.::Journal 2::.

Journal 2
Title: When Student Negotiate: An Action Research Case Study of A Year 8 English Class in A Secondary College in Victoria, Australia.
Author: Carlyn Sproston, English Faculty, Emmanuel College, Warrnambool, Victoria, Australia.

Abstract:

This paper reports a study when students were given the opportunity to be part of decision making process. Negotiation was take place in the classroom. This study involved three cycles and focused on the connection between negotiation and motivation. At the end of the study, results show that students experience greater commitment and motivation when they are given opportunities to involved in contributing to their own learning.

Samples:
• Students in Year 8 Emmanuel College, Australia.

Settings:

• English class in Emmanuel College, Australia.


Procedures:

This study involved three cycles with not specific weeks in a cycle.

• Cycle 1 (11 weeks)
o Weeks 1-3 : Pre-negotiation phase
o Weeks 4 : Negotiation begins (major class meeting discuss of perception of English, explain the study and call students’ support)
o Week 6: Introduction to practice of negotiation and discuss of implementation of Narrative Writing unit.
o Week 6-11: Narrative Writing unit from implementation to completion.
o Week 10: Went to primary schools to present Picture Books Stories.
o Week 11: End of term.

• Cycle 2 (10 weeks)
o Weeks 1-2: Pre-negotiation phase. Major class meeting discuss about informative writing task and negotiation process.
o Week 3: Choose topic and negotiate individually with teacher.
o Week 4: Discussion of implementation of Informative Writing unit.
o Week 5-6: Informative Writing unit from implementation to completion.
o Week 7-8: Presentation (individually).
o Week 9-10: Evaluation unit.

• Cycle 3 (8 weeks)
o Week 1: Discuss assignment and topics.
o Week 2: Choose work individually or groups.
o Weeks 4-7: Implementation ‘School Then and Now’ assignment.
o Week 7: Present student work to parent.
o Week 8: Evaluation ‘School Then and Now’ assignment.

Findings:

This study showed that there were advantages in negotiating for both students and teachers. Negotiated approach makes students to have some choice about the tasks that they would complete. Negotiating n classroom activities encouraged collaboration and individual accountability for every task they have to complete. Other than that, negotiation process also develops a better and positive relationship with their teacher. As a conclusion, positive relationship will develop a classroom as a happy place that student enjoyed.