THE RESULT OF OBSERVATION IN SENIOR HIGH SCHOOL 1 MUHAMMADIYAH PEKALONGAN
CHAPTER I
INTRODUCTION
A. Backgroung of
the Observation
Each teacher has their own art of teaching. It can be defferent because
they come from various background such as knowledge, experience, culture, etc.
That backgroungs give big influence when they teach in a class. The teacher will use different method, approach, technique, syllabus model and assessment.
Based on the statement above the
writers gave the chance got the observation in Senior High School of Muhammadiyah Pekalongan. We have done it on Thursday, December 5th 2013. The teacher
was named Miss Atma,
S.Pd.
After we did the observation, we get many experiences about teaching,
espeacially how to teach well. It has been known that teacher have big role in
learning process. It can be run well or not is depended on the teacher. It
means that the teacher must prepare what they want to do in a class well. It
included the material, method, technique, etc.
The learners will be active and creative in learning process if the teacher’s style is
suitable for them. To reach it, the teacher must prepare well, study
hard and practice their (method, approach, technique, syllabus model and
assessment).
In learning
process, there are three defferent level of the
learner; they are children, teenager, and adult. Every level has defferent style/treatment in learning process. For example;
for the children teacher can use games in a class. It will be defferent if we teach in
teenager level. For the teenager we use experiment to elaborate and to involve learners
in learning process. For
the adult level we can use style that is identical with the challenge.
It can be conclude that in learning process the teacher not only has to know the kind of style
in teaching but also the teacher has to know the
characteristic of the learner. Because each learners has different
characteristic and background in social life.
CHAPTER II
THEORY IS RELATED
A.
Method
The kind
of method:
1.
Grammar Translation Method
Grammar translation method focus on
grammatical rules as the basic from translating from the seccond to the native language.[1]
The mayor characteristics of this method:
a. Classes are
taught in the mother tongue, whit little active use of the target language.
b. Much vocabulary
is taught in the form of lists of isolated words.
c. Long, elaborate
explanations of the intricacies of grammar are given.
d. Grammar
provides the rule for putting words together, and instruction often focuses on
the form and inflection of words.
e. Reading of
difficult classical texts is begun early.
f. Little
attention is paid to the content of texts, which are treated as exercises in
grammatical analysis.
g. Often the only
drills are exercises in translating disconnected sentences from the target
language into the mother tongue.
h. Little or no
attention is given to pronunciation.
2.
Direct method
In Direct method, the second
language learning should be more like the first language learning, lots of oral
interaction, spontaneous use of the language, no translation between first and
second language, and little or no analysis of gramatical rules.[2]
The principles of direct method:
a.
Classroom instruction was conducted exclusively in the target
language.
b.
Only everyday vocabulary and sentence were taught.
c.
Oral communication skills were built up in learning process.
d.
Grammar was taught inductively.
e.
New teaching points were taught through modeling and practice.
f.
Concrete vocabulary was taught.
g.
Both speech and listening comprehensions were taught.
h.
Correct pronunciation and grammar were emphasized.
3.
The Audiolingual Method
The Audiolingual method drills students in the
use of gramatical sentence pattern. It also has
astrong theoritical base in linguistics and psychology.[3]
The characteristics
of this method:
a. New material is
presented in dialogue from.
b. There is in
dependence on mimicry, memorization of set phrase and over-learning.
c. Structures are sequenced
by means of contrastive analysis and taught one a time.
d. Structural
patterns are taught using repetitive drill.
e. There is little
or no grammatical explanation.
f. Vocabulary is
strictly limited and learned in context.
g. There is much
use of tapes, language labs, and visual aids.
h. Great
importance is attached to pronunciation.
i.
Very little use of the mother tongue by teachers is permitted.
j.
Successful responses are immediately reinforced.
k. There is a
great effort to get students to produce error-free utterances.
l.
There is a tendency to manipulate language and disregard content.
