an innovative approach

esponsibility to participate in classroom activity. For example, they made drawings
of a shirt, a skirt, or a car to participate in the role play.
Interviews with students also indicated that participating in
learning activities was valued for better learning in classroom study. For example,
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Researcher: What else would you like to say [about the
teaching]?
S01: Initially, I don’t much understand the content. There
was only doing an activity…until the time was gone I
could understand…
Researcher: Did you think this teaching differs from usual?
S01: Yes, I did.
Research: How was the difference?
S01: …um…I would like it if there was less homework
such as worksheets and activities, but I knew this
wasn’t really a good thing (laugh). The discussing
activities had brought thinking…, cheerfully brought
us sharing our ideas, being enthusiastic, and
convincingly participating in…
S02 also noted that he got enough chance to share the ideas with
others questioning the class and then was not sleepy as ever. S01 also noted that his
learning performance was changed. He initially did not prefer the new learning way
which he had to do a large number of activities, but he now felt satisfied. Mrs. Engka
then supported that the students often participate in group discussion, and “…they
more often came and asked me whenever they struck with their photosynthesis ideas.”
It seemed to this study that Mrs. Engka adhered strongly to
practice ideas of the six principles of the intervention. The summary of the practices
and the impacts on the students’ learning in the context of this study is noted next.