UJIAN AKHIR SEMESTER
TEACHING ENGLISH AS A FOREIGN LANGUAGE
Lecturer: Drs. Hartoyo, M.A., Ph. D.
TEACHING SPEAKING THROUGH GENRE APPROACH
TOPIC: EXPRESSION OF POLITENESS AND ASKING FOR CLARIFICATION
BY
Samsul Arifin/Class B/0708066035
INTRODUCTION
In this teaching practice, the practical teacher used SMPN 11 South Jakarta as the place of doing practical teaching. It is located at Jl. Kerinci VII Blok E/ no. 137 Kebayoran Baru, South Jakarta. There are twenty seven classes in this school. Grade IX consists of nine classes and my group used Grade IX.7 as the class for practicing teaching. The class has 42 students that consist of 18 boys and 22 girls. There are three main reasons why my group chose SMPN 11 Jakarta namely: (1) the school is well equipped with language laboratory and audio visual room; (2) the students of the school are familiar with utilizing information communication technology in learning language; (3) the students have homogeneous capability in mastering English.
In the implementation of KTSP SMPN 11 South Jakarta, an English teacher has duties that must done such as: (1) making preparation of conducting teaching; (2) doing teaching learning activities; (3) doing assessment; (4) doing analysis of assessment for both students’ absorbing power and learning mastery; and (5) doing remedial and enrichment activities. In this report, the writer focuses on analyzing three main duties of English teacher: (1) making preparation; (2) doing teaching learning activities; and (3) doing assessment.
The aspects of making preparation includes how the practical teacher made learning design called RPP (Rencana Pelaksanaan Pembelajaran) and how he chose and developed teaching material. Doing teaching and learning activities will be analyzed based on: (1) how well the teacher teach English uses two cycles of teaching and learning process (spoken and written cycles); (2) how the teacher applies four stages in teaching English: BKOF (building knowledge of field), MOT (modeling of text), JCOT (joint construction of the text), and ICOT (independent construction of the text). Finally, the aspects of doing assessment includes: (1) types of language assessment such as: quiz, oral question, individual and group assignment, presentation and performance; (2) types of instruments can be both in the form of test and the non test which includes observation, documentation, project, portfolio, etc.
MAKING PREPARATION
Both Mr. samsul and Mr. Iwan as teachers model have done a good preparation before doing teaching practice, e.g. making lesson plan, preparing some media or teaching aids and choosing appropriate material for the topic. The teachers have brought some teaching aids related to the topic and utilized ICT in language teaching. Some written materials have been developed to be used as text model. The teachers can develop the topic by using authentic material.
DOING TEACHING AND LEARNING ACTIVITIES
The English teachers opened the lesson by saying greeting to their students. They supposed to be able to stimulate their students to speak English by asking some questions about the expression politeness and asking for clarification explicitly. The teachers can set up the active situation to practice communication orally. The teachers also introduce the topic of the conversation. The teachers used the language expressions related to the topic and the students respond the questions directly. The teachers can explain the lesson clearly. The teachers are able to make students get discourse competence. First, the teachers explain some language forms that are produced and interpreted as the students communicate with each other. Second, the teachers facilitate their students to do a continuous stretch of language oral and written that has been produced as the result of an act of communication and perceived to be meaningful, unified and purposive. In modeling stage, the teachers start the activities by showing some pictures and ask some questions related to the pictures. Then, the teachers show a model of dialogue based on the picture given. After that, the teachers ask their students to read the dialogue loudly. Finally, the teachers ask their students to make dialogue based on the model dialogue given and practice it in pairs. In conclusion, the teachers have done two cycles and the four stages in teaching English.
THE STRENGTHS AND WEAKNESSES OF DOING TEACHING PRACTICE
From the teaching practice that is done by our group presented by Mr. Samsul and Mr. Iwan, I can conclude that both of them have done a good presentation of teaching. Both of them present teaching using two cycles and the four stages in teaching English. The teachers have brought some teaching aids and use ICT, then utilize them to help students understand the lesson more easily. The teachers can also utilize them to raise students’ motivation to learn the lesson. All of written materials in the form of dialogues have chosen as text models are really native and authentic. The way how the teachers explain the lesson can raise students’ interest in learning the lesson. When the students have some difficulties in understanding the lesson, the teacher can use variety of other types of questions so that the students can response the questions easily. The situation of the class created by the teachers is really very active.
The weaknesses of teaching presentation come from management of time and class, and assessment process. Both of the teachers cannot manage the time well. Most of the allocated time is used on building knowledge of field stage. The first teacher spends more than 45 minutes to open lesson. The teacher still explains the topic even though most of the students have understood it. The second teacher only spends 5 minutes to let their students to do activities of independent construction of the text. As a result, the teachers cannot explore the students’ ability to create and practice dialogue in pairs. The teachers’ voice was too soft so that the students who sit at the backside cannot hear the teacher’s voice. So many students give only little attention to the lesson and even most of them do not want to pay attention to the lesson and they do not do the assignment. It seems they got bored with the classes and presentation. The teachers can not manage the class effectively. There are some students who do not pay attention to the lesson and they only make a gang to play some trickery to disturb other students but the teachers do not know the situation. Some students do not make a dialogue but the teachers neglect them because they just focus on clever students. Unfortunately, they never give encouragement to the lazy students who are not able to make a dialogue so the class is only dominated by clever students. The teachers do not have enough time to do assessment. It is an ongoing process that encompasses a much wider domain. Whenever the students have difficulties in answering the tasks, the teachers answer by themselves. It seems that the teachers do not know the knowledge and have skills of assessing their students. Finally, the teachers have no time at all to summarize the lesson. The students who failed in understanding the lesson will continuously fail and lose appetite to learn the following lesson since the teachers do not summarize the lesson to their students understand the lesson more easily.
CONCLUSION
Through this report I can take conclusion that the practical teachers are able to make a good preparation before teaching material in a real class. They can also choose authentic materials and make some media to support their teaching. They also tried to apply variety techniques or methods in teaching. They can also teach with technology. They always try to follow how today’s learning is different from tomorrow’s learning and then try to apply them for the sake of student’s advantages. They perceive technologies as powerful tools for teaching and learning English. The most weaknesses I find during teaching practice are classroom management and not doing assessment of their students’ performance so they do not know whether their method in conducting teaching is really effective or not. Finally, I really appreciate with this activity and making a report of the teaching practice we have done is a good start for me toward a professional teacher since I am given an opportunity to write down what I believe about teaching and learning. I know what factors determine the successfulness of teaching learning.
