TEACHER'S TECHNIQUE TO ENCOURAGE STUDENTS' PARTICIPATION

AT THE SEVENTH GRADE OF SMP NEGERI 1 RANTAU

SCHOOL YEAR 2014/2015

Raudhatul Haura, Dewi Rosaria

Program Studi Pendidikan Bahasa Inggris, FKIP
Universitas Islam Kalimantan Muhammad Arsyad Al-Banjary

Abstract
Students’ participation plays a very important role in the active learning. This is why telling
them in teaching is less effective than finding a way to help them think their own way through a
problem. It has a great portion to achieve their successful learning, so the use of various techniques
will bring the material to encourage the students to participate optimally. As a result, it impacts the
teacher’s role to explore and use various techniques to encourage students participation, in other
words to be active. Thus, teachers’ techniques in encouraging students’ participation would be very
important things that must be taken into account. This research purposes to investigate the teacher’s
technique in encouraging students’ participation, and the problems encounter during using of the
techniques.
This research uses qualitative method. The result was relied on the view of participants; asked
broad; general questions; collected data consisting largely of words of text from participants;
described and analyzed these words for themes. The data are collected by using observation,
interview and document.
There are thirteen strategies used by the observed teachers that gained students’ participation.
They are: asking questions, providing interesting teaching aids, mentioning students’ name, giving
commands, giving positive verbal reward, presenting interesting activity, point system as reward,
giving reinforcement, checking students’ understanding, modeling, reviewing, and creating teamwork.
Furthermore, there are some problems which were appeared during the use of those strategies, they
are: time allocation, students’ difficulties to understand english instruction, flexibility principle, and
providing other interesting activities.

Keywords: Teacher's technique, to encourage students' participation.

A. BACKGROUND that students must be an active participant. They

advocates for active learning through games,
Students’ participation plays a very
practical and sensory experiences to promote
important role in the active learning as
complex intellectual constructs and abstract
proposed by Hutchinson (1986) related to
reasoning. In addition, Jean Piaget proposes
learning-centered approach. Throughout the
that students form ideas from their direct
centuries EYL educational philosophers such as
experiences in life. This is why telling them in
Dewey (1897), Montessori (1930), Erikson
teaching is less effective than finding a way to
(1950), Piaget (1951), Vigotsky (1960) believes
help them think their own way through a
problem. Lev Vygostsky also added they can
benefit the new concept and ideas from
interaction with teachers, classmates and peers
(Mooney, 2000). It can be concluded that
students' participation has a great portion to
achieve their successful learning. Meanwhile,
Howard Gardner states about multiple
intelligence theory that not all students can learn
in the same way in a classroom (Mooney: 2000),
so the use of various techniques will bring the
material to encourage the students to participate
optimally. As a result, It impacts the teacher’s
role to explore and use various techniques to
encourage students participation, in other words
to be active. Thus, teachers’ techniques in
encouraging students’ participation would be
very important things that must be taken into
account.
Gaining students' participation is not an
easy part, especially students. There are some
challenges in teaching English to students
compared to adult students. The previous study
by McKinney shows that Teachers constantly
face the challenges to find the most effective
technique that can enhance students' activeness
and match the diversity among the students. In
addition, Pinter (2006) reveals that those
challenges are based on their different
characteristic compared to adult students which
are considered as an easy part to deal with.
They are very unique, change quickly, and
develop new skills and abilities in spurts.
Undoubtedly, the role of the classroom teacher
is so critical since a teacher is the point of
contact between the educational system and the
students (Cruickshank, Jenkins & Metcalf:
2006).
The impact of any educational program
or innovation on the students operates through
the students' teacher. Thus, maximizing teacher
effectiveness to gain students' participation is a
major goal of education There are many
techniques that can be applied in encouraging
students' participation. The previous study by
Steinert and Snell (1999) entitled Interactive
Lecturing: techniques in Increasing
Participation in Large Group Presentation
which held at Medicine Faculty of McGill
University in Canada found that there are some
techniques which are considered as successful
ways to increase students’ participation. They
are breaking the class into smaller group,
questioning the audience, using audience
responses, the use of written material,
organizing debates, reaction panels, and guests,
using simulations and role plays, using film and
videotape, audiovisual aids, using effective
presentation skills. Another previous study by
Tsou, W. in 2005 found that there are some
effective techniques which are regarded as good
ways to improve students oral participation.
