Muhammad Ari Saputra, Akbar Ibrahim, Asmaul Husna Lubis, Nikmah Khairani

Teachers’ Perspectives on Seating Arrangements for English Language Learners

Introduction

Teachers’ perspectives on seating arrangements for english language learners. Explore English teachers' perspectives on seating arrangements for English Language Learners, detailing challenges like student behavior and limited classroom space, to improve learning quality.

Abstract

Students’ learning quality in the classroom is influenced by the learning environment. The ability of teachers to control the seating arrangement is required. This study sought to understand how English teachers saw setting arrangements and what challenges they encountered while implementing them. A descriptive study using a qualitative methodology was used in this investigation. The study’s findings showed how crucial the English teacher’s opinion of the seating arrangement pattern is. The class arrangement that has been used is a separate table for solitary work and a seating pattern. In an effort to make learning enjoyable and not boring. One of the challenges that teachers frequently encountered was the state of the students, who frequently made noise when the sitting arrangement was altered. They were not only difficult to control, but they also objected to the change; b) The classroom’s tight space also makes it difficult to implement the seating arrangement plan. In order to improve the quality of learning for students, this research study aims to motivate teachers to design the learning environment.

Review

This paper, titled 'Teachers’ Perspectives on Seating Arrangements for English Language Learners,' addresses a highly relevant and practical aspect of classroom management and pedagogy. The abstract effectively highlights the significant role of the learning environment, particularly seating arrangements, in influencing students' learning quality, especially for English Language Learners (ELLs). The study's stated aim to understand English teachers' perspectives and the challenges they face in implementing seating arrangements is commendable, as it delves into the often-overlooked practicalities of classroom dynamics. Employing a descriptive qualitative methodology, the research seeks to provide initial insights into how teachers navigate these crucial environmental factors. The findings presented in the abstract offer valuable insights into teachers' real-world experiences. It underscores the critical importance of the English teacher's perspective on seating patterns, suggesting that thoughtful arrangement is not merely a logistical task but a pedagogical tool to foster an enjoyable and engaging learning environment. The mention of specific arrangement patterns, such as a 'separate table for solitary work and a seating pattern,' provides concrete examples of strategies teachers employ. Furthermore, the identification of key challenges – notably student resistance to change, noise, and the practical constraint of limited classroom space – is particularly insightful. These points resonate with common classroom realities and offer a nuanced understanding of the complexities involved in modifying the learning space. While the study provides a good foundational understanding, the abstract hints at areas where further depth could enhance its contribution. As a descriptive qualitative study, the generalizability of the findings might be limited, and the abstract doesn't detail the sample size or context, which are crucial for assessing the scope of the perspectives gathered. Future research could benefit from exploring *why* students object to changes or *how* teachers successfully mitigate noise, moving beyond just identifying the challenge to offering solutions. Additionally, a deeper analysis of the specific impact of different seating arrangements on ELLs' language acquisition and participation, beyond just making learning "enjoyable and not boring," would strengthen the pedagogical implications. Nonetheless, this research serves as an important motivator for teachers to consciously design and adapt their learning environments, laying the groundwork for more targeted interventions and explorations into classroom spatial dynamics for diverse learners.

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