4.
Total Physical response
Total physical response
(TPR) is a language teaching method built around the coordination of speech
and action. The teacher
was very directive in orchestrating a performance.[4]
The process of TPR:
a.
Children develop listening competence before they develop the
ability of speak.
b.
Children’s ability in listening comprehension is acquire because
children are required to response physically to spoken language in the front of
parental commands.
c.
Once foundation in listening comprehension has been established,
speech evolves naturally and effortlessly out of it.
5.
The Silent Way
The silent way
rested on more cognitive than affective arguments for the theoretical sustenance.
The theory of learning the silent way:
a. Learning is
facilitated if the learner discovers or creates rather than remembers and
repeats what is to be learned.
b. Learning is
facilitated by accompanying (mediating) physical objects.
c. Learning is facilitated
by problem solving involving the material to be learned.
6.
Community Language Learning
CLL reflected not only the principles of Carl Rogers’s view of education,
but also basic principles of the dynamic of counseling in which the counselor,
through careful attention to the client’s needs, aids the client in moving from
dependence and helplessness to independence and self-assurance.[5]
7. Suggestopedia
Suggestopedia
is a specific set of learning commendations derived. It concerned with the
systematic study of the nonrational and/or nonconscious influence. It has been developed to help students
overcome the barriers to learning.[6]
Procedures in this method:
a. An oral review
section. Previously learned material is used as the basis for discussion by the
teacher and the students in the class.
b. New material is
presented and discussed. It consist of issues of grammar, vocabulary, and etc.
c. The séance or
concert session.
B.
Approach
The kind
of approach:
1.
Communicative language learning
Communicative
language teaching (CLT) is an approach to the teaching of second and foreign
languages that emphasizes interaction as both the means and the ultimate goal
of learning a language. It is also referred to as “communicative approach to
the teaching of foreign languages” or simply the “communicative approach”.
Five features of CLT:
a.
An emphasis on learning to communicate through interaction in the
target language.
b.
The introduction of authentic texts into the learning situation.
c.
The provision of opportunities for learners to focus, not only on
language but also on the Learning Management process.
d.
An enhancement of the learner’s own personal experiences as
important contributing elements to classroom learning.
e.
An attempt to link classroom language learning with language
activities outside the classroom.
2.
Interactive learning
The Interactive Learning Approach has grown as
an educational strategy that allows learners to engage fully in the learning
process. Educators provide learners with an environment that contains tools,
resources or the application of concepts that enhances textbook learning.
Beyond reading, reciting and recalling basic information, interactive learning
encourages the learner to draw from prior experiences, gather information in
and from the environment, and build knowledge of a particular concept for
himself.
Interactive
classes will most likely be found:[7]
a.
Doing a significant amount of fair work and group work.
b.
Receiving authentic language input in real-world contexts.
c.
Producing language for genuine, meaningful communication.
d.
Performing classroom tasks that prepare them for actual language
use “out there”.
e.
Practicing oral communication through the give and take and
spontaneity of actual conversations.
f.
Writing to and for real audiences, not contrived ones.
3.
Cooperative and collaborative
learning
Cooperative activities involve the construction of new ideas based
on personal and shared foundations of past experiences and understandings. So
they naturally apply some of the principles of constructivism. Learners also investigate
significant, real-world problems through good explorative questions, and as a
result these groups can easily be used for an inquiry-based approach.
It can also help students meet national, state, or local standards.
Cooperative and collaborative activities can have many different objectives,
ranging from mastery of basic skills to higher-order thinking. Because the
specifics of a cooperative-learning project depend on the objectives of the
particular teacher, the teacher can easily orient the project toward meeting
these standards.
C.
Technique
The Kind of technique:
1.
Directional Approach:
Directional
approach is a teaching
method for LPIA’s teachers to use the target language by giving a real object
or sample, a good model of pronunciation, demonstration and action in
explaining the new things or lessons. The
students are encouraged to automatically say the English words without feeling
shy or afraid of making mistakes.
