FACULTY OF PSYCHOLOGY AND EDUCATION

TESL Methodology I
Lecturer: Associate Professor Dr Hamzah Md. Omar

Title:

Videotaped Classroom Observation

Name Matrix Number

Rinda Dwi Octavia BP19280523
 Observation on EFL teacher Teaching in SMA Harapan Medan

The EFL teaching video that I had observed is taken place on SMA Harapan

Medan. Students who involved in this video is from secondary level in grade XII, while

the teacher who involved in this video is a male English teacher. In this video, the

teacher taught about the material of offering service. The teacher used task-based

learning in the classroom by using a role-play as a task of the learning activity. The role

play in this video is a meaningful task that make students use the target language by

playing a role of someone who offers a service in the bank, hotel, etc. It seems to be

the ideal activity in which students could use their English language that can reflect to

their real life.

In the beginning, the teacher built a knowledge of the students by questioning

them some question that relate to the material. The student’s respond is good. They

shared their experiences when they went to a place like a bank where they could find

out how someone offered a service. After introducing the topic, the teacher asked the

students to sit in a group so the teacher could give an instruction on what they will

have to do of the task easily. Before giving a task, the teacher gave an example of

offering service by showing a short video about the conversation between the customer

and the staff/ employee in the hotel in order to make students more understand with

the topic.

After showing the video, the teacher asked students' opinion about that video to

ensure that students actually watched it. Then, the teacher gave students the task to

do role playing in expressing offering service where the script of the task is given by the
teacher. In this case, I am not sure whether each group script is different or the same.

In my opinion, it would be better if the teacher just shared the topic of role playing

about offering services without giving them a script. For example, the teacher assigns

students to do role plays about offering services in one place according to their own

group. So that, it can improve their creativity to make a good script and also improve

their team-work skill.

After giving the task instruction, the teacher gave them time to discuss the task

in groups. The class discussion occurred effectively. Students practiced to express an

offering service expressions with their group in an interesting way. They evaluated the

expressions of their friends in turns and then give some suggestion to their friends.

In the practice section, the teacher asked Group A to do role playing in front of

the class and asked other groups to pay attention and evaluated the performance of

Group A. Because it is only practice, so there is no assessment. Suggestions come from

other groups to ensure that they pay attention to Group A and also make them think

critically. After group B gave a suggestion to Group A, the teacher asked Group A to do

the suggestion given by group B. But I think it is not an effective way because there are

other groups waiting to practice this role play. So, it is wasting of time. It would be

better if the suggestion was kept by group A to improve their performance later and

then it could be continued with the performance of other groups.

And the last part is the conclusion. The teacher asked one of the students to

conclude what has been learned at this meeting. But unexpectedly, many of them

raised their hands to be chosen to answer that question. So, it can be concluded that
the learning activity in this video is effective. It makes students more active in using the

target language. https://www.youtube.com/watch?v=lMQhQhFwTdA&feature=youtu.be