CHAPTER II REVIEW OF THE RELATED LITERATURE
C. Conceptual Framework …
3. Teaching Observation
Note: Syl – Syllabus Lp – Lesson plan
Table 3 shows us that there are some different activities between syllabus and lesson plan. Such as the activities of teacher A on the stage Building knowledge of the field. In the syllabus there are two activities, to enlarge vocabulary and to explain the grammar. In lesson plan there are three activities, Prepare students to the topic, relate students experience and to enlarge vocabulary. The different also happen on the stage of modeling, joint construction and independent construction. The reasons of the teachers why they are different, because in the syllabus they wrote only the outline of the activities and in the lesson plan the activities should be more detail. The differences also happen among teachers.
teacher started the class by greeting all of students and checking the attendance list.
Pre activity was interpersonal questions to the students, after that the teacher asked some questions about the text that the students had read before that was narrative text with the title Malin Kundang.
After pre activity, teacher explained the generic structure of narrative text by giving an example of narrative text with the title Malin Kundang. Based on story given, students were asked to work in group to fill in the form. The form consists of two columns. The left column consists of several rows which contain the generic structure of narrative text; title, orientation, initiating event, complication and resolution. The right column was the place of the text. The objective of this exercise was to make students able to divides narrative text based on its text organization. After they finished working in group, some of the group read the result of their discussion in front of the class.
The next task given by teacher was the same as previous exercise that was to enable students to identify generic structure of the text. The text given was the new text, Snow White.
Some students were asked to read the result of their work. While students reading this task 2, time was over and teacher gave students home work to find one of the story and fill in the form of task 1 and 2.
b. Teacher B
Teacher B taught recount. After greeting to his students, this teacher asked some personal questions, then continued to the question about the students’ unforgettable experience.
The next activities were showing the students a diary; asking the students whether they had diary or not and what the diaries were for. She wrote some sentences from the diary on the board and discussed the sentences with students, she explained that most sentences in a diary were past. Then she asked students to sit in pair. She asked students to arrange the jumbled sentences into paragraph.
After discussing the students work, she explained about text recount, then distributed uncompleted text and asked students to complete it individually. They discussed the students work. Most of students made many mistakes, especially grammatical mistake about simple past tense.
Because of this, teacher explained about simple past tense. After explaining simple past tense, she gave students exercise about simple past tense. Time was over while students doing the exercise.
c. Teacher C
The material of teacher C was text description. He started with the explanation about text description, about the purpose and the organization of text. After that, he asked students to write 5 sentences describing about physical performance of their fathers or mothers. One student was asked to write his sentences on the board. The teacher and students discussed the sentences. Two more students were asked to read the sentences which they wrote.
The next activities, the teacher divided the students into groups of 5 and 6 students. All of the group led outside the class. Each group was brought to the object such as basket ball, canteen, in the front part of the school. The students should observed their object. Each students in the group must write at least one sentence about the object they observed. When they finished observing and writing sentence about the object, the students were asked to be back to the class. In the class the teacher asked each group to rearrange the sentences they wrote in their group into a description text.
One of the member of each group read the text they had composed.
The last activity, the teacher showed a picture of public figure, then he asked students to write the description text about the picture.
d. Teacher E
The material of teaching taught by teacher E was text procedure.
He started the class by greeting the students and explained the material to be
taught that day. He wrote on the board, “ Text Procedure” . After that he explained what procedure text was, the purpose and the example of text procedure.
From the example of the text which he distributed to students, he explained the language features the words which were used for explaining the sequence by giving the example of how to use the words. Two more short example of text procedure he distributed to the students, then he explain the text organization.
The last activities of Teacher B was giving the students assignment to make the short text how to make the tea. When time was over, only three students had finished the assignments.
Table 4
(Activities of teachers in teaching writing)
Indicator Teacher A Teacher B Teacher C Teacher E
1 Follow up Reading V V V
2 Relating students experience V V V
3 Model of the text V V V V
4 Social function V V V
5 Linguistic features V V
6 Knowledge of the field V
7 Text organization V V V V
8 Drafting the text in group V V V
9 Collaborative writing V
10 Writing assistance from teacher
V V
11 Individual writing V V
12 Product of writing V V
Table 4 shows three of four teachers agreed that teaching writing was the follow up of reading. It means that they taught writing on the stages of joint and independent construction of the text. The table also shows only teacher E who completely followed the steps of Genre-Based Approach. He taught all the components which should have been existed on the stage of joint and independent construction. Teacher C did not explain some of the components, but he ended up with the product of writing of the focused genre on the independent construction phase.
As the conclusion, only teacher C and E completed the steps to the product of writing. Teacher A and B did not complete the procedure, they taught writing only on the stage of joint construction of the text.
The other finding, all of the teachers in the process of teaching did not use lesson plan as the guidance in the class. It contradicts with Standard Process of teaching and learning in Indonesia which states that the process of teaching and learning should be based on syllabus and lesson plane (BNSP. 2007: 8)