The teaching-learning process Observing

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3. Observing

There were two important things that the teacher and his collaborator observed. They were the process of teaching and learning in the classroom and learning progress that the students achieved.

a. The teaching-learning process

In the first meeting, the collaborator observed the teacher’s and students’ activities in teaching learning process in the class. At that day, the students were still ashamed and awkward to the teacher. They were asked to pay attention to the teacher, but some of them in the back rows were noisy. Then, the students seemed interested in the animal pictures when the teacher showed them in LCD. The teacher did it to brainstorm the students’ ideas. After that, the students joined the lesson actively and gave responses to the provided questions in the worksheet. In the teaching-learning process of first meeting, the teacher explained the material clearly about the descriptive text. After explaining about the descriptive text and the students understood about it, the students then were asked to make the pair. The role was as a helper and writer. After that, the teacher gave a model of descriptive text about an animal which has been provided in the worksheet and the students were also asked to answer the questions related to a descriptive text. Then, students did an exercise to write a short descriptive composition collaboratively. In the second meeting, the teacher provided an opportunity for each pair to write a short composition in the form of the descriptive text. Each pair started writing and did hisher job as a helper and the other as a writer. They looked commit to user happy when they have a friend to write collaboratively. The material was still about an animal and then they were asked to develop it by their own ideas. And the last, in the third meeting, the teacher reviewed the material of the previous meeting and explained it. In the third meeting, some of male students still made noise. Here, the teacher asked them again to write a short composition by using steps of collaborative writing technique. The topic was still about an animal which was different from the previous meeting. The helper and writer were active in writing a short composition. They did it based on their role. The result of their writings had been good but it was short and not too detail. In writing the text, the students were guided by the teacher. They still did not know about the collaborative writing technique because the technique was not familiar yet to them. The teacher then explained it and asked them whether they had questions or not. At that time, they kept silent and no questions. After that, they wrote it collaboratively as a helper and a writer. When they wrote collaboratively, the class situation was very noisy and sometimes they were not serious to write. As the result, their writing was not good. They had some problems in vocabulary and incorrect grammar.

b. Students’ learning progress