perform more efficiently in
international career situations. EFL teachers with an understanding of
Minangkabau culture can be part of that process.
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