2.
Functional Approach:
Functional approach is a teaching method for LPIA’s teachers to explain the grammars
without using formula, but rather than lots of sentences and speaking patterns. The
students are strongly asked to use the sentences correctly to communicate with
others.
3.
Situational Approach:
Situational
approach is a teaching
method for LPIA’s teachers to create or develop teaching situations based on
the lesson that is explained and or the world situations Practice will mostly
be done in pairs, role plays, drama or simulation.
4.
Drilling Technique:
Is a teaching
technique for LPIA’s teachers to drill the students by asking them to repeat
after teachers to make them remember about the lesson, even after they have
already arrived home and have done other activities.
Drilling on making good sentences
and imitating good pronunciation is the main target of fluency.
The
strategies, they are:
1)
Prepare
Before start to teach the instructor must prepare the materials for
teaching the children. So that the instructor will not confusing what he or she
should teach to his or her students.
2)
Review
It is very
important for the students to be reminded about the last session’s subject in
order to make the students understand about the materials as a whole.
3)
Motivation
Most of the students attend the course after they their classes at
school or after they have another activity that make their stamina and
motivation decrease. Here, our job is to elicit their curiously about the
subject that we are going to explain by opening up their mind in motivation
session.
4)
Motivation
The main thing about teaching is doing the presentation at it is
best, so that the students will go home bringing new knowledge they have never
known before without giving them formula like they have already had at school.
5)
Practice
Instructor gives practice using directional, functional and
situational approach based on the explanations.
6)
Objective
In this part means the students have already understood with what
the teacher explained.
7)
Summary
To make sure whether students have understood about the lesson the
instructor has explained, give the short questions based on the subjects. If
less than 80% students understand about the subject, it is suggested that
instructor repeat the presentation all over again.
8)
Assessment
Instructor gives final task to the students as an evaluation to
find out whether the teaching sessions succeed or not.
D.
syllabus model
A syllabus is a
document that a professor writes and distributes to provide students with an
overview of a college course. It mean syllabus
model is the material that is will be learned in learning process. The syllabus is usually distributed on the
first day of class. It contains several parts:
1.
The course
title and meeting times
2.
The name of the
professor and his/her contact information
3.
Expectations
and attendance policies
4.
Topics and
chapters covered
5.
Test dates
6.
Other relevant
dates
7.
Grading policy
8.
Required texts
and other supplies
E.
Assessment
Alternative assesment
options are:
1.
Portfolio
assessments
Portfolios are
practical ways of assessing student work throughout the entire year. With this
method, you can systematically collect descriptive records of a variety of
student work over time that reflects growth toward the achievement of specific
curricular objectives. Portfolios include information, sample work, and
evaluations that serve as indicators for student performance. By documenting
student performance over time, portfolios are a better way to crosscheck
student progress than just one measure alone.
Portfolios can include:
a.
Samples of
written student work, such as stories, completed forms, exercise sheets, and
descriptions
b. Drawings representing student content knowledge
and proficiencies
c.
Tapes of oral
work, such as role-playing, presentations, or an oral account of a trip.
d.
Teacher
descriptions of student accomplishments, such as performance on oral tasks.
e.
Formal test
data, checklists, and rating sheets.
In addition, the gudelines for using portfolios in a classroom are very
much like the guidelines offered for journal writing:[8]
a. Specify to students what the purpose of the portfolio is.
b. Give clear directions to students how to get started.
c. Sive guidelines on acceptable material to include.
d. Collect portfolio on pre-announced dates and return them promptly.
e. Be clear your self on the principle purpose of the portfolio and make sure
your feedback speaks to that purpose.
f. Help students to process your feedback and show them how to respond to your
responses.
CHAPTER III
THE RESULT OF THE OBSERVATION
A.