They are giving verbal motivation, using small
group discussion, giving instructions, using
videotape as audiovisual media, inviting guests,
using role play, asking questions to promote
interaction.
This paper therefore aims at investigating
the techniques performed by teachers to
encourage their students' participation and how
the teachers deal with the problems appeared
during the teaching process. The desired aim is
achieved by getting a general description of how
certain techniques are used and what aspects
that must be anticipated.
B. STATEMENTS OF THE PROBLEM
The issues to be discussed in this paper
can be summarized in the following research
questions:
1. What techniques do the teachers use in
encouraging students' participation?
2. What problems do the teachers encounter
during the use of the techniques?
C. THEORETICAL FOUNDATION
1. Definition of Teaching Strategy
As teachers, we need strategies. It means
that we should have lots of backups to cope with
any situations in teaching. We not only need to
be able to see what is happening in our
classrooms, but also need to know what to do
about what we see. We need to be able to think
more clearly about the activity of teaching it self.
Regarding to the definition of strategy, The
Oxford Advanced Learners Dictionary (2003)
defines the word ‘strategy’ into three kinds of
definition. First, it is a plan is intended to
achieve a particular purpose. Second, it is the
process of planning something or carrying out a
plan in a skillful way. Third, it is the skillful of
planning the movements of armies in a battle or
war. In essence, it can be defined as a plan, a
method or series of maneuvers for obtaining a
specific goal or result.
Applied to teaching, especially to young
learners, the term "strategy" refers to a plan and
a series of activities used to facilitate a particular
kind of learning (Davis: 1997). In line with
Davis (1997), Lincoln (2006) defines it as goals
directed and consciously controllable process
that facilitates performance. Additionally, DC-
Education Working Group Draft Document
Teaching Methods/Strategies states that
teaching strategy is ways of presenting
instructional materials or conducting
instructional activities. Brown (2001) defines
teaching as a process of showing or helping
someone to learn how to do something, giving
instructions, guiding in a study or something,
providing with knowledge, causing to know or
understand. Teaching cannot be defined apart
from learning because teaching is guiding and
facilitating learning, enabling the learner to
learn, setting the conditions for learning. That is
why the teacher’s styles, approaches, methods,
techniques and strategies would give a great
impact to the success of the learning process.
He assumed that someone’s theory of teaching
is someone’s theory of learning According to
Brown (2001), strategies mean specific method
of approaching a problem or task, modes of
operation for achieving particular end, planned
designs for controlling and manipulating certain
information. They are contextualized “battle
plans” that might vary from moment to moment.
day to day, or year to year. Strategy is very intra
individually; each of us has a number of
possible ways to solve a particular problem,
and someone choose one – or several in
sequence- for a given problem.
Regarding the clear definition of teaching
strategies Brown (2001) in his book “Teaching
by Principle” used the term ‘strategy’ in teaching
world separately with approach, method, and
technique. In order to give a comprehensive
understanding, he gives certain specific
definitions for each. An approach, according to
Anthony (cited in Brown: 2001), is a set of
assumption dealing with the nature of language,
learning, and teaching. Method is described as
an overall plan for systematic presentation of
language based upon a selected approach.
Techniques are the specific activities manifested
in the classroom that are consistent with a
method and therefore in a harmony with an
approach as well. In another part of the book,
he stresses that teaching strategy, in essence, is
teacher techniques for capitalizing on the
principles of successful teaching and learning.
Based on the aforementioned definitions,
in short, it can be concluded that strategy is
some means of organizing their efforts, some
ways of conceptualizing the activity they initiate
any successful purpose, in this research
specifically in encouraging young learner’s
participation.
2. Learners’ Participation
Harries states that the term “participation”
refers to a process where students are being
actively involved in processes or activities. It is
widely recognized that participation is a process
rather than an event, and that it involves varying
degrees of young learners’ involvement.
According to Petress (2006), Class participation
is composed of both its quantity and its quality
dimensions. Quantitatively, it is desirable that all
students be given the opportunity to participate
by asking questions, offering examples when
called for, and supply evidence of personal
awareness of concepts to class discussion.
