TEFLIN FINAL EXAMINATION

Lecturer: Hartoyo MA, Ph.D

Utami Dewi K. (0708066047)

English Department

Post Graduate Program

University of Muhammadiyah Prof. Dr. HAMKA

Jakarta
Monday, January 7 2008

INTRODUCTION

Writing skill is one of the hardest part in teaching English because it needs consistency and formula to help students or learners are able to write with ease. First, something that we should think about is the circumstance which can support its ability. If the circumstance is available included the materials, capability, knowledge or information, willingness to learn also psychology which I can say in this word ‘mood’ or ‘feelings’ , it would be a great part in writing something although not the scientific one. In most cases, we found that starting to write is a kind of ‘disaster’ for several students because they should find idea, antithesis of the problem, recommendation until the solution.

THE DESCRIPTION

It was an extraordinary class I saw in Labschool Kebayoran Baru. It has special class for special subject, so is English. Most of them were great in supporting our teaching writing observation because they might be learning English also at home, like what I said circumstance is one of supportive part. They were very enthusiastic, active, and energetic. Furthermore, before we arrived, they performed welcome song, it was great for being with them at least for 40 minutes run.

Short Information

Place : Labschool Junior High

Date and Time : Friday, January 25 2008, 10.40-11.20 am.

Skill : Writing

Class : 7 A (Acceleration)

Theme : I’ve lost my rucksack and Feelings

Teacher : Alaidin and Tami

Observer : Tami, Wirhayati, Desmal

Facilitator : Tami, Romlan

Round : 2 session (+ 40 minutes)

The observation of the first session

The teacher was Pak Alaidin, it was the first time for him in teaching English in the formal class but he could accomodate the situation. He was quiet familiar to attach with them and had clear voice. He could deliver the materials well by utilizing its formal book which the picture inside, then he asked them to read and write by dictating. He asked two of them to write on the board and corrected their mistakes in non-threathening way. Finally, he could manage the time and finished it on time.
The weaknesses:
1. He utilized school book as a source only.
2. He started without warming up the class and elaborating the lesson straightly.
3. Some students were busy talking at the back, the information were not spread completely. It might be caused of his unclear explanation that overwhelm them.

The observation of the second session

I was trying to become the second teacher with some materials which I created by myself but still in writing skill. The supportive materials are:

1. Ice breaking and game

The contents are song and jumbled words about feelings.

2. Worksheet

There is an identity form which student should fill, started from the name, date of birth, and favorite food. The last question the teacher asked is why they love to eat that food so much. For warming up, by asking ‘why’ they will think the reason by exploring their mind about its taste or something more.

3. Flash Card

The teacher asked three students to perform a kind of short fairytale episode by using flash card, the dramatic play was presented three times until they understood the story goes. After finished to play the role, each of them should re-write the dialogue and mostly they knew it.

4. Pictures

5. Video

6. Song

The Observation

1. Building Knowledge

Second teacher opened the lesson by greeting and asking several students’ names, then she asked ’silly’ question if something we should know from the first meeting is his name, one of them mentioned it, she gave award to him a thousand rupiah which she had already prepared for warming up. Previously, she did not start straightly to the lesson but let them enjoy with the games; arranging the lyrics of the song and saying one of the feelings people have randomly. The aim of ice breaking is to stimulate them to be ready, enjoy also to help them have a short overview about the theme. It is prestigious to show some visual aids, she used power point, song and movie CD, pictures also flash card. Next, she focused on the writing skill by distributing a worksheet for each which has a list of identity that they should complete. Last question she asked from the worksheet was ‘what is your favorite food?’ and ‘why do you like it?’. After finished, three of them represented others to come in front of the class and share the written information. Teacher knew by asking ‘why’ children would struggle to give reasons for food they like best, it would keep them thinking and playing with idea. She tried to be movable and always walked through the path, decided to stand up without sitting at all so that they would pay attention. After submitted those worksheet, she gave more question about kinds of feelings they knew, one by one answered responsively and she appreciated them by saying ‘good’, ‘nice’, ‘great’ and sometimes two thumbs up.

2. Modeling of Text
There are several questions she provided, they should fill in the blanks and write down the right word from the abbreviation. Still the theme is about feelings. Here is the example below:
I am so…because his asst. rejected my proposal.
Revised: I am so (sad, upset, angry) because his assistant rejected my proposal.
The school bldg. is being renewed, because the old one was spooky. We are very…
Revised: The school building is being renewed, because the old one was spooky. We are very afraid.

3. Practice/ Joint Construction of Text
First, teacher used colorful flash card which dialogue below, another three practiced in front of the class and others re-write the sentences of the dialogue in detail. It enhanced to practice writing grammatically. It also pursued them to pronounce the correct words loudly.
Second, she used four kinds of pictures without any statements on them. Students should discuss in pairs about the activities people do and how they feel at that time in the pictures. At a glance, after they are finished writing then they re-tell each picture.

4. Independent Construction of Text
Teacher played the movie about children who are playing on the ground. The purpose is to force them to write what they have watched before by asking several questions, such as:
Who are they?
What are they doing?
Where are they?
When do they celebrate it?
How do they perform?
How do they feel?
From those questions above and her first time teaching junior high students, she got something new that by brainstroming the formula, students will be able to write, that is, by utilizing 4W+1H (Who, What, Where, When, and How).

The weaknesses:
1. Time management
Actually, the lesson run out of time, she needed more minutes to finish the materials but she could not continue.
2. The teacher did not do correction on the spot and write on the board.
3. She had low voice that could not reach the audiences at the back./p>

In short, the solutions for progresive teaching-learning process are time management is important to be jotted down, voice influences much the audience, body language and movement supports the lesson, several games are needed for warming up, utilizing many visual aids and not only a formal book is a main point, giving short instruction will help to understand and avoid overwhelm the students.