TUGAS 1

Read the following case carefully then answer the questions.

When the bell rings, all the students are in their seats except for two who are distributing
journal notebooks. Every time, before the lesson begins the English teacher asks the
students to write a daily journal on a certain topic determined by the teacher. The teacher
usually informs in advance the topic of the journal for the tomorrow activity so that
students are prepared to write their sentences. It takes approximately five minutes to write
three to five simple sentences in English. The students collect their notebooks to be
submitted to the teacher. The teacher then gives some comments on the students’ journal
and gives the feedback to the students in the next lesson.

The teacher writes down the topic of the journal on the blackboard. The topic is: “My
daily routine.” The students begin writing to describe their daily routine. During this time
Mr. Evan, the English teacher at SMP checks attendance and prepares for today’s lesson.
After that he asks the class whether they have completed the journal. Most of the students
say that they have finished writing their journal. The teacher asks some students to write
their sentences on the blackboard. These are what they write.

1. I wake up at time five.

2. I get up at 6. 30.
3. I eat my breakfast.
4. I have breakfast.
5. I go to school with my father.
6. I take a bus.
7. I take becak.
8. I go to school by foot.

After that he tells the class: “Get out your notes on the lesson yesterday about the present
continuous tense, which is about the activities being done.” He reviews the yesterday
assignment on changing sentences from positive into negative and interrogative in
present continuous tense. The teacher calls on several students to write down their
sentences on the blackboard. The students’ sentences are:

Positive sentence Negative sentence Interrogative sentence

My sisters is singing a song. My sisters is not singing a song. Is my sisters singing a song?
I am reading a novel. I am not reading a novel. Am I reading a novel?
He is smoking. He is not smoking. Is he smoking?

After the students have written their sentences, the teacher gives some comments to
students.

Then he tells the class: “Please get out of your grammar book and open up on page 76
about simple present.” Next, Mr. Evan explains that today the students will continue
studying on tenses. They will learn about simple present which is used to explain habitual

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or everyday activities. He says the topic of your today’s journal is ‘My daily routine.’
This topic deals with the simple present which is used for explaining the everyday
activities.

Mr. Evan explains what simple present is and presents numerous examples to the
students. He then writes his explanation and sentences on the blackboard. He also states:
“Write down the explanation and these sample sentences on your notebooks.” The
sample sentences are as follows:

1. I wake up at five every morning.

2. I usually get up at 5. 30.
3. She always eats her breakfast.
4. He never eats breakfast.
5. They go to school with many friends every day.
6. We take a bus every day.
7. Marla always takes a becak.
8. Danu often goes to school on foot.

He asks the students: “Are the sentences in your journal similar to the ones of the
sentences in my example?” The students answer in chorus: “Yes” Mr. Evan then asks the
students to make one sentence about the activity usually done in the morning, in the
afternoon, or at night. The teacher goes around the room checking as the class works on
constructing a sentence.

Next, the students are asked to make several sentences about the activities done regularly
by each member of the family. The students work on the assignment as the teacher
circulates and checks their progress. After several minutes Mr. Evan stops the class. He
asks several students to write down one sentence on the board. The sentences are:

1. I always drink a glass of milk in the morning.

2. My father usually watch morning news on TV.
3. My mother prepare breakfast for us every morning.
4. We go to school by bicycle every day.
5. My sister help my mother to clean the floor every morning.
Mr. Evan asks the class which sentences are correct and which sentences are wrong.
Sinta, one of the students, raises her hand and says: “Sentence number one and four are
correct.” “Very good Sinta,” the teacher praises. “How about the rest of the sentences,”
the teacher asks the class. Anton says: “Sentence number 2, 3, and 5 are wrong.” “Can
you correct the sentences, Anton? Come forward,” the teacher asks. Anton approaches
the blackboard and corrects the sentences. The correct sentences are:

1. My father usually watches morning news on TV.

2. The helper prepares breakfast for us every morning.
3. My brother helps my mother to clean the floor every morning.

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The teacher says: “Very good. Now I’d like to explain how to change the positive
sentences in simple present tense into negative and interrogative.” First, he explains how
to change the positive sentences into negative and then into interrogative ones. He
provides several examples, and finally asks the students to change the sentences written
on the board into negative and interrogative.

