analogy to make the students easier understanding the feedback. If there was no student who could answer correctly, the teachers themselves
explained the answer. In conclusion, the teachers should be creative when
they do not find comment from students. Knowing that students seemed to answer without raising their hands, the teacher tried to point out one
student to another student to answer the teacher’s question. In this case,
almost teachers tried to correct students’ answer when they were wrong to
answer and seemed to remember the students’ names well; even some
teachers could not mention their names one by one. This activity seemed
on almost teachers on those three schools. Concerning about students’ silence when teacher gave question, many teachers on the three schools
tried to rephrase the question into easier words or provided easier clue to make the question easy to understand.
6. Assessment
Assessment is an integral part of the process of teaching and learning process. To know whether students master the competence and measure
the effectiveness of the teachers’ methods are the aim of this stage. The forms of assessments are pretest and posttest, formative test, and
summative test. The teacher could see the result of formative test, if the teacher got the score of students in formative test under the minimum
score, the teacher should do remedial teaching by learning the topic that the students could not master well yet.
The focus of this stage is measured by looking at the ability of teacher to use different ways of measuring student skills. Those are that
teachers collects some information about how to identify the needs of students, how to conduct self-evaluation, how to adopt
students’ long-term planning, how to use evaluation tasks as a starting point for teaching. The
stage is measured in terms of the period at which the evaluation tasks take place e.g., at the beginning, during, and at the end of unit of lessons.
Teacher also did assessment activity in this stage by assessing students through different questions. In this case, students were asked to
mention what kind of question that would be appeared in the text both in reading and writing skills. If students found difficulty to answer the
question, teacher could rephrase the question or give clue to make students understand.
Some teachers practiced the assessment by authentic assessment: through interviewing their friends about personal information to practice
speaking then they were asked to make their own identity cards, and through interviewing authentic people in this case the food sellers at
canteen to ask for information about how the sellers make food and beverage before making the project related to procedure text.
The observer stated that the teachers were average in practicing this strategy. It could be shown by the score 2.8 which was categorized as fair.
All participants had different perceptions related to this strategy. Based on
the interview on some teachers, the teachers at those three schools hold the evaluation regularly. There were two kinds of assessments that the teacher
hold to assess the students. The first, summative assessment summarized what students have learnt at the conclusion of an instructional segment.
These assessments tend to be evaluative, and teachers typically reported assessment results as a score. The examples of summative assessments
include tests, performance tasks, final exams, and making projects. The last was formative assessments occured concurrently with instruction.
These ongoing assessments provide specific feedback to teachers and students for the purpose of guiding teaching to improve learning.
Formative assessments included both formal and informal methods, such as quizzes, oral questioning, and teacher observations. Those kinds of
assessment we re the teachers’ effort to get the feedback from students. The
more positive feedback the teacher would give, the more it would influence on students’ achievement. Furthermore, if the score of students
on those assessments was good, it was assumed that their method of teaching related to the kind of subject was success. In line with this, based
on the interview with some teachers, they did the assessments after finishing one topic. They did formative examination three times in one
semester and one summative examination to analyze the student improvement. However, based on the observation, the teachers did not use
a range of different ways of measuring student skills. Even, the teachers rarely practiced the assessment to identify needs of students, to conduct
self-evaluation, or to use evaluation tasks as a starting point for teaching. As an example, based on the interview with some students, after assessing,
the teachers returned the student answer and then continued to the next session. Based on the interview of students, the teachers preferred to use
the session for watching a movie with their students rather than discussing the answer. Unlike the students, the teachers considered that they did not
have much time to discuss the answers one by one. Therefore, they preferred to choose watching movie in order to refresh the students
’ mind.
7. Classroom Learning Environment : CLE
The teachers scored 3.9 related to this stage. It was categorized that they were high in practicing this strategy. Meanwhile, the students and the
observed revealed that the teachers were average to practice this strategy; it could be shown by the scores 3.2 and 3.1.
There were some reasons supported the argument. First, teachers
could provide students the time both on explanation and on task. Teacher provided relevant feedback and gave positive reaction to students.
Moreover, teachers divided the result of exam back to students after finishing checking the answer. In addition, the responsibility of teachers
could be proved not only in the process of teaching in the class but also outside of the class. The teachers tried to establish, persuade and respect
the schools’ rules. The teachers warned the students when the students did
not wear the appropriate uniform, gave a good model for students not to throw the rubbish anywhere, asked students to keep the environment clean,
and also gave punishment when students disobeyed the rules. At the real teaching situation, the teachers had asked their students to keep the
environment clean by picking the garbage to the trash can before the class started. In the classroom observation, the observer also found in some
classes that the teacher could build the class to compete each other when they were asked to work in group. It created the good interaction both on
teacher to students and student to other students
.
However, there were some aspects which were addressed by teachers related to this stage. After doing interview with some students, some
teachers could not fulfill the time allotment to teach in the class because there were some teachers busy with the other duty outside of the class or
other reasons; they just gave the extra exercise to make the students busy. In addition, some activities created by teacher could not make students
compete one another to get the score. The students seemed to just fulfill the requirement from teacher without understanding the learning objective.
To avoid this problem, the teachers should make clear the explanation when they present modeling activity before coming to the application
stage. Furthermore, the teachers should make sure that the students understood the learning objective of the material to make students realize
the meaningful of learning material. The last, the observer found some teachers already used teaching media such as LCD, movie and other media
to support the teaching and learning process. Nevertheless, other teachers could not maximally use the media provided the school. This condition
should be increased more by teachers to provide more relevant approach addressed to different students in different class.
Based on the explanations, keeping students on task was crucial because they could fulfill the time by the useful activities. Furthermore, to
avoid classroom disorder, teachers could create good preparations. In
