METHODS OF TEACHING
TEACHING DESCRIPTIVE TEXTS AT SCHOOL SMP 2 SUNGAI
TARAB:
AN OBSERVATION REPORT
BY :
YULIA META ARPANI
NIM: 12
104 026
TBI - A
Lecturer:
Suyono, M. A (Tesol)
English Teaching Department
State College for Islamic Studies (STAIN)
Batusangkar
2014/2015
TEACHING DESCRIPTIVE TEXT AT SCHOOL SMP 2 SUNGAI TARAB:
AN OBSERVATION REPORT
School : SMP 2 Sungai Tarab
Class : VII.C
Description
Material : Chapter V. KD 3.5 / 4.6 “How
Many Pets Do You Have?”
(2013 curriculum)
This observation was conducted On November, 12 2014 at SMP 2 Sungai
Tarab, class that my team observation was VII.C. The teacher name is Elwirda,
Spd. Based on the interview from the teacher she told that this school have
applied 2013 curriculum this year, and she explained that this new curriculum
have big impact into education system in her school. However, the difficult one
from this curriculum is assessment because there are many assessments that
require in this curriculum. But so far, she could manage the way her teaching
in 2013 curriculum.
The way how she does learning process can see in the descriptive
observation report.
Yulia Meta
Arpani
12 104 026
A.
Introduction
Language is a way to communication
and a way to interaction to other people. Depdiknas (2003) states that language
has central role in intellectual, social, and emotional development. In the
context of foreign language (English) instruction, students’ competency is how
the students can communicate by using English. It is based on the nature of the
language itself as a tool for communication. Furthermore, one of special thing
from 2013 curriculum, it makes students more active with lesson by doing some activities that have already told
in 2013 curriculum, in this case the teacher must finding out how to make the
class not be bored and monotone. Based on Dharma (e-Journal Program
Pascasarjana Universitas Pendidikan Ganesha Program Studi Pendidikan Bahasa
Inggris (Volume 2 Tahun 2014) states that:
The creative language instruction can be
reflected through (1) giving mental exercise (minds-on) and performance
exercise (hands-on activities) and (2) inserting real-life problems in learning
context. Meanwhile creative assessment is reflected through (1) the measurement
of multi aspects of learning, (2) the collaboration of students and teacher in
assessing, and (3) process and product oriented.
In this class observation already applied 2013
curriculum so the teacher applying scientific approach. And in
this class observation, showed the teacher taught with more
spirit and authenticity language, so students could easier understanding for
the material.
This observation report describe how
English teacher at SMP 2 Sungai Tarab taught chapter V about “How Many Pets
Do You Have?” according to English students book of Kementerian Pendidikan
dan Kebudayaan Republik Indonesia 2014. Obviously, this chapter included three
topics; count things, count animals, and name public places.
B.
Report Description
The teacher applying 2013
curriculum, and as the required in 2013 curriculum in the beginning of the
lesson there is opening activities. In beginning come to the class, the teacher
says “assalamu’alaikum”. Actually in this class there is agreement when
studying English, it is the way to sit of the students. They will sit and gave
instruction to arrange the chairs as agreement before, next the teacher asking
about the condition of students and explain about what chapter that will learn,
reviewing last materials, brainstorming, and checking attendance.
In teaching the materials, the
teacher applies scientific approach. Keeping students engaged and motivated can
be a challenge, even for the best teachers. So she gave warmer section in early
of the lesson in order the students can catch what will be explained by the
teacher. Form of warmer here are stimulation to the students, for instance the
teacher asked some students to tell what kind of pets in their home.
Next, the teacher did brainstorming
to the students. Here she used media to support her brainstorming explanation.
In this case, she used power point presentation to the students. In the slides,
she showed some pictures about things to students. Actually the things are around
them and very familiar with them because the teacher can more easier to catch
the attention of the students with their interest things, according to Takelesson.com
states that there are five strategies to make learning fun; Offer
choices, Make it a game, Tailor your lessons to your students, Make learning
practical, and Pay attention to students’ interests.
After
that the teacher
asked about the vocabulary of the things and then she asked to write it on the
whiteboard, and invited the students to pronoun it well, of course after she
pronoun it before. Sometimes she invited one of student to read aloud the
vocabulary in the whiteboard that have finished discussion based on the slide.
