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ACKNOWLEDGEMENT

Foremost, we would like to thank Mrs. Ersy Laksitarini, M.Pd who was

our teacher on TEFL II. She enabled us to view children in different eyes,

especially in their way in learning English. She also helped us to understand

exactly how to teach English to children and apply it in classroom activities.

We would also like to thank principal, teacher and students who

participated in this observation, of English Light institution for their permission

for us to attend their class, answering our questions and contributing to the

observation.

Finally, we hope this observation report gives a lot of advantages for the

readers, although it is not perfect.

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TABLE OF CONTENTS

I. ACKNOWLEDGMENT ........................................................ 1

II. TABLE OF CONTENTS ....................................................... 2

III. INTRODUCTION .................................................................. 3

IV. MATERIALS ......................................................................... 5

1. Instructional Materials ................................................ 5

2. Teaching Aids ............................................................. 5

V. THE ROOM ARRANGEMENT ........................................... 6

1. Chair and Table Setting .............................................. 6

2. Wall and Room Decoration ....................................... 6

3. Classroom Atmosphere .............................................. 6

4. School Condition ....................................................... 6

VI. THE APPLIED METHOD TECHNIQUES ......................... 7

VII. TEACHING AND LEARNING ACTIVITIES ................... 8

1. Pre-teaching Activities ................................................ 8

2. Main Activities ............................................................ 8

3. Final Activities ............................................................ 10

VIII. CONCLUSION AND SUGGESTION ................................. 11

IX. APPENDIX ........................................................................... 12

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INTRODUCTION

Indonesian people consider that English is a foreign language.

Nevertheless, teaching English nowadays, particularly at elementary schools in

Indonesia has been totally encouraged since it’s known that English language has

become an international language. This attempt aimed to familiarize pupils with

English at an early stage. Almost all primary school conduct English teaching for

their students. They even begin it from the first grade.

English teachers had been experiencing difficulty in teaching English to

children. They mostly found that the way of teaching english to young learners is

extremelly different. It should be fun, interesting, enjoyable, repetitive and

understandable. Therefore, the teacher should use appropriate methods for

teaching English to them. Experts in language, education and psychology has

invented various methods that can be applied by language teacher in conducting

teaching language.

In this opportunity, we ( Ihsaan, Tina, Bogie, Kornelius ) try to know how

does English teacher apply language teaching methods in their real English

teaching by doing an observation in a class where English teaching is conducted.

It was exactly at one of English course institution in Surabaya, namely ENGLISH

LIGHT. It is located at Jl. Simo Kwagean no. 34 Surabaya.

This report of observation aimed to know how English teacher apply

TEYL method in their teaching process and also to accomplish the TEFL II final

assignment. Does the methods really work? Do the students learn well the given

materials?

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Background

On the day we did observation, the teacher taught about part of body and

one of the target language (What are you doing, Jenny? I’m moving my desk). It

was the first unit of the student’s book and review of an unit in previous student’s

book.

The amount of student was five. Some of them were second and third

grade student of elementary school.

Objective

- Students are able to practise a short conversation.

“What are you doing? I am ..(Verb + ing)...”

- Students are able to mention some parts of body.

- Students are able to identify the given vocabularies ( Shoulder, Teeth,

Knee, Fingers, Toes, Wave, Point, Shake, Put, Glue).

- Students are able to write the given vocabularies correctly.

- Students are able to use the target language and understand it correctly

(What are you doing, Jenny? I’m moving my desk).

Place : English Light

Day/Date : Thursday, 30th of May 2013

Time : 04.00 p.m – 05.00 p.m

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MATERIALS

1. Instructional Materials

The institution used this book since six years ago. It’s imported and

costs very expensive for the middle society. There are six levels for

elementary students. In this english course, the students are encouraged to

accomplish each level in six months. In conclusion, to accmoplish all

levels in elementary spend three years class. Each student had the book.

The book used by the teacher:

Tittle : Gogo Loves English Level 4

Author : Stanton Procter, Melanie Graham, mary

McIntosh, Ken Methold, Paul FitzGerald

Publisher : Longman Asia ELT, Quarry Bay, Hong Kong

Year publishing : 2001

(Content materials taught by the teacher is enclosured in appendix)

2. Teaching Aids

Teaching equipment / realia is very limited. So that, the teacher

didn’t use any teaching aids but book, whiteboard and a set of audio

device (Dvd’s). The book contents interesting pictures to describe

vocabularies and conversations to the learners. The teacher used

whiteboard and marker to write down the rule explanation to the students.

She also switch on a tape to play the mp3 cassette (materials including

conversation, vocabulary pronunciation and song).

