OBSERVATION SCHEDULE

Code
T1
T2
T3
T4

Preliminary
Observation
Its me birthday
(16-19)
Procedure text
(p. 8-9 )
Accepting and
refusing request
(p. 5-6 )

Observation I

My daily activity
(23-25)
Imperative
(p. 13-14 )
(p. )

Observation II

I love people
(p. 32-33)
(p. 21; 27-29)

The Identification of English teachers Beliefs

about English teaching
The importance of
English teaching
Approaches

Principles
Instructional
Material

Method

Learning activity

Teachers roles

Learners roles

Important or not, WHY ?

1. Structural approach
2. Functional approach
3. Skilled based approach
1. Fun
2. Interactive
3. Meaningful
4. Cooperative
5. Challenging etc.
1. Workbook
2. Textbook
3. Worksheet
1. Grammar Translation Method
2. Direct Method
3. Bilingual Method
4. Reading Method
5. Demonstration
6. Discussion
7. Drill
8. Simulation (role-playing, socio drama
etc.)
9. Task and recitation
10. Problem-solving
1. Guided-discovery learning
2. presentation activity
3. Active activity
4. Memorization activity
5. Comprehension activity
6. Application activity
1. A controller
2. A prompter
3. A participant (facilitator)
4. A resource
5. A tutor
6. An Explainer
1. An Active participant
2. A motivated participant
3. A Resister
4. A receptacle
5. A raw material
6. A client
7. A partner
8. An individual explorer

Mar
k

OBSERVATION II
Teacher
Place
: 8A
Subject matter
Date and Time

: T1
: My daily activity
: October 8th, 2015 (07.20 08.40 WIB)

Functional approach, Fun and interactive , Authentic material, Drill

method, Active activity, A facilitator role, A partner
(07.20 07.40 WIB)
(07.40 07.50 WIB)
(07.50 08.10 WIB)
(08.10 08.20 WIB)
(08.20 08.30 WIB)
(08.30 08.40 WIB)
1. Teacher asks student to start praying
2. teacher greeted the students by saying How are you class
3. Are you ready to study English, class? said the teacher
4. the teacher called the students based on the attendance list

OBSERVATION I
Teacher
: T2
Place
:7G
Subject matter
: My daily activity
Date and Time
: October 19th, 2015 (09.00 10.20 WIB)
(09.00-09.15)
T2 started the class by saying Assalamualaikum. T2 continued with
warm greeting in English Good morning, class?. Then, T2 checked attendance
list and called the students one by one alphabetically. T2 came to the front of
white board and looked the students from the position and begun with an
interesting game. T2 asked for the students to jot down the letter they like then
they have to write an English word based on their favourite letters. The students
seemed happy to start the lesson
Learning process
(09.15-09.30)
T2 stated the lesson of the day. T2 said today, we are going to study
about daily activities. Then T2 demanded students to open the workbook page
23 (Medali workbook, published by Indonesia Jaya). T2 look at the title, do you
understand the lesson today? said the teacher. T2 pronounced word by word
and the students needed to repeat the teacher. eM- My, Deh- Daily, ei-Activity
T2 spelled and pronounced the words. T2 checked the students pronunciation.
After that T2 asked some questions related to the lesson, Do you know days in
English? said T2. Some students mentioned days in English completely. T2
smiled then demanded the students to asked question about days in English with
their seatmate. Before the students did the activity T2 told the students to listen
to the rules of the activity. T2 would clap hand once then the students made face
to face with their seatmate, and when T2 clapped