4.1.2
The
Data Analysis from the Observation
The observation was conducted to
find out the answer for the first research question dealing
with how SBC is implemented in the
teaching of English especially in the
evaluation of English for the
students in the first, second and third grade in the research site.
The observation was carried out 6 times in which each session was
attended for 4 teaching periods (24 learning hour). The classes which were
observed were X TKR 2, X TKR 3, X TKR 5, X Mesin 1, XI Mesin 1, XI TKR 4. The
class XII was not observed because the researcher was not permitted to conduct
the observation due to the National Exam preparation.
The observation was done through videotaping of what was going on in the
class. The researcher acted as a non participant observer, just sat at the back
and took the description of what happened in the class (Cresswell, 2003). The
aspects being observed were the teacher, the students, the teacher-students
interaction. The measurement of the observation employed note takings/note
field in interpreting the findings. The transcription of observation can be
seen on the Appendix 1.
The result of the observation indicates that the teachers meet some
characteristics of what Brown (2001: 430) has characterized on the features of a good
language teaching such as stimulates interaction, cooperation, and teamwork in
the classroom; sets short term and long-term goals for continued professional
growth; and is well-organized in the
appearance. The lack of pedagogical skills can be found in terms of monitoring
lessons as they unfold; understanding and using a wide variety of techniques; using effective, clear
presentation skills (Brown,2001:430). Based on the points stated by Brown (2001:432-435),
some weaknesses are found:
a. The
teachers mostly did not review the previous material and did not look ahead to
new material.
b. The
percentage of the students’ activity was
not the students production of the language. Most of the activities in
the class were receptive, generally in writing and listening.
c. Mostly,
the teachers did not use illustrations or examples effectively. The use of media was rarely
found.
d. Most
of the teachers did not adequately control and direct the class during the
overall activities. Mostly, the students
were crowded, busy talking when the teachers were explaining.
However, in
reference to Brown (2001), it can be found some strengths in the process of
teaching learning in the observed classes, as follows:
a. the
goals/objectives were apparent. Some of the teachers wrote the objectives of the teaching, some just
mentioned the goals so the objectives of the teaching in that day were clearly
stated.
b. The
teachers often moved around the class and made eye contact with the students
during the process of teaching learning process.
c. The
teachers knew the students’ names in each classes they taught.
d. In
the personal appearance, all the teachers were neat, fresh and comfortable in
their appearance. They had an appropriate appearance as a ‘teacher’.
e. The
teachers often encouraged the students to do their best during the activities
that the students carried out in the class.
Based on the
researcher’s notes, there were some points or activities in the teaching that
reflected the evaluation process:
1. Checking
the students’ understanding by asking questions based on the previous
explanation.
2. Raising hands to answer the teacher’s question were
given score although the answers were wrong. Coming forward was also given a score.
3. Answering
the teacher’s questions in the exercises during the class activities was
scored.
4. Giving
the assignments after the class activity had been ended is also an evaluation.
The results in note takings are in line with Singh’s opinion (1996)who
says that it is important to understand that
no single assessment method can completely measure a student's range of skills
and knowledge in a content area. Thus, it is necessary to use several types of
assessment methods to help students learn about their skills in even a single
content area. However, the result is contrary to the previous study by Hasbullah
(2007) that in the evaluation stage, the teachers did not do the evaluation
during the teaching process but the evaluation after the teaching process.
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