OBSERVATION REPORT (Contoh Menulis Hasil Observasi)

OBSERVATION REPORT

Teaching Process in Listening TOEFL Course of LPDP Students

By Abdul Rohman, Fitria Ningsih, Sartika

A. Background

Listening is very important skill because listening is the core component of second language proficiency. Good communication or interaction happens because massage from the speaker transfers correctly to the listener. However, less ability in listening will give bad influence to people interaction toward others. One of ways to measure the ability in listening of foreign language learners is TOEFL test. Comparing to the other skill (structure and reading), listening is considered as the most difficult part. It is shown for the test results of twenty students of PPA UPI who have tested for four times. Listening section becomes the lowest scores that students achieved (listening: 43.55, structure: 44.45, and reading: 47.52). However, their average scores of listening section rose significantly from 41.7 to 46.3 comparing to other skill (structure and reading). It is an interesting thing to know regarding the factors which supports the students in achieving better scores in listening section.

B. Observation Objective

The researchers are interested to conduct the observation in order to see what the teaching strategy applied by the tutor and also the process on how the teaching and learning activities to do. After knowing the result of observation, it is hoped to be a consideration to the tutor for better way of teaching.

C. Research Method

The observation data was obtained by taking field note and the photos captured during the teaching process.

D. The Subject of the Study

The observation was conducted on Tuesday, August 4^th, 2015 in the TOEFL preparation course of Language Center, Indonesia University of Education. The participants of this observation are the Listening tutor, Lukman Hakim S.Pd and the LPDP students which consist of 20 students.

E. Findings

1. Teaching and Learning Description

The teaching and learning process applied three main stages, (opening, main, and closing activities).

First of all, the tutor gave a greeting to students and explained what material was going to discuss at that time. Before start teaching, the tutor made a warming up by playing a song. Then the students needed to complete the lyrics. Furthermore, they had to discuss the content implied in the song. In order to know the students’ opinion, the tutor asked some students to share their feeling whether they like the song or not.

For the main activities, the tutor discuss material dealt with the use of “used to + V1”. In this case, the tutor utilized PPT to support his teaching. Before playing the recording, the students were given worksheets to fill out the answer. The recording was about what David and Mia did in the past. For this section, the tutor applied inductive strategy in which the end the tutor explained the material regarding the use of “used to+V1” after discussing the answer. In order to see the students’ understanding, the tutor asked the students to make at least 4 different sentences about their activities most they did in the past. In this case, the tutor used question-answer strategy in which the students had to interview their friends and jot the information down, and reported it at the end of the class.

In closing activity, the tutor only reminded the students to do a post-test listening in the book to be discussed in following meeting.

2. Analysis

Based on our observation, there are the findings.

a. The tutor, sometimes, made jokes in order to avoid the boredom in the class

b. The tutor checked the students’ readiness and understanding, such as by asking “have you finished?”

c. The students became active in the class. It can be seen by looking at their confidents in answering the question given by the tutor.

d. The class run on time, it starter at 9 and finished at 11.30

During the teaching and learning activities, the tutor combined the tutor and students centered approach, because he applied these following strategies:

a. Discussion method: the students discuss their works. One student need to interview their friends in order to find the information.

b. Answer Question method: the tutor and students are both active participated in the class.

c. Speech method: the tutor explained the materials directly to the students.

d. Cooperative Learning method: every student are working cooperatively with others while doing an activity given by the tutor.

F. Conclusion

The observation conducted in the listening class has already run well. Furthermore, the strategies were applied by the tutor can be references to the others tutor.

Appendices