English Class with Korean 4th Graders
(Video Analysis)
To see the video, you may click here.
This
video made by a teacher from Korea and has been implemented in a public
elementary school in Korea, especially in Busan with Korean 4th
graders.
The
video shows that, the teacher used an
Audio-Lingual Method in the teaching-learning process. The teacher also made an
improvisation in this method during he taught. At the beginning, he read a book
which explains the importance of learning. After that, the teacher started to
show the video after dealing with his
students. After they finished to watch, the teacher asked the students what
they has gotten from the video. He also repeated the video once again and did
the same thing. The videos have been shown for several times by provided 3 kinds
of videos. Then, he divided them into 5 groups to play a game called “ Matching
Two”. Each of groups has to compete to earn much scores in order to be a
winner. The teacher also gave them a reward that is a pack of candy.
For
the detail analysis will be provided below in questions form ;
1. Role of the teacher and the
student
In
this video, the teacher as a leader in guiding his students. From each parts,
students and teacher were more like partners, but students here were tend to
coorperate with their friends. Teacher was obligated to take control by giving
them directions and rules to follow by the students. For instance, in the video
provides that teacher gave them three videos for watching, repeating, and
sharing what they has gotten from those videos, then the teacher also directed
them a rule in playing game cooperatively. As what Freeman defined that, “ The
teacher is like an orchestra leader, directing and controlling the language
behavior of her students. She is also responsible for providing her students
with a good model for imitation. Students are imitators of the teacher’s model
or the tapes she supplies of model speakers. They follow the teacher’s
direction and respond as accurately and as rapidly as possible” (Larsen and
Freeman, 2000). Thus, teacher and students have their own role and establish
the classroom situation more active.
2.
The nature of student and teacher interaction
The
nature of the students and teacher went both ways, which were teacher to student,
student to teacher, and student to student. Besides, the teacher as a director
while students as the objects of the direction. This is related to the nature
of Audio-Lingual Method, as what Freeman and Larsen stated that, “ There is
student to student interaction in chain drills or when students take different
roles in dialogs, but this interaction is teacher-directed. Most of the
interaction is between teacher and students and initiated by the teacher.” For
instance, when students took a rest for a moment, while teacher prepared for
the next section, he were often asking them about what they like to and
bringing them back to their focus as such asking for clapping.
3. Characteristic of
teaching-learning process
On
characteristic of teaching-learning process, teacher also provided new
vocabularies and the videos were structural and suitable for the 4th
grade students. Larsen and Freeman also emphasized for the characteristic of
Audio-Lingual Method, they said that, “New vocabulary and structural patterns
are presented through dialogs. The dialogs are learned through imitation and
repetition.”
The
videos were also in good pattern, where students were ordered to listen the
video clearly, then they repeated it fluently and the last they answered the
questions correctly. In the video, teacher divided the section into two stages.
First, playing the videos and second, teacher divided them into five groups for
playing game called “ Matcing Two”, this game was using a monitor as the
material. The first step, one of the students in one group must to stand up by
saying “please be quiet!” loudly while another group was asked for clapping. If
its group are succeed, they will get the point from each group. Second, they
were ordered to read and choose two sentences on the screen to match, if the
choices are matching, they will get higher score. The last, for the winner,
they will get a pack of candy.
4. How does the teacher response
student’s error
The
teacher was aware to correct the students’ error directly through their own
friends (in peer), the teacher tried to avoid the mistakes suddenly and
preventing them to speak in their mother tongue. It has provided in length
07:56. Larsen and Freeman has defined that, “ Students error are to be avoided
if it all possible through the teacher’s awareness of where the students will
have difficulty and restriction of what they are taught to say.
To
this end, the nature of classroom situation can be measured by the role of the
teachers themselves. How can they prepare enough themselves to raise the
positive feedback from the students. That’s why the election of the methods
have a strong influence in pursuing the goal of the teachers. Make sure that
the methods choosed based on the needs of students.