The Objective of the Observation
The objective of the observation is to study
and to know about how to teach English directly to the students in learning
process.
B. The
Implementasion of the Observation
School :
SMA Muhammadiyah 1 Pekalongan Lampung Timur
Adress :
Jalan Raya Pekalongan Kabupaten Lampung Timur
Head Master :
Marzuki, S.Pd.
Teacher :
Atma, S.Pd.
Class :
X
Total student :
31
Date :
Thursday, 5th December 2013
Time : 10.30- 12.00 AM
C. Learning
Process
Based on
the writer’s observation when the leaning process occrued, there was three
steps in learning process, they are:
1. Opening
The
first, teacher sits down in the chair and she greeted the student, she asked
about their feeling. After it, she called them one by one, after that she gave
the title of the material. It was Text Procedure. before the lesson was begun, she asked them about the
material in the last meeting, because it asked about still related. It was sentence
connectors.
2. Learning Process
Teacher
begun the learning process by asked the student “how to play the hole game?”,
“can you explain?”. The students answered the question.
Later,
she asked the student to read a text procedure and then the student
answer the question based on the text. The teacher explained how to write well
and guided the students to correct how
to write a text procedure. The teacher asked the students to analyse the parts
of the text procedure. After that, in groups, the students complete text
procedure with the word that have stay under the text.
The
next, to make sure their understanding about the material, the teacher asked
the each group to make a simple text
procedure about how to operate something. Before it the student have identified the characteristic of text procedure such as
purpose procedural text, generic stucture, and language feature.
3.
Closing
Bacause
the time is over but the task has not finished yet so it become a home work.
She asked that the task should be submitted next week.
For the
last, the teacher advise the student to study hard and do not forget to do the
homework.
D.
Method
The
method that the teacher used was grammar
translation method, because after the teacher and the learner give the
example of sentence, she always translated it into mother tongue. As we know
“This method emphasizes reading, writing, translation, and the conscious learning
of grammatical rules. The goal is to develop the mastery about English.
Beside
used GTM as the methode in learning process, the teacher someties use community
Language Learning. This method used when the teacher asked the students to work
in group to complete the text
procedure. The student could discuss each other. Not only that, they could
share what they have learned before.
E. Approach
The
approach that the teacher used was
Communicative Language Teaching. Because in the classroom accrued simple
conversation between teacher and student, among the student when the teacher
give the material and asked them to answer the teacher’s question.
F. Technique
The
technique that the teacher used was
Drilling Technique. Because a long the learning process, after the teacher
explained, she asked them to repeated and made the other example of sentence.
G.
Syllabus Model
Syllabus model is
enclosed in appendix
H.
Assessment
The example of
assessment is used by teacher:
a.
|
THE
HOLE GAME
Materials
needed: Two
players, one marble per person, a hole in ground,a line (distance) to start
from.
Steps: You must dub (click marbles together). You must check that the
marbles are in good condition and are nearly worth the samevalue. Dig a
hole in the ground and draw a line a
fair distance away from the hole. The first player carefully throws his or
her marble towards the hole. Then the second player tries to throw his or
her marble closer to the hole than
his or her opponent. The player whose marble is closest to the hole tries
to flick his / her marble into the hole.
If successful, this player tries to flick his or her opponent’s
marble into the hole.The person flicking the last marble into the hole wins
and gets to keep both marbles
|
b.
The teacher asked the students in group to complete the text procedure with the
word that have stay under the text.
c.
The students
individually identify the characteristic of text procedure.
d.
The teacher asked the students to make a text
procedure about how to operate something.
[1] Brown, H. Douglas, Teaching by Principles: An Interactive Approach to Language Pedagogy.
Second Edition, Addison Wesley Longman Inc, San Francisco 2000, p. 18.
[3] Larsen-Freeman, Diane. Techniques and
Principles in Language Teaching, Oxford University Press
Inc, Oxford, 1986, p. 35.
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