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THE ROOM ARRANGEMENT

1. Chair and Table Setting

The class we observed at that time has 12 chairs. It’s shape like

chair commonly used by university students (chair and table is included in

a piece). The teacher set them in a form of letter U. Actually, there is a

special room for kids class with particular chair and table setting. Because

the special classroom for young learner is very limited and there are

numerous kids students, not all of them have opportunity to have suitable

classroom for them.

2. Wall and Room Decoration

The classroom is pretty small. It’s wall has cream color and some

spotted. It looked rather damp. The lamp is appropriate with the room size.

The light is bright enough to give better sight to students. The room

decoration is simple. There was a dvd and audio device in it’s corner.

There was no any decoration on the wall because the class is not always

occupied with same students.

3. Classroom Atmosphere

The classroom atmosphere was pretty nice. Even the classroom

doesn’t have any AC (Air Conditioner) but it has an electric fan to bring

coolness to the class. The students looked enjoy their class.

4. School Condition

The school was located at a crowded street. Fortunately, the front

door of it’s office is made of glass. Then, the noises outside is avoided.

This school has three classrooms. Two of the classroom is provided for

adult learner and one of them is especially designed for children.

Unfortunately, not all children can learn in suitable room for them due to

exceed number of students. The student’s artwork / worksheet is showed

on the wall of it’s corridor.

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THE APPLIED METHOD TECHNIQUES

Most of teacher tend to use not only one method but more on teaching

English to young learner. They mostly apply TPR method to make students

remember the given materials easily and continually.

a. Indication that shows the teacher in class we observed use TPR method:

The teacher ordered the students to act the word she delivered like they

do it in real. Example: The teacher waved her hand while she was

telling the students word “wave”. Then, the teacher ordered them to

wave either.

The teacher also used acting game to make sure the students already

memorized the vocabularies.

The teacher ordered the students to get in a circle. Then, they sang and

danced together.

b. Indication that shows the teacher use Direct Method:

The teacher mostly teach the students by the target language,

especially when delivering vocabularies. She didn’t translate it to the

first language. It aimed to make English language as familiar as

possible to the students. When they feel familiar with English, they

will be able to listen / understand easily what is being told / spoken by

the teacher.

c. Indication that shows the teacher use Natural Approach & AudioLingual:

The teacher drill them to listen and repeat what she delivered.

Especially when she told them about simple present continuous tense

“What are you doing? ...I am (verb+ing)...”

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TEACHING AND LEARNING ACTIVITIES

1. Pre-teaching Activities

It was Thursday, at 4 a.m. The students came to school before 4

o’clock. The teacher had already come either. The teacher invited them to

enter the classroom. She began the class with greeting her students.

Teacher : Hello students! How are you?

Students : Hello ms! I am fine. Thank you, and you?

After greeting them, she ordered them to pray together before

beginning to study. The students were very silent when they prayed. The

praying ended and the class began.

2. Main Activities

Listening and Reading a Short Conversation (Presentation)

The teacher ordered the students to open their own book on

page 3 unit 1. She began the first activity with listening to audio

conversation and played the mp3 for twice. The students listened to

it by looking at it’s text on their pages. The students were very

silent while listening the audio conversation.

The teacher practised the conversation and the students

repeated what she said.

Text of conversation

Gogo : Hi, Tony! Hi, Jenny!

Jenny : Hello Gogo!

Gogo : What are you doing?

Jenny : I’m reading. Tony’s drawing.

Gogo : What’s that?

Tony : It’s an octopus. He has eight legs.

Gogo : Hmm. What’s he doing?

Tony : Uh, he’s sitting.

Gogo : What’s he doing now?

Jenny : He’s dancing

Tony : Gogo!

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Conversation Practice (Re-inforcement)

After listening to an audio of short conversation, she pointed

two students to come forward in front of whiteboard and practice

the conversation in pair by looking into their books and get another

students in turn. The teacher corrected the students when they

spoke some mistake in their conversation.

Listening to Vocabularies (Presentation)

After practising the short conversation, the teacher ordered the

students to open the next page (vocabulary). She then ordered them

to listen and say what was said by DVD.

Vocabulary:

1. Shoulders 6. Wave

2. Teeth 7. Point

3. Knees 8. Shake

4. Fingers 9. Put

5. Toes 10. Move

After listening to the dvd, the teacher ordered them to

follow what she said and did (vocabularies).

Teacher : Shoulder .... ( by touching her shoulder )

Students : Shoulder .... ( by touching their shoulder )

The teacher corrected the students who said the word in

wrong pronunciation.

Sing a song (Presentation)

The teacher played the song through dvd and the students were

listening. Then, she played it for the second and they joined to sing it.

She get them in a circle, and played it for the third. The students sang

by it’s movement.

