1. Describe the Class The teacher knocked the door and walked into the classroom saying the word “selamat siang” while doing gestures with her hands, bowing, and smiling, to which most of the students repeated the expression and movements very quickly. Then, with her hands the teacher encouraged students to repeat what she was saying and how she was saying it. After the positive answer from the student, the teacher made students practicing in pairs, repeating every gesture and sound that she did. Once the word was repeated several times, the teacher kept on presenting new words, such as “Apa kabar? (How are you?), and their corresponding answers with gestures and an appropriate intonation, such as shaking hands. For example the word for the expression “I’m ok” was presented with an energetic intonation; a big smile on the face and both thumbs up. The word for the expression “I’m not doing that good” the intonation was not that loud and the hand was slightly waved in a horizontal position and the word for the expression “I’m doing bad or sad” the word was pronounced with a falling intonation and a sad face. The teacher constantly went back to the previous words to check if the students learned or at least remembered the words. At the end of the lesson the teacher reviewed all of the words always with the same gesture and intonation and finally said good bye and left the room.2. How did you feel? At first I felt confused about what she was trying to achieve by speaking in a different language, however I rapidly begun to understand that we had to repeat and imitate all of the words and gestures she was doing, in order to relate the expressions to the actual meaning of them. When I just started to say the unknown words and gestures I felt kind of ridiculous, because I did not know what exactly I was doing, however when everyone seemed to comprehend and enjoy the activity I got interested in doing right; therefore I paid more attention t the sounds, the intonation and the gestures.3. What factors of the class helped you to produce the words? The constant repetition, choral drills, listening and the practicing with my partner helped me out to produce the sounds properly, whether it was because of the sound that I heard, the way that they moved their lips, or the way that the teacher modeled the language. Furthermore, the overreacted gestures helped me to understand the possible meaning of the new words; therefore I was able to say them with the right attitude and intonation.
4. Conclusion and hidden objectives. It was a quite interesting activity in which the mother tongue wasn’t needed to present a few words of a different language, which is a similar situation that we, as English student, had to live when our studies at the university started, mainly because some of the most important contents were delivered in English since the very beginning and somehow we had to figured it out to understand the key concepts and reproduce the most essential words in order to communicate and learn properly. In a way, what we experienced in the classroom during this “Indonesian class” was the acquisition of a language, because we were required to use it, without any previous introduction that could give us the clue to even know what language we were learning, however, at the end of the class everyone or most part of the students could say “selamat siang” with the bowing and proper tone without knowing how to write it and what its actual meaning was. Gabriel Fernando Jara Muñoz Pedagogía Media en Inglés