While quality class participation requires some
interaction frequency, there are numerous well-
known classroom behaviors that detract from
effective classroom management and student
learning. It means that we can identify children’s
participation through their interactions. Moore
(1989) proposed students participation into
three types of learning interaction as follows:
a. Learner-Content Interaction
The first type of interaction is interaction
between the learner and the content or subject
of study. It is the process of intellectually
interacting with content that results in changes
in the learner's understanding, the learner's
perspective, or the cognitive structures of the
learner's mind. Moore (1989) stresses there will
be no education without this interaction since it
is intellectually interacting process that can
change learners understanding. This type of
interaction can be identified when learners talk
to themselves about th information or ideas
they encounter from a text, television program,
lecture, or elsewhere.
b. Learner-Teacher Interaction
The second type of interaction-regarded
as essential by many educators, and as highly
desirable by many learners is interaction
between the learner and the expert or teacher
who prepared the subject material, or some
other expert acting as instructor. In this
interaction, what instructors or teachers do is
important as an attempt to achieve aims.
c. Learner-Learner Interaction
It is the third form of interaction. This is
inter-learner interaction, between one learner
and other learners, alone or in group settings,
with or without the real-time presence of an
instructor. Moore (1989) also believes that this
type of interaction is valuable and essential since
this would be a great chance for learners to
function their knowledge. In line with Moore
(1989), brown (2001) also defined learners
participation through interaction as a critical
part. He states that interaction is an important
word for the language teachers. Interaction is
the heart of communication; it is what
communication is all about. It happened when
someone send message, receive message,
interpret them in a context, negotiate meaning,
and collaborate it to accomplish certain
purposes.
In interaction, students can use all they
possess of the language, all they have learned in
the real life. Even at elementary stage, they learn
in this way to exploit the elasticity of language.
Many forms of active learning have been used
in settings for decades, and most experienced
and effective teachers will find that they are
already using variations on this concept through
the point how to make their students to be
active participant in learning (Mooney, 2000).
These beliefs were underpinning the emergence
of the Communicative Language Teaching
(CLT) approach (Brown, 2001) through
interactive learning method which requires
students’ active participation. According to the
aforementioned theories elated to the
importance of learners’ participation, it can be
concluded that learners’ participation is very
important to be taken into teachers’ account.
3. An Overview of Teacher Strategies in
Encouraging Learner’s Participation
Regarding strategies in promoting
students participation through interaction,
Brown (2001) states that there are so many
strategies that can be used to encourage learners’
participation. However, he stresses on the
teacher questioning strategies. He states that the
most important key to creating an interactive
language classroom is the initiation of
interaction by the teacher. The teacher is the
one who should provide the stimuli for
continued interaction. Appropriate questioning
in an interactive classroom can fulfill a number
of different functions. First, teacher questions
give students the opportunity to produce
language comfortably without having to risk
initiating language themselves. Second, they also
can serve to initiate a chain reaction of students’
interaction among themselves. Third, they also
can give the instructor immediate feedback
about the students comprehension. Last,
teacher questions provide students with
opportunities to find out what they think by
hearing what they say.
 Brophy (1998) cited in Cruickshank,
Jenkins & Metcalf (2006) also reviewed some
strategies in encouraging students’ participation
that cover establishing a classroom environment
that is conducive to learning, maximizing the
likelihood that learners will make an effort to
learn, making special efforts on behalf of
students who lack confidence and those are
reluctant to engage in learning, making special
efforts with students who have low expectations
for themselves and readily accept failure,
making special efforts with apathetic and
disengaged students, using both extrinsic and
intrinsic reward as suitable, engaging learners in
tasks that permit them to accomplish
curriculum goals and at the same time satisfy
their own personal and social goals, encouraging
students to value learning.
In details, Brown (2001) also mentions
some characteristics of strategies which are
regarded as good ways to encourage young
learners’ participation. First, strategies deal with
feelings covers non threatening way, accepting,
discussing, referring to, or communicating
understanding of past, present, or future
feelings of students. Dealing with encourages or
praises, they cover praising, complimenting, and
telling students why what they have said or done
is valued. Encouraging students to continue,
trying to give them confidence, confirming that
answers are correct. Dealing with uses ideas of
students, they cover clarifying, using,
interpreting, summarizing the ideas of students.
The ideas must be rephrased by the teacher but
still be recognized as being student
contributions. Dealing with presentation, they
cover asking questions, giving information,
giving direction, criticizing students’ behavior or
responses.