Song lyric:

Head, Shoulder, Knees and Toes

Head, Shoulder, Knees and Toes

Oh eyes, and ears, and mouth, and nose

Head, Shoulder, Knees and Toes

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Acting the Word (Re-inforcement)

After listening to an audio of vocabularies, the teacher get

the students in a circle. She challenged them with a game. It was if

she said a word from the given vocabularies, they must point,

touch or act it. For instance, if she says “shoulder”, the students

must touch their shoulders immadiatelly. If she says “shake”, the

students have to shake their body. The students were very happy to

act the delivered vocabularies.

Dictation (Evaluation)

After playing the game, the teacher let them to sit down and

ordered them to take out their pencils and notebooks. She ordered

them to get ready to write what she said. The students listened and

wrote down the word said by the teacher in order. who had already

written the word, They were allowed immadiately to show it to the

teacher. Then they will get correct check (smile) from the teacher.

The faster student and had the correct writing will get high score.

The dictation word:

1. Point

2. Shoulders

3. Teeth

4. Wave

5. Move

Guessing Game (Evaluation)

The teacher point one student to come forward. She pointed a word

on her book and showed it to him/her without telling it to another

students. Then, the appointed student point / touch the part of body, act

the word that the teacher pointed before. Then, she gave chance to

another students to raise their hands up and guess what was the meant

word. The student who guessed the word correctly will get score.

3. Final Activities

After singing, they prayed together. “Keep silent and let’s go

home!” Teacher commanded. At last, she said see you tomorrow

and the students shook the teacher’s hand one by one

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CONCLUSION AND SUGGESTION

The book was quite interesting and attractive for the students. It contents

with listening, reading, speaking, vocabulary, grammar and writing materials. It’s

picture and lay-out encourages them to always keep in track when the teacher

order them to do the task provided on book pages. Well, it was very good and

totally appropriate to the learner. In other hand, some of book used by students

were not an original. They should use the full color one but unfortunately it is

very expensive.

The teaching aids used by the teacher at that time was very common. The

teacher should equip the teaching with realia, pictures or flashcard that can make

them more interested in the materials.

The chair and table setting is pretty good in position but the shape of chair

and table is rather not suitable with young learner. The chair and table shoul be

appropriate with their height. In addition, the teacher set the chair-table in a form

like letter U. It was good arrangement, so that the teacher can easily control the

students and check their work on sheet or books.

The wall and room decoration is good enough but it should be painted

more because of spotted and mugginess. Classroom atmosphere was also nice.

School condition looked very common because only few student’s artwork

showed on it’s corridor. The school also needs additional classrooms for the

balance between amount of students and classrooms.

The teacher didn’t write Lesson Plan for her teaching. She just use a

syllabus and prepared points of activity that she was going to do with students in

class. For better preparation, the teacher should wrtie lesson plan before she

conducted teaching english.

The applied materials and techniques were good enough and varied. The

classroom activities were fun and interesting enough to the students. It was proved

that they looked happy while studying in the class. The teacher taught all skill

components in English language during the class (Listening, Reading, Speaking,

Vocabulary, Writing and Grammar). Somehow, the teacher should try to make

students memorize better the conversation text by ordering them to practise it

without looking into their textbook. The teacher was also supposed to order the

students to put some vocabularies in a simple sentence like “for (wave) – wave

your hand”.

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The teacher didn’t evaluate the students on target language “What are you

doing? ... I am (verb+ing)...”, it might because of the time was over and the

students were allowed to go home. The related evaluation will be conducted in the

next meeting. Finally, the way of teaching to young learner needs a lot of variety

of activities. As we know from this result of observation that the teacher used

many activities during the class. That is what we should do when we conduct

teaching english to young learner.

APPENDIX

a. English Light Office / School

b. Instructional Material

The Cover of the book, pages and syllabus for level 4 (elementary).

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d. The room arrangement

Chair and table setting

Wall and room decoration

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e. School condition

Student’s artwork / worksheet showed on the wall of the corridor

f. Teaching learning activities

Listening to Short Conversation

The students were quiet while listening to a short audio conversation.

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Conversation Practice

The students practised the short conversation in front of another

students.

Listening to Vocabularies and saying it

The teacher corrected student’s mistake in pronouncing “knee”

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Acting the delivered vocabularies

The students stood in a circle and touching their teeth whien the

teacher said word “teeth”

The students waved their hand when the teacher said word “wave”.

Listening and Writing

The students wrote the words in dictation exercise.

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The students stood in line to get a smile check from the teacher after

writing the word (dictation) on their notebook.

Guessing Game

The teacher whispered and pointed a picture/word to the student and

others were supposed to guess it after he act the word.

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