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. Classroom Seating Arrangements
That Would 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.