To sum up the principles of teacher
strategies in encouraging learners participation
proposed by Brown (2001), Cameron (2001)
and Brophy (1998), effective teacher strategies
in encouraging young learners’ participation are
strategies which are successful to gain learners’
participation in terms of their interactions.
Additionally, there are 10 common
characteristics of strategies in encouraging young
learners’ participation are summarized as
follows: 1. Strategies are motivating and
encouraging dealing with feeling 2. Strategies are
supportive dealing with presentation 3.
Strategies are interactive dealing the use
students ideas 4. Strategies put children actively
to construct meaning 5. Strategies provide space
for children language growth 6. Strategies carry
cues or media to show meaning 7. Strategies
maximize social interactions 8. Strategies put
students to learn what they experience. 9.
Strategies are helpful to create interactive
learning 10. Several recommended strategies
are asking questions, providing variety of activity,
encouraging, complimenting, using role-play,
giving rewards, providing conducive
environment, making special efforts to certain
students.
D. METHOD OF THE STUDY
This research employed qualitative
method that used case study approach
suggested by Creswell (2008) since the study was
aimed at understanding a phenomenon in
depth. The result was relied on the view of
participants; asked broad; general questions;
collected data consisting largely of words of text
from participants; described and analyzed these
words for themes. It attempted to understand
and investigate strategies used by teachers in
encouraging the learners’ participation as well as
encountered problem and follow up strategies
applied by the teachers.
1. Site and Participants
This study involved 2 teachers of English
for the eighth grade students of SMPN 1 Rantau.
They are Mrs. A and Mrs. B. The selection of
the sample in this study was based on the
recommendation and willingness of the teachers
to be observed.
2. Data Collection
This study used two methods as follows:
a. Observation
This study also adapted several steps
suggested by Creswell (1998). First, I selected a
site to be observed, Then, I identified who or
what to observe (the teachers and their
activities). In order to observe and investigate
strategies that were employed by the teachers in
encouraging learner’s participation, the study
completed observation framework proposed by
Steinert & Snell (1999). The observation
framework focused on investigating strategies in
encouraging learners’ participation and the
learners’ participation.
b. Interview
Through interview, the researchers may
investigate participants’ background, reported
behavior and also opinions and attitude about
various aspects of language learning. Thus, this
study employed this kind of instrument in order
to investigate teacher’s inner thoughts toward
the strategies used by them in encouraging
learners’ participation, what problems they
encountered, and what follow up strategies they
used to deal with the encountered problems.
This study used the traditional one and semi
structured design when the interviewer can ask
additional questions when it is needed. This
study also employed several steps to conduct an
interview as suggested by Creswell (1998). It
covered identifying interviewees based on the
purpose (the two teachers), determining what
type of interview is practical and will net the
most useful information to answer research
questions (semi structured interview), using a
tape recorder, designing the interview protocol
(it can be seen in appendices), determine the
place for conducting the interview (in the
classroom), obtaining consent from the
interviewee to participate in the study.
3. Data Analysis
Analyzing qualitative data requires
understanding how to make sense of text and
images in order to form answers to our research
questions. In this study, I applied six steps
involved in analyzing and interpreting qualitative
data suggested by Creswell (2008), they are: 1.
Preparing and organizing data; 2. Exploring and
coding the database; 3. Describing findings and
forming themes; 4. Representing and reporting
findings; 5. Interpreting the meaning of the
findings; 6. Validating the accuracy of the
findings; 7. Data reduction; 8. Data display; 9.
Conclusion; drawing or verification;
4. Reliability and Validity of the Study
The collected and analyzed data need to
be validated in order make sure that the
findings and interpretations were valid. As
suggested by Creswell (2008), he explained
three strategies which were typically used in
qualitative research as follows. The first strategy
was by conducting triangulation. Second,
member checking was another strategy that can
be employed to validate the findings of the
study. Through this strategy, the researchers
check their findings with participants of the
study to determine if their findings are accurate.
Last strategy was by having an external audit. By
this step, the researchers ask the person outside
the project to conduct a thorough review of the
study and report back, in writing, the strengths
and weaknesses of the project. However, to
meet the reliability and validity, the study only
perceived two among three strategies that have
been mentioned above namely triangulation
and external audit. Triangulation was conducted
by corroborating evidence from types of data of
the study namely field notes and interview
transcriptions. Meanwhile, the external audit
was also applied by asking for feedback from
supervisors and proofreaders.
