| Lesson preparation |
1. Determine the QR topics to be discussed in ELT, such as comprehending data, describing and summarizing data, as well as using measures of central tendency and dispersion. |
1. Study the recommended references and summarize them at learning logs (grammar and vocabulary logs) |
| 2. Design the materials by considering text, language, content, task, context and semiotic tools: dictionary and corpora. |
2. Prepare to present their learning logs (grammar or vocabulary logs), and reflective journal in class-discussion |
| 3. Ask students to study the topics at recommended sources. |
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| Building background |
1. Make explicit and direct links between prior learning related to the students’ background experiences and new concepts. |
1. Use digital dictionaries, corpora, and glossaries as a means of facilitating the process of meaning construction. |
| 2. Review the content and show how important words are used in QR in ELT research courses by using a learning log (grammatical, reading, or vocabulary logs), a reflective journal, and a picture voice. Then, I explained how the words are used in QR and what they mean by using synonyms or related terms. |
2. Make a graphic organizer to help in the discussion of complicated issues and to clarify the meaning of statistical terms. |
| Comprehensible input (appropriation) |
1. Use language that is appropriate for the students’ level of language competency. |
1. Understand the concepts of verbal scaffolding (think aloud, reinforce contextual definitions by restating statistics terminology and providing context or definitions). |
| 2. Use a number of strategies and multimodalities to help students understand topics, including paraphrase, repetition, visual aids, and grouping students to help them develop skills and autonomy. |
2. Understand procedural scaffolding (the process of increasing a student’s autonomy over concepts and language in order to transition from explicit instruction to modelling, practice, and application). |
| 3. Use a range of question forms, including open-ended questions that necessitate meaningful communication between and among students. |
3. Outline the key concepts of statistics in both English and their First Language |
| 4. Provide opportunities for students to consult or discuss subject matter or their own ideas in their native language (Indonesian). |
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| 5. Incorporate language skills (reading, writing, speaking, listening, lexico-grammatical analysis, intertextualizing, and resemiotization) with statistics concepts. |
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| Strategies |
1. Use techniques, methods, and cognitive processes that help students in recalling information, such as metacognitive, intellectual, and social/affective strategies. |
1. Examine and analyze instructional materials by examining illustrations, photographs, and bold text. |
| 2. During teaching and learning activities, such as thinking aloud, previewing and forecasting, prompting, elaboration, and questioning, teachers help students learn higher-order thinking skills until they become more aware of their own learning processes. |
2. Make a list of key concepts by using learning logs, (grammar, reading and vocabulary logs and graphic organizers). |
| Interaction |
1. Facilitate a more equitable language exchange between teacher and students. |
1. Participate actively in students’ collaborative discussions in understanding the content. |
| 2. Motivate and engage students to expand their verbal responses by asking ”Tell me more about that?,”; ”What do you mean by...”; ”What else,”; ”How do you know?”; ”Why is that important?”; and ”What does this all remind you of?” |
2. Enhance proficiency in speaking, reading, and writing, as well as in negotiating meaning and clarifying concepts about the topic. |
| 3. Restate the students’ response to serve as a model and clarification. ”Is that accurate?” |
3. Use native language texts, digital dictionaries, corpora, and word lists as semiotic resources, clarify lexico-grammaring (vocabulary and language concepts) in statistical texts. |
| 4. Give students time to produce responses before asking on another student to expand their classmate’s response with ”That is correct.” Can anyone else explain me on...? |
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| 5. Encourage interaction among various students’ groupings, such as whole class (to foster classroom community and provide a shared experience for all students), flexible small groups (to promote multiple perspectives and collaboration), and collaborative learning (to provide opportunities for practice, scaffold instruction, as well as assistance and support prior to independent practice). |
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| Practice and application |
1. Use hands-on or practical methods to teach and practice content, as well as to apply specific topic and language knowledge to students’ learning in order to establish connections between abstract and tangible concepts. |
1. Conduct personal learning journals (records of reading, vocabulary, and grammar). |
| 2. Break up content into manageable chunks. |
2. Create and use graphic organizers. |
| 3. Keep practice sessions brief (10-15 minutes). |
3. Collaboratively solve problems. |
| 4. Conduct periodic reviews of previously studied content. |
4. Show the connection between abstract and concrete concepts. |
| 5. Provide fast feedback to students. |
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| Lesson delivery |
1. Use hands-on or manipulative methods to teach and practice information, as well as to apply subject and language skills to students’ learning in order to establish connections between abstract and tangible concepts. |
Engage in activities that relate directly to the materials. |
| 2. Integrate content (QR in ELT research concepts) and language (speaking, reading, writing, lexico-grammaring (vocabulary and grammar) digitalizing and resemiotizing) into the lesson to engage students |
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| Review and assessment |
1. Review important concepts and give constructive feedback by clarifying and making instructional decisions based on students’ responses. |
1. Maintain personal learning journals (records of reading, vocabulary, and grammar). |
| 2. Take a look at how the lexico-grammar connects to the content. |
2. Create and use graphic organizers. |
| 3. Take a look at students’ journals and learning logs. |
3. Collaboratively solve problems. |
| 4. Evaluate information about how students learned (such as their artifacts, their graphic organizers, and their rubric). |
4. Create photo voices. |
| 5. Make decisions about how well students learn (evaluation). |
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Source: Own elaboration.