89
APPENDIX B OBSERVATION CHECKLIST
No. A Teacher
Check when observed
a. Offering explanation
Teacher is knowledgeable about subject matter ✓
Gives cleardetailed instructionsexplanations ✓
Gives short review of previous learning ✓
Presents new material in short steps ✓
Avoids digressionsambiguous phrases ✓
b. Inviting students participation
Asks a large number of questions ✓
Attributes pupils’ successes to their efforts ✓
Gives hints, clues ✓
Has pupils asking questionsinitiating verbal interactions ✓
Obtains responses from all pupils ✓
Gets high percentage of correct answers from pupils ✓
c. Verifying and clarifying student understanding
Checks for pupil understanding ✓
Gets pupils to restate answers ✓
Highlights main points of lesson ✓
d. Modeling and desired behaviors
Gives concrete, varied examples ✓
e. Inviting students to contribute clues
Attributes ownership of ideas to initiating pupils ✓
90
No. A Teacher
Check when observed
1. Allows students thinking time
✓ 2.
Allows students practice after each learning step ✓
3. Guides students during initial practice
✓ 4.
Monitors students’ work when necessary ✓
5. Moves around class and approaches all students
✓ 6.
Has brief contacts with individual pupils maximum 30 seconds
✓
7. Conveys sense of enthusiasm in presentation of tasks
✓ Source:
Hopkins, D. 2008. A teacher’s guide to classroom research 4
th
ed.. Berkshire: Open University Press.
Yogyakarta, 4 November 2011
91
APPENDIX C Field Notes
XI IPS 2 English Conversation Class
Friday, 4 November 2011 10.00 a.m. – 11.40 a.m.
Today’s topic was drama. When my partner and I came into the class, some students suggested that we moved to social laboratory instead of being in
their own class. I granted their request so they would not feel bored. It takes about more than five minutes to prepare and to move.
Everyone came today. There were twenty-seven students in this class. It was so noisy that my partner and I needed to wait for a while and said something
to keep them silent. As far as I observed, they were talkative students. After the class kept silent, my partner and I started greeting them, sometimes in English,
and sometimes in Bahasa Indonesia. I said to them that today’s lesson was going to be recorded for our
documentation so we could use it as a reflection for our teaching. At first, they started to act like they really care about the recording so they wanted to pretend
something. However, I said to them that they did not need to act something. Every process would go as natural as possible like the common days. Since my partner
and I acted naturally, they seemed going with the flow and act naturally too. Knowing that this lesson was their last class hour, I directly observed
whether they felt sleepy or bored. I found that some of them were curious, others were sleepy, and the rest were flat like no expression about what would be going
on. I started the class with the first session of getting ready was warming-up
activity. First, I asked them to stand up and fill the aisle between the desks, fill the empty space in the class. They followed my instruction but still without forgetting
the jokes, chatting, and laughing to each other. After few minutes of waiting and warning, they started to keep silent and following my instructions. The first
92
activity to go about was “mirror hands”. Few of them have been familiar with the activities, but most of them did not know what is all about. I gave them a brief
explanation of the procedures of how to do the activity instead of describing the purpose of doing the activity of ‘mirror hands’. They seemed interested in the
activity since it was such new experience for them in learning English. When the students started to be interested in the initial activity, they could be motivated to
the next activity. The first practice was going well, even though, there were still some students who were not doing it seriously.
The next was cooling down activity. It was named breathing. It was not new for them, but it was also such a new experience for them to experience in
class activity. I had not given the purpose of doing the activity. In the end of the activity of getting ready, I gave them a brief explanation of the aim in doing what
is called getting ready session. The next activity, still part of getting ready session, was group formation
activity, called “mix and mingle”. It was like a game, even though the aim was to form groups to be used for the next activity. I asked them to walk around the free
space, without being noisy. After few minutes, I asked them to take the hand of the nearest friends. The friends which hands they held would be their partners in
doing the main activity. They would do the task in pairs. The next session was named working frominto scenarios and scripts. It
aimed at practicing a range of intonations in order to make explicit the meaning of minimal dialogue. Before going to this session, I offered them questions about the
elements related to drama. Each of them had to answer one by one in turn, started from the back to the front row. Later, there would be collected 27 different
