Expository Teaching Model

5. Expository Teaching Model

a. Definition of Expository Teaching Model

One of the characteristics of expository teaching model is teacher centrality. It means that teacher has a power to direct or control his/her students. The teacher decides everything in teaching-learning process. Thus, the students are under the teacher control. The teacher’s control can be found when the teacher selects and directs the learning tasks.

According to Roestiyah (2008: 136), the most expository teaching model applied in educational activities is a lecture method. In line with this theory, Suwarna says that the lecture method is also called as an expository teaching (2006: 106). He adds that this teaching technique is a direct explanation done by a teacher in a class. To give detail or real explanations, a teacher can use teaching aids. Since the lecture is given directly to students, it can be named as a direct communication technique. In other words, the expository teaching is a teaching technique where the teacher presents students with the subject matter rules and provides examples that illustrate the rules. Those examples includes pictures, graphics, tables, diagrams or other representation to elaborate the subject. This teaching aids are also functioned to focuse students’ attention of the subject presented.

In the expository teaching, the role of teacher is dominant. A teacher functions as an informant who provides students-needed In the expository teaching, the role of teacher is dominant. A teacher functions as an informant who provides students-needed

In line with those above theories, Ausubel proposes the expository teaching model that focuses teaching-learning activities on

a teacher rather than students. Ausubel’s theory is concerned with how individuals learn large amounts of meaningful material from verbal / textual presentations in a school setting. According to Ausubel, people acquire knowledge primarily through reception rather than through discovery. Concepts, principles, and ideas are presented and understood, not discovered. The more organized and focused the teacher’s presentaion, the more the students will learn. Ausubel also proposes that an expository teaching model encourages meaningful verbal learning. Thus, teachers must present material in a carefully organized, sequenced, and finished form. Ausubel adds that students are still active in their learning when they are listening to their teacher through meaningful verbal explanation. Their thinking can keep active while

teacher (in Tomei ( http://vanguard.phys.udiaho.edu/mod/models/ausubel/index/html ). Ausubel (in Joyce, 1972: 168) states that learning needs to be

listening

to

their their

From the above explanaition of the expository teaching, it can

be concluded that the expository teaching model is a teacher-centered teaching which depends learning activities on a teacher since the teacher as a planner, organizer, presenter, informant, motivator who will determine much the learning outcomes. Students will be passive rather than active, but in their passivity, actually they can be active through thinking activities when they accept, listen to, and note the lesson material in the class.

b. The Benefits and Limits of Expository Teaching

Some benefits of expository teaching are:

1) to inform important fact or idea that is related to past event or material that can not be found in literature.

2) to teach in a large class consisting more than thirty students. That is why, this technique is more efficient than other techniques.

3) to attract students’ attention by focusing attractive teacher’s presentation.

4) to motivate students for a whole class in teaching learning process.

5) to conclude important points to help students understand easily.

6) to explain new themes or topics Suwarna (2006: 106-107).

Meanwhile, the limits of expository teaching are as follows:

1) The role of teacher is dominant, thus students will be passive rather than active.

2) Teacher can not know well how far the students’ understanding to the material given.

3) There is little chance for students to express their ideas, opinion etc.

4) The technique gives learners less chance to sharpen their thinking to solve problems.

5) The students tend to follow the teacher’s way of thinking, nevertheless it is possible for the learners to have different concepts from the teacher’s.

6) The technique tends to be verbalism (Suwarna, 2006: 108).

Suwarna adds that teaching using expository technique continuously can decrease students’ memorization. That is why, teacher should be aware of the weaknesses and should prepare some ways to make explanatory teaching technique meaningful. Those ways are:

1) Teacher prepares printed teaching material that can be given to students before a class. Hence, students have chance to read or study first, and give notes to some important points.

2) Students are asked to re-explain or conclude the main points what they have learned.

3) Students either individual or group are supported to find the problems and get ways how to solve them (Suwarna, 2006: 107).

Roestiyah supports Suwarna’s ideas about the expository teaching model. She adds that the teacher should prepare some solutions to minimize the weaknesses. Those solutions are as follows:

1) Giving questions to students during teacher gives explanation. These queations are used to control students’ attention and students’ understanding of teachers’ explanation.

2) Providing students chance to ask some questions to teacher.

3) Preparing teaching aids to attract students’ interest in learning. Some attractive teaching aids can be in form of colourful pictures, radio, TV, VCD, miniature etc. (Roestiyah, 2008: 139).

There are two principles of expository teaching models. Those principles are as follows:

1) The most general ideas of a subject should be presented first, and then explained into details information.

2) Presented material should be integrated with students’ previous knowledge or previously presented explanation (http:// filize.blogspot.com/2007/03/ausubels-expository-learning.html).