E. RESEARCH FINDINGS AND
DISCUSSION
1. Strategies Used by Teachers in Encouraging
the Students’ Participation
In order to answer the first research
question, this study tried to find out strategies
used by the teachers to encourage students’
participation. was based on Brown’s (2001)
suggestion that teacher strategies would give a
great impact to the success of the learning
process.
Considering that there are so many
strategies that the observed teachers used, but
there are only some strategies which resulted in
students’ participation. The students’
participation in this context referred to Moore
(1989), who defined students’ participation as
three types of interactions, namely interaction of
learner to content (LC), interaction of learner to
learner (LL), and interaction of learner to
teacher (LT). There are thirteen strategies used
by the observed teachers that gained students’
participation. They are:
a. Asking Questions
As revealed from the data, the teacher
mostly used asking question as one of the
strategies in encouraging students’ participation.
The teachers used asking questions as a good
way to promote their students‘ participation. It
was also found from the data that the strategy
was successful to gain students’ participation.
b. Providing Interesting Teaching Aids
Another teacher’s attempt to encourage
students’ participation was providing interesting
teaching aids. The teachers applied the strategy
to promote students’ participation. It was found
out that teachers used the strategy almost in
every session.
c. Mentioning Students’ Name
Mentioning students’ name was also
discovered as a strategy that the teacher used to
encourage students’ participation. The teachers
used this strategy frequently because it was
successful to gain the participation. It was also
seen from the observation that the teachers
used to mention students’ name as response to
students’ misbehave. Mentioning students’
name also met some characteristics of effective
strategy in encouraging learners participation
suggested by Brown and Cameron (2001) that
this strategy was dealing with feeling and
maximized social interactions. This strategy is in
line with Brown’s (2001) suggestion to criticize
students’ behavior or response as an attempt in
creating interactive learning. In short, it can be
said that interesting teaching aids are helpful to
gain students’ participation.
d. Giving Commands
From the aforementioned collected
observation data, it can be noticed that the
teachers applied giving commands as one of the
strategies to promote students’ participation in
the class. Giving commands was used in every
session by teachers (100%). With regard to the
types of interactions, it was considered
successful to encourage students’ participation
since it gained the three types of interactions:
LC interaction LL interaction and LT
interaction. It also confirmed that giving
commands in English are applicable for
students.
e. Giving Positive Verbal Reward
Giving positive verbal reward was the fifth
strategy that the teachers used to encourage
their studentss’ participation. The teachers used
this strategy in every session (100%). It can be
observed that this strategy was successful to gain
students’ participations. With respect to the
types of interactions, it turned out that all three
types of interactions were gained: LC
interaction, LT interaction and LL interaction.
This strategy is in line with Brown’s (2001)
suggestion that praises and encourages can be
good ways to promote students participation.
Giving command also met some characteristics
of effective strategy in encouraging students’
participation proposed by Brown & Cameron
(2001) that this strategy were motivating and
encouraging dealing with feeling, maximized
social interactions, and were helpful to create
interactive learning. Additionally, this finding
was also in line with the previous study by
Centra, Forth, Gray & Lamberts (1976) and
Tsou (2005) who found giving positive verbal
reward as a strategy in encouraging students’
participation.
f. Presenting Interesting Activity
It was seen from the collected data above
that presenting interesting activity was used as a
strategy in encouraging students’ participation.
Presenting variety of activities met some
characteristics of effective strategy in
encouraging students’ participation proposed by
Brown & Cameron (2001) that this strategy was
supportive dealing with presentation, put
children actively to construct meaning, provided
space for children language growth, maximized
social interactions, and put students to learn
what they experience. This also is in line with
the previous study by Steinert and Snell (1999)
and another previous study by Tsou (2005).
