ICT AND TEFL METHODOLOGY

OBSERVATION SHEET

Video of Teaching from Mr. Tolibul Hadi

Written by:

NAFRIANTI

1212817023

MAGISTER OF ENGLISH DEPARTMENT

FACULTY OF LANGUAGE AND ART

STATE UNIVERSITY OF JAKARTA

2017
 CLASSROOM OBSERVATION REPORT

Teacher’s name : Mr. Tolibul Hadi

Class : X (tenth grade)
Lesson : English
School : SMKN 20 Jakarta
Allocation time : 2 x 45 minutes

Description level of reflection

1. What is the purpose in carrying the lesson in such that way?

a. The level of student is high school level. The students are from vocational
high school. Since Mr. Tolib, English teacher, teaches in vocational, he explains
the materials related with their majors. The type of his teaching materials is
English correspondence, especially for study of secretary program. He taught
translation method. He used it in order to make them understand in making a mail.
Besides that, the teacher wants his students can translate a letter from a customer
or from a supplier, from Indonesia to English or the other way, from English to
Indonesia. The material was taught is about an inquiry. He continued the lesson
from the previous one. Mr. Tolib also taught how make an inquiry letter in such
good manner implicitly.

b. Learning and Teaching Process

1. Opening
The teacher opened the lesson by greeting, eventhough in the video that
was not showed, and checking the attendance. The teacher continued with
asking the students about the previous material. After that, he asked them
to come in front of the class to answer some questions one by one. From
beginning, the teachers tended to use Indonesia language and mixed with
English. He spoke at English first then translated to Indonesia.
2. Lesson delivery
In this phase, the English teacher gave the material through PowerPoint.
He explained from the example of an inquiry letter. He stressed out that
students should remember the pattern how to make an inquiry letter. Then,
he showed the pattern in order to make student easily to remember. He
explained it briefly and then asking them to come in front of the class to
answer questions one by one. The teacher gave some keywords or
vocabularies and phrases that usually use in an inquiry letter. Every time
 students finished to answers the question, he directly gave the feedback.
Mostly, in delivering material, they did some exercises.
3. Closing
He closed the lesson with asking them again what they had learned today.
Then, he gave an homework to them and he explained the material for their
final exam. Last, he greet them to end the lesson.

2. Theory and knowledge building level of reflection:

a. What model of teaching?

First, before discussing about the teaching method that underlying in the video, we start our
explanation about a vocational school. In this case, the English material for vocational school
include in ESP (English Specific Purposes). So, ESP is designed to meet need of the learners.
ESP makes use of the underlying methodology and activities of disciplines it serves. ESP is
centered on the language (grammar, lexis, register), skills, discourse, and genre appropriate to
these activities which is different from general English (Evens and Magie in Ginanjar:2015).
ESP is suitable for adult learners because from the previous explanation it focuses on the
structure of language.

From the explanation above, if we look at the learning and teaching process in the video, it
seems like the teacher is required the standard of teaching in vocational school because he tended
to use grammar-translation method and he added task-base learning. We start from the
explanation about the grammar-translation method.

Grammar translation is a way of studying a language that approaches the language first
through detailed analysis of its grammar rules, followed by application of this knowledge to the
task of translating sentences and texts into and out of the target language (Richards and Rodger
2001:5). Students will learn English through to do translation from English to their first language
or in otherwise, from their first language to English. In the video, the teachers used this kind of
method. However, he did not tell about grammar that should be used by his students. In his case,
he asked his pupils to translate sentences or content from mail. So, he adopted that kind of
method for his teaching process.

In whole teaching and learning process, the teachers asked them to read and write even for all
the meeting in English correspondence. Same like grammar-translation method, reading and
writing are the major focus (Richard and Rodger 2001:6). In the video, the teacher did not use
full English. Mostly, he used Indonesia language rather than English. It is also one of
characteristic in grammar-translation method that the student’s native language is the medium of
instruction (Richard and Rodger 2001:6). It is used to explain new items and to enable
comparisons to be made between the foreign language, English, and the student’s native
language, Indonesia.

b. Does this tell me or teach me about the model of teaching?

Yes, of course. It is absolutely gave me new experience because the school that I
attended is not a general school but a vocational one. It gave me a new knowledge about
the teaching model that usually used in vocational since from the curriculum is little bit
different from general one in terms of objective. I even expand my knowledge about ESP
and language teaching that common use in its learning and teaching process.

We have already known that grammar-translation is rare used in learning and

teaching process in recent days. However, this method is still appropriate to be used for
vocational. In the previous explanation, in vocational, students are demanded to master
the structure of language include grammar, lexis, and vocabulary. Those elements should
be mastered by them even reading and writing as their major. Those facts prove that the
method is grammar-translation method.

3. How to make things improve the reflection and learning

a. Why is the teacher doing what he is doing?
There are some factors why he is doing that. First, it seems like he had already give
the main material in the previous meeting. So, he used the method for recall his
student memory about the previous lesson. Then, because of the teacher’s intention
in writing, especially in order to make his students is adapted with type of letter, he
keeps to ask them to do translation and also he had already mentioned that the
purposes of their learning is can translate the letter from Indonesia to English.
Another factor is teacher wants to prepare his students for their final exam.

b. What are the consequences of his teaching?

The teacher using this method can give some consequences. The first is students
will be used to translate the text and it helps them in their work field, especially
when it comes in writing. However, there is another negative consequence. From
the video, students are still difficult to remember and make sentence. They
supposed to remember all of the structure and vocabularies since the teachers just
teach them directly about these. Although, he has already given examples based on
the context which is in the real situation.
 c. How could I have done it differently?
Actually, in this case, I can use a scientific approach which has already written in
the curriculum. So, I can use another method for this case. However, if the need
from school or other participant in the school is to make the students are able to
translate or focus on writing, it is better to add another approach like task base
learning because it is more like teaching in contextual. According to Feez in
Richard and Theore (2001:224) activities and tasks can be might need to achieve in
real life. So, it supports the goal in vocational field that the language can be used
for their work field in the real situation. Besides that, in vocational focuses on
communication and meaning. In the task based language teaching also focuses on
the basic elements which are focused on purposeful activities and tasks that
emphasize communication and meaning.

Sources:

Richards, Jack C and Theodore S. Rogers.2001. Approaches and Methods in Language Teaching

(2nd Edition). Cambridge: Cambridge University Press.

https://egaginanjar79.wordpress.com/2015/05/23/english-for-specific-purpose-materi-kuliah-

esp/, retrieved 6th November 2017. 21.05