After several minutes Mr. Evan stops the class and calls on different students to write
their negative and interrogative sentences. He continues to the other part, the
interrogative sentences. Mr. Evan then reads the sentences.

Students are then given a test (multiple-choice test) in which the students are to complete
the sentences with the correct verb tense. The test takes 15 minutes and the teacher
collects the test sheets. At the nearly end of the class the teacher gives homework
assignment providing further practice changing the positive sentences into negative and
interrogative sentences. The bell rings and the class stops for the day.

Questions

1. a. Read closely the teaching and learning process conducted by Mr. Evan from:
opening; delivering the main activities; to closing the classes. Then write down at
least three (3) of the strengths and weaknesses of those processes. Propose your
solutions/improvement for the weaknesses that you identify.
b. What interaction do you find in the teaching-learning process done by Mr. Evan?
Please support your answer by referring at least three (3) to the case of teaching and
learning process and cite the activities. What solution do you propose to improve
the situation? Answer the question by completing the table.

1.b. Type of interaction: ……………………….

Evidence from the case Points of Improvement
 
 
 

2. In the EVALUATION slot on his RPP, there are only one set of grammar test which
consists of ten (10) sentences in which students are asked to fill in the blanks with the
right form of ‘Simple Present tense’. Mention what component(s) of EVALUATION
are missing from his RPP. Then, write down the instructions and the test items for
three types of test (multiple choice test, completion, and transformation test) to
evaluate ‘Simple Present Tense.’ Answer the question as the following example.
a. Components that are missing in the EVALUATION slot:
(1) …………………………………;
(2) …………………….................
(3) ...........................................
b. Test Items for ‘Simple Present Tense’ and the Instructions:
(1) Multiple choice test

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 (2) Completion
(3) Transformation

3. When you do the correction of their homework, you notice that about 30% of
your students did not show their expected competence of the previous topic which
was about ‘simple present tense’. What is your plan to solve this problem?
4. Look at test item no 1.b. After completing the test item number 1.b, develop an
essay consisting of four paragraphs. The first paragraph is the introduction, with
the thesis: “The teacher implements merely one type of interaction to manage the
class, teacher-student interaction; the second paragraph describes the interaction
applied by the teacher and your comment; the third paragraph describes your
proposed solution; and the fourth paragraph is the conclusion.
5. The National Education Department (2003) defines the language curriculum based on
the Competency-based Curriculum as the following:

Kurikulum bahasa yang berbasis kompetensi adalah sebuah kerangka sistematik dan
strategis yang membangun kompetensi komunikatif dan kompetensi wacana. Ini
berarti membangun semua kompetensi pendukungnya seperti kompetensi linguistik,
tindak tutur, sosiokultural dan strategis serta piranti pembentuk wacana.
Artinya, mengajar bahasa tidak berangkat dari pertanyaan “Materi apa yang harus
saya ajarkan hari ini?” melainkan “Kompetensi apa yang harus diperoleh hari ini?”
Jika sudah ditetapkan, misalnya, “Siswa harus dapat meminta bantuan dengan sopan
di sejumlah konteks secara lisan” maka guru mulai mencari materi yang mendukung
pencapaian kompetensi tersebut dari berbagai sumber. (61)

(1). Mr. Evan’s lesson focused on Grammar/Simple Present Tense only. Based on
the quotation above, what components and/or what language skills should be
included in his lesson?
(2). Based on the quotation above, analyze Mr. Evan’s lesson in terms of:
a. the principle of communicative competence;
b. using language contextually;
c. learning language meaningfully;
d. language function and language form; and
e. using language for communication purpose.