The collected data from interview confirmed
this finding that the teachers intended to apply
this strategy and realize the usefulness of this
strategy in encouraging students’ participation.
g. Point System as Reward
The use of point system as reward was
also found as a strategy to encourage students’
participation. This strategy was applied by the
teachers frequently. It can be noticed that the
strategy was successful to gain the students’
participation. It is also shown from the
observation that students were very excited to
get the points. This finding showed that the
teachers used both extrinsic and intrinsic reward
as suitable as suggested by Brophy (1998). Point
system as reward also met some characteristics
of effective strategy in encouraging students’
participation proposed by Brown & Cameron
(2001) that this strategy was motivating and
encouraging dealing with feeling, maximized
social interactions, and was helpful to create
interactive learning. This finding is in line with
the collected data from interview.
h. Giving Reinforcement
As revealed from the data, giving
reinforcement was discovered as a strategy that
the teachers used to encourage students’
participation. This strategy was successful to
promote the participation. This strategy also
met some characteristics of effective strategy in
encouraging students’ participation proposed by
Brown & Cameron (2001) that this strategy was
motivating and encouraging dealing with feeling,
was supportive dealing with presentation, was
interactive dealing the use students’ ideas, and
was helpful to create interactive learning. This
finding is in line with the previous study by
Centra, Forth, Gray & Lamberts (1976). It
confirmed that this kind of strategy is useful to
gain students’ participation.
i. Checking Students’ Understanding
Checking students’ understanding was
also found as a good strategy in encouraging
students’ participation. From the
aforementioned data, the use of this strategy was
considered as a helpful way to gain students’
participation. Checking students’ understanding
was used as one of the strategies to encourage
the participation. The teachers applied the
strategy in two of four sessions (50%). The
strategy was successful to promote the
participation in terms of two types of
interactions (LT interaction and LC interaction).
Checking students understanding also met some
characteristics of effective strategy in
encouraging students’ participation proposed by
Brown & Cameron (2001) that this strategy was
supportive dealing with presentation, was
interactive dealing the use students ideas,
maximized social interactions, and was helpful
to create interactive learning. This finding is in
line with the previous study by Centra, Forth,
Gray & Lamberts (1976). This finding also
confirmed that checking students’
understanding plays an important role to gain
students’ participation.
j. Modeling
From the presented data above, modeling
was also found to be one of the strategies used
by the teachers to encourage students’
participation. This strategy was successful in
gaining students’ participation in terms of three
types of interactions which are: LT interaction,
LC interaction and LL interaction. This finding
revealed that the teachers mostly gave model
before giving direction as suggested by Cameron
(2001) and Pinter (2006). Modeling also met
some characteristics of effective strategy in
encouraging students’ participation proposed by
Brown & Cameron (2001) that this strategy was
supportive dealing with presentation, provided
space for children language growth, put students
to learn what they experience, and was helpful
to create interactive learning. This finding is in
line with Steinert and Snell (1999) who found
modeling as an effective strategy in encouraging
students’ participation.
k. Reviewing
Reviewing was also found as a strategy
used by the teachers in encouraging their
students’ participation. Reviewing also met
some characteristics of effective strategy in
encouraging students’ participation proposed by
Brown & Cameron (2001). This finding was
also in line with the previous study by Centra,
Forth, Gray & Lamberts (1976) who found
reviewing as an effective strategy in encouraging
learner’s participation.
l. Creating Teamwork
The teachers also used creating teamwork
as a strategy in encouraging their students’
participation. This is the last strategy that was
found in this study to gain students’
participation. This finding confirmed that
teachers created teamwork as strategy in
encouraging students’ participation as suggested
by Brown (2001). This study was also in line
with Steinert and Snell (1999) who found
creating teamwork as an effective strategy in
encouraging students’ participation.
2. The Problems Encountered by The
Teachers during The Use of The Strategies
Regarding to answer the second research
questions about what problem appeared during
the use of the strategies, it was found from the
interview and observation that there are some
problems which were appeared during the use
of those strategies. They are:
a. Time Allocation
From the interview, it was identified that
time allocation is one of problems which are
encountered by teachers during the use of the
strategies in encouraging students’ participation.
b. Students’ Difficulties to Understand English
Instruction
From the interview, it was also identified
that students’ difficulties to understand English
instruction is another problem which is
encountered by teachers during the use of the
strategies in encouraging learners participation.
This finding also revealed that the
teachers made special efforts to deal with
certain characteristic or condition of learners as
suggested by Brophy (1998) cited in
Cruickshank, Jenkins & Metcalf (2006), they are:
a. Flexibility Principle
To deal with the time consuming
problem, it is observed and also identified from
the interview transcription that they applied
flexibility principle to cope with the problem.
b. Providing Other Interesting Activities
Dealing with another problem, that is
students’ condition, it is observed and also
identified from the interview transcription that
they provided other interesting activities to cope
with the problem.
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