TEFL A1_Journal Entry_BayuWijanarko.pptx

Journal entry and identity

1. Journal Entry Bayu Wijanarko (2210117210017)

2. Positive Memorable L2 Learning Events Reflecting on my journey of learning a second language, there are many memorable events that shaped my experience, both positively and negatively. Today, I'm taking a moment to dive into the moments that left a deep impression on me. There is one positive memory that stands out clearly. In learning a second language, I apply the principle of transfer. As much as possible I try to make a positive transfer. For example, the native language (Indonesian) has a vocabulary that is similar to the target language (English), for example " Universitas " (Indonesian) and "University" (English), both words refer to higher education institutions. “ Musik ” (Indonesian) and “Music” (English), these two words refer to an art form consisting of sound. So these similarities can help understanding and production. Since then, my motivation to continue learning a second language has become stronger.

3. Negative Memorable L2 Learning Events On the other hand, there are also moments of frustration. One example is when I have difficulty understanding grammar concepts in English. I have difficulty because there are such obvious differences between Indonesian and English. This is because Indonesian does not use grammar in its use. Meanwhile, English uses grammar and its usage varies depending on the context. No matter how many times I review the rules or try to do the drills, I can't seem to get them right. Every mistake felt like a setback, and I wondered if I had what it took to truly master the language. This was a humbling experience, reminding me that learning a language is not always a linear journey and setbacks are inevitable.

4. C lassroom S eating A rrangements T hat W ould be Conducive to the emergence of students’ agency 1). Desks All Facing the Front: In this arrangement, desks are typically arranged in rows facing the front of the classroom where the teacher stands or where the main instructional materials are presented. This traditional setup is often seen in lecture-style classrooms where the focus is on the teacher imparting knowledge to the students. The teacher has a clear view of all the students, making it easier to maintain discipline and facilitate classroom discussions. It also allows for easy distribution of materials and communication between the teacher and individual students .

5. “Desks all facing the front" can promote different aspects of agency in students : Independence : Students have the opportunity to focus on the teacher's instruction and take responsibility for their own learning by following along with the lesson. Self-regulation : With clear expectations and structures in place, students can develop self-regulation skills, such as managing their attention and staying on task during class discussions and activities. Ownership of Learning : While the arrangement may be teacher-centered, students still have agency in how they engage with the material presented. They can take ownership of their learning by actively participating in discussions, asking questions, and seeking clarification.

6. 2). Desks in Concentric Circles: In this arrangement, desks are arranged in circles or semi-circles facing each other, with the teacher positioned in the center or at one end of the arrangement. This setup promotes a more student-centered approach to learning and encourages interaction among students. It is often used for discussions, group activities, and collaborative learning experiences where students are actively engaged in sharing ideas and perspectives.

7. “Desks in concentric circles," can promote different aspects of agency in students : Collaboration : This seating arrangement fosters collaboration among students as they work together in small groups or engage in discussions. Students have the opportunity to share ideas, provide feedback to their peers, and collaborate on projects, promoting a sense of agency in their learning process. Voice and Choice : In a more student-centered environment, students have the opportunity to voice their opinions, share their perspectives, and contribute to the learning community. They may have more agency in selecting topics for discussion, choosing group members, or determining the direction of group projects. Critical Thinking and Problem-Solving : Through peer interactions and collaborative activities, students can develop critical thinking and problem-solving skills as they engage in meaningful discussions, analyze different viewpoints, and work together to solve complex problems.

8. 3). U-shaped Seating : Arrange desks in a U-shape facing the front of the classroom. This layout allows for a clear focal point for instruction while also encouraging discussion and interaction among students. Students can easily see and engage with each other and the teacher . “U-shaped seating," can promote different aspects of agency in students: Choice and Autonomy : U-shaped seating allows students to have more control over their learning environment by providing them with the freedom to select their seats within the arrangement. This promotes a sense of autonomy as students can choose where they feel most comfortable and engaged. Collaboration and Communication : “The U-shaped” encourages collaboration and communication among students. With everyone facing towards the center, it's easier for students to interact with each other, share ideas, and work together on group activities. This fosters a sense of agency as students actively participate in shaping their learning experiences through collaboration. Active Participation : Because U-shaped seating creates a more open and inclusive atmosphere, students may feel more empowered to actively participate in classroom discussions and activities. They have a clearer line of sight to both their peers and the teacher, which can increase their confidence and willingness to contribute to class discussions. Ownership of Learning : By being part of a collaborative seating arrangement, students can take ownership of their learning experiences. They are more likely to feel responsible for their contributions to group work and discussions, leading to a greater sense of agency in their academic endeavors.

9. 4). Clusters Divide the classroom into small clusters of desks, each facing a central point or area. This setup promotes group work and collaboration while still allowing for teacher-led instruction from the front of the room. Students have the flexibility to work together or independently within their cluster .

10. “ Clusters”can promote different aspects of agency in students: Collaborative Learning : Cluster seating fosters collaborative learning environments where students work together in small groups. This arrangement promotes agency by allowing students to take an active role in their learning through peer interaction, discussion, and cooperative problem-solving. Task Choice and Flexibility : In cluster seating, students often have the opportunity to choose their group members and collaborate on tasks of their choosing. This autonomy in selecting tasks and partners enhances students' sense of agency as they take ownership of their learning by making decisions that impact their educational experience. Personalized Support : Cluster seating enables teachers to provide more personalized support and guidance to students within each group. This allows students to receive targeted assistance based on their individual needs and learning styles, empowering them to take charge of their learning process and seek help when necessary. Community Building : Through regular interaction and collaboration within their clusters, students develop a sense of community and belonging. This sense of belonging fosters a positive classroom environment where students feel valued and respected, further empowering them to take agency in their learning by actively participating in classroom activities and discussions.