INISIASI 4

TOPIC: Analyzing case: Identifying the strength and weaknesses

Introduction:

From the first to the third initiation you have learnt how to analyze teaching and learning case
with Bu Darminah. You also have done the first assignment. This week you will continue to
discuss it with pak Sunu. I hope you have already been familiar with the case of teaching and
learning English. You know the components of teaching and learning such as learning
material, language teaching method, teaching interaction, teaching media, language skills,
etc. Those things are implemented in teaching and learning of English. Therefore, when you
analyze the teaching cases you always refer to those components. Your analyses might start
with the questions like:
-What method does the teacher apply in the teaching case?
-Does the teacher manage the method correctly?
-What language skill did the teacher develop in his teaching? Etc.
These questions guide you to find out any weaknesses in the teaching case.

Now read the following teaching and learning case, then identify what teaching components
you can find in it.

Mr. Haryanto is an English teacher of SMP. One day, he started teaching English by writing
the word: “ student naughtiness” on the board and encouraged the students to come up with
various different types of student naughtiness that occur at school. He put the students into
groups and told each group to decide what a suitable punishment for each naughtiness that
happens at the classroom. He asked what should they do so that they would not be a naughty
student. Finally what they do if one of your friend is a naughty student.
Mr. Haryanto told the students to mention all the words they knew connected with the word
naughtiness. And he wrote the words on the board. He also added some words that had not
been mentioned by the students. He asked one of the students a to explain the meaning of the
words, and asked other students if the answer is right or wrong.
After the students finished in discussing about the difficult words, then Mr. Haryanto
explained the students that they would hear a brief dialogue between two people. Before he
turned on the cassette, he wrote some questions concerning the dialogue on the board. The
questions are as follows:
1.Where does the dialogue take place?
2.Who is the boy?
3.Who is the girl?
Mr. Haryanto asked the student: “ Have you got the idea about the question?” The students: “
Yes, Sir” . Then he told the students to concentrate to listen to the recorded dialogue. He
reminded the students not to make some notes. He played the cassette on the first time. As
soon as he finished turning on the cassette he asked the students to answer the questions and
then checked the students answers.
In the next activity, he gave the form to the students and gave them opportunity to study the
form, and explained that they had to make some notes to fill in the form. When the students
were ready, he played the recorded dialogue again. Then he asked the students to fill out the
form and checked the students’ answers.
He put the students into pairs and give each pair a copy of the recording script of the dialogue
for this activity. Tell them to practice the dialogue in pair.
When they finished, he told each pair to swap roles. Finally, he told the students to practice
the dialogue again, but this time he asked them to substitute the key information on the
dialogue with their own ideas. At the end of the lesson he asked volunteers to come up in
front of the classroom to show their dialogue

Reference:
Tim Penyusun Panduan FKIP.2006. Panduan TAP. Jakarta: Universitas Terbuka