Occured at
primary stage in India
Teaching was
presented on 10 December 2010
published on 7
April 2014
The students in
the class about 40 students
taught by Aastha
Nayyar
This
vidio was one of the six videos for English language teaching (ELT) at the
primary stage.
This vidio which was
occured about 27 minutes has three stages,
namely the opening stages, contents and closing. On the opening stage, the
teacher asked students about something that has a relationship with the
material that will be taught is about poetry cows. Then the content stage, the
teacher read the poem first and poem were read back by students then read out
again together. Then teachers wrote new vocabularies on the board and explain
it. Then teachers shared them in three groups to work together in determining
whether the group action word, describing word and naming word. In the closing
stages, the teacher discussed questions of the poem.There
were four things that should be analyzed in this vidio, they are teaching method
/ techniques characteristic of teaching, correcting students’ error (feedback),
Classroom management interaction and expectation.
1.
First,
teaching method / techniques characteristic of teaching.
The
teaching method that teacher used in this vidio was combine method; Communicative Language Teaching (CLT), Direct method and Total
Physical Respone (TPR). We know that the teacher used CLT by the way teacher
taught from beginning until the end of teaching. Teacher emphasized on speaking.
Firstly, teacher start the lesson by asking them. It would stimulate them to be
interactive. When teacher asked them, they will raise their hands and say “mom
please mom, mom please mom” they really wanted to answer. Students in the class
were very active. As CLT’s theory; “The teacher facilitates communication in
the classroom. In this role, one of her major responsibilities is to establish
situations likely to promote communication.” (Littlewood 1981). Next, Direct
method. Almost all of process in this teaching vidio used Direct method, we know it when we
see the way students read the poem with reading loudly. Then, they were very
active. They might ask or answer the questions to teacher and the important one
is they use English for speaking. According to freeman (2000, pg. 31) The characteristic of Direct method has one very
basic rule; No translation is allowed. It was agree with the way teacher taught
in this vidio. The last one is, Total Physical Respone (TPR). Sometimes,
teacher gave command to the students, such as “Sit down!” or demonstrate how
the cow walks. It shows that teacher used TPR method here. According to freeman
(2000, Pg. 113) in TPR methode the teacher give commands to students.
2. Correcting students’ error
(feedback).
For
correcting students, teacher used Direct method. Teacher corrected them
directly by conversation practice, such as teacher asked them about their understanding
of poem which has been read. Another example is when one of students fault to
say “danger” which she means dangerous, then the teacher gave a choice, “danger
or dangerous.” Then, the student considered that she was wrong. It was appropriate with the Direct method
theory; “the teacher of this class has the students self-correct by asking them
to make a choice between what they said and an alternative answer she supplied.”
3. Classroom management
interaction.
interaction
between teachers and students were very good. Teacher explained the material in
English and students understood what the teacher mean. students were very
active and very much enjoyed the learning process. The teacher in this vidio
very good in making eye contact with students, she also knew students’ names
and students’ responses were very good.
4. Expectation
For
class management have to be more effective, because we know that the students
were very active but unfortunately they were too much for the narrow class.
These
conditions will make teacher become difficult to optimize the ability of students.
Then for technique of teaching, hopely, the teacher also point students who
never raise their hands, so that the teacher can see the development of
learners evenly.
Larsen, Diane and Freeman, 2000, Techniques and Principles in Language Teaching. Melbourne: Oxford
university press 2000
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