Observation in Teaching Method

CHAPTER REPORT

(Observation on the based on the teacher’s teaching method)

Submitted to fulfill The Final Assignment in TEFL

Handled by Ashuri M.Pd.

     Arranged by:

RIZKI IKA YUNI P.             11050 059

     The Fourth Semester (IV ^B)

ENGLISH EDUCATION DEPARTMENT

STKIP MUHAMMADIYAH PRINGSEWU LAMPUNG

2013

 

THE EXCERPT OF OBSERVATION:

T          :           Assalamualaikum wr. wb.

Ss        :           Walaikumsalam wr. wb.

T          :           Dani, pimpin doanya!

Chairman         :           Let’s pray together! Pray begin!

T + Ss  :           (praying in unison)

Chairman         :           Greeting to our teacher!

Ss        :           Good morning, Miss! How are you today?

T          :           Good morning! I am fine, and you?

Ss        :           I am fine, too. Thank you.

T          :           Who is absent today?

S1        :           Rina sakit, Miss!

T          :           Sakit apa dia?

S2        :           Kemaren jatoh dari motor sama bapaknya, Miss.

T          :           Ohh. Kita doakan semoga cepat sembuh ya.

Ss        :           Amin ya Robbal alamin.

T          :           Ada yang tidak hadir lagi?

Chairman         :           Tidak Miss, cuma Rina aja.

T          :           Do you have homework, students?

Ss        :           Yes, Miss!

T          :           Okay, kumpulkan di meja saya ya. Tolong Deni, dibantu mengumpulkan bukunya.

Deni    :           Yes, Miss!

T          :           Baiklah anak-anak, sambil mengumpulkan buku PR, buka hal 51 dari LKS kalian.

Ss        :           (Doing what the teacher saying)

T          :           Pada halaman tersebut, ada teks narrative yang berjudul “Aladin and the Magic Lamp”,

sekarang kalian baca dan buatlah daftar kata-kata sulit dan carilah artinya menggunakan kamus. 20 menit cukup, anak-anak?

Ss        :           “Cukup!”, said some of students and fewer of them answered “Kurang!”

T          :           Baiklah, kerjakan dalam waktu 20 menit, sementara saya akan mengoreksi PR kalian.

Ss        :           (Doing the task. But 5 minutes later there were some of students were talking each other.)

T          :           Students, silent please!

Ss        :           Yes, Miss!

        20 minutes later

Iqbal    :           Miss, saya sudah selesai.

T          :           Wah bagus, berapa kata sulit yang kamu temukan, Iqbal? (while correcting the students’

homework)

Iqbal    :           Ada 20 kata, Miss.

T          :           Baik, coba  bacakan di depan kelas. Dan lainnya tolong simak apa yang disampaikan Iqbal.

                        (She was still busy correcting and did not really pay attention to her students)

Iqbal    :           (Read his unfamiliar list and also the translation)

T          :           Baiklah, you can sit down, Iqbal. Ada yang mau mencoba lagi?

S1        :           Saya, Miss!

T          :           Ya, bacakan di depan kelas.

S1        :           (Read her work with bad pronunciation but the teacher did not seem notice that.)

T          :           Anak-anak sekarang kerjakan soal yang ada di bawah teks narrative yang berjudul

Aladin and the Magic Lamp tersebut. Bagian 2 dan 3.

S2        :           Halaman 51-52 ya, Miss?

T          :           Ya, kerjakan dalam waktu 30 menit.

Deni    :           Buku tugasnya, Miss?

T          :           Oya, tolong dibagikan! Sudah saya koreksi PR kalian. Hasilnya kurang memuaskan.

Tolong di rumah banyak  belajar sebab kalian lebih banyak di rumah daripada di sekolah,

mengerti?

Deni    :           (Came in front to take the students’ book and then distributed to his friends.)

Ss         :           (Doing the task but some of them are talking to each other, and there were 3 boy students

walking around to borrow dictionaries from who brought them.)

T          :           Walking to the students and said, Kenapa kamu jalan-jalan sedangkan yang lain

mengerjakan?

S3        :           Pinjem kamus, Miss.

T          :           Makanya kalau ada mata pelajaran Bahasa Inggris, jangan lupa bawa kamus, mengerti?

S3,4,5  :           Ya, Miss.

T          :           Okay, yang bawa kamus bisa bergantian dengan teman yang tidak bawa. Lain kali harus

bawa kamus semua, mengerti?

Ss        :           Mengerti, Miss!

        30 minutes later.

T          :           Okay anak-anak, waktunya habis! Kumpul tugas kalian di meja saya sekarang dan kalian

boleh keluar kelas, istirahat.

Ss        :           Yes, Miss! (Almost of them were looking for another friends’ work and they seem like

would finish their duty rather than improve knowledge by doing the task.)

T          :           Okay, that is enough for today! Tolong belajar lagi di rumah, mengerti?

Ss        :           Yes, Miss!

T          :           Bagus! Wassalamualaikum wr. wb.

Ss        :           Wassalamualaikum wr. wb.

THE ANALYZING

According to the excerpt, I conclude that the teacher was using Grammar Translation Method (GTM) because of the teacher was mostly using Indonesian while teaching the students in the classroom. GTM is a classic method that was used by teacher long time ago to teach English as the Second of Foreign Language. But it is not appropriate way to teach the students using this method in the globalization era, today. Because we can see from the excerpt above that the teacher could not transfer the material well. Besides, the teacher only gave assignment to spend the study time rather than make it more useful by teaching them effectively. It seemed the teacher do not have good enough ability and skill to teach because the teacher was only using LKS as the main source.

As I know, there are many methods or techniques when teach the students to make the study time becomes more lively and cheerful for both, the students and also the teacher. Here I am really regretful for what the students experience in the English class every twice a week. Therefore I believe that the students will never improve their abilities and also their skills if the teacher does such a thing in every class that is taught by her. It seems like they do not have any chance to explore their minds during the English class. All they have to do is only listen to the teacher and do what she is asking for.

It is human when a teacher expects the best from her students, but the main duty of teacher is as a facilitator, a project manager, and also a motivator that should develop their ability in English. But in the real world, we face the different fact because there are so many incompetent teachers teach their students just to earn money, instead of giving their best for the students. In addition, today when the world growing faster with the high technology can be the reason why the teacher must be able to teach them with the modern way, or at least, they can create the students’ desire by transforming the classroom into nice atmosphere to study.

Based on the observation, I suggest for ourselves as the teachers to be or already the teachers to use various methods when teach. It is due to the students will more interest in the new experience and of course it makes them will learn and practice more about the material, even if they are out the classroom. Furthermore, we can use Contextual Teaching Learning (CTL) to make the students recall the previous knowledge and will improve their skills in English  more so that the students will active and will be able to do mistake to be corrected by the teacher, so the knowledge will stay along  because they learn from their own mistake. Another way to touch their interest is by using Total Physical Response (TPR) to make the class more attractive and easier to acquire the new knowledge. Thus, the classroom will be a place that will be missed by students and in the morning they will have more spirits to face their English teacher that always know what they need to study nicely.