Next material the teacher showed
another slides that shows grammatical review about singular-plural of the
things. After wrote it, the teacher invited the students to pronoun it well
together. And in another slide, the teacher asked to the students to write the
name of things based on its number and also pay attention in singular or
plural, then one by one students was invited to write on the whiteboard. The
teacher mostly gave feedback to the students. Research has clearly shown that
feedback promotes learning and achievement (Bangert-Drowns, Kulik, &
Morgan, 1991; Brinko, 1993; Butler & Winne, 1995; Crooks, 1988), yet most
students get little informative feedback on their work (Black & Wiliam,
1998). The scarcity of feedback in most classrooms is due, in large part, to
the fact that few teachers have the luxury of regularly responding to each
student’s work. With feedback that teacher gave to the students, it makes
students more understanding toward the lesson, and it could make self
assessment itself. Self-assessment involved checking progress, followed by
revising and reflecting. Students reported using criteria-referenced
self-assessment to check on their works in progress, to guide revisions, and to
reflect on their understanding of a topic. Some students admitted that they did
not self-assess as often as they should and that, at least at first, they did
the formal self-assessment only because it was required. Other students said
their self-assessment was relatively mindless until they found that careful
self-assessment could help them do better work and get better grades. They also
noted that when they did self-assess, they usually used their judgments to
guide revision. However, they would use their self-assessments to revise only
if they had an opportunity to resubmit their work for a new, presumably higher,
grade. Furthermore, the teacher could give own grade to the students who
included in feedback activity, from how they could respond and saying their
arguments.
Throughout the lesson, the teacher
and the lesson involved in series of interaction use questioning-answering
toward the students. The teacher do interaction to students, walk closely to
the students, and asking the question.
In the class, during the interaction there are some expression used by teacher and students as
well, for example the teacher said ; “Zaskia, how many pets do you have ?” ,
“what is it?”, “what thing in the classroom?”, “let us she the picture, please
observe”, “can you tell the name of the picture?”, and for the students,
they answer “I have mom”, “there are table, chairs, door, etc”,
in the process
of sharing the
knowledge cannot be separated by
the media used by the teacher, because the
media learning process will be more interesting and diverse. According Briggs
(1977) instructional media is physical means to
deliver content / learning materials such as books, films, videos
and so on. Then,
according to the National Education
Association (1969) revealed that the learning
media is a means of communication in print or view-hearing,
including hardware technology. In
the teaching the material, the teacher used some media for learning such as; power point, speaker, laptop, whiteboard, and markers.
To end the class, the teacher did
flashback the material before. Then ask to the students whether they understand
or not. and gave students to their home.
C.
Discussion
In a language teaching, using
technique is more important thing because with technique the lesson will easier
to catch by students. Based on Overview of Language Teaching Methodology
technique is a wide variety of exercises, activities, or devices used in the
language classroom for realizing lesson objectives. Generally, There are three
techniques; control, semi control, and free.
Among those techniques used by the teacher, I think the teacher successful use
brainstorming technique. Because in the beginning of the lesson, she used
brainstorming and the students responded it well. Moreover, the students could
imagine what the lesson that will study also.
However, in discuss the lesson the
teacher used questioning-answering technique to discuss the material on the slide.
And in my view, it was not successful. It was proved by the students who not
responded well. It caused, the students lack of vocabulary that make they
confused to speak up. However they could use Indonesia or Minang language but
they still shy. As the result, in the generally it was look like the lesson
just focus or center to the teacher only. Furthermore, the technique of arrange
the site of the students also not effective because it just change position
between boy and follow by girl just like that, even though the class too
monotone with square formation.
If I were given the opportunity to teach the class I would like to improve some techniques from the teacher,
the first is the way site of the students in the classroom. I would like make
into letter U, which boy students are position in the middle. This function in
order all of the students could see well from the front of class, and then the
students could also see well the slide or the written in the whiteboard.
Moreover, I try to link the lesson into the Al-qur’an or sence of Islamic. For
example, I show the pictures and videos about things in the mosque. And then I
makes some group discussion in the class to discuss the material, before it I
was prepared at home about the media that I will use in the class discussion,
such as puzzle, different picture each groups, etc.
In summary, the techniques used by the teacher were succesful. In generally the class look like fun and active class. But the
process of learning could be more effective if the teacher could add something
new innovative. This is an observation report at SMP 2 Sungai Tarab with
applied scientific approach 2013 curriculum.
Bibliography
Andrade,
Heidi and Anna Valtcheva, 2009: “Theory into practice- Promoting Learning
and Achievement Through Self-Assessment”; a School of Education at the
University, Albany
Dharma, Suyoga, dkk. e-Journal Program Pascasarjana Universitas
Pendidikan Ganesha Program Studi Pendidikan Bahasa Inggris (Volume 2 Tahun
2014) “ The Effect of Problem Based Learning and Performance Assessment on
Students’ Reading And Writing Competencies”
Depdiknas, 2003
Overview of Language Teaching Methodology technique.
Tidak ada komentar:
Posting Komentar
silahkan tulis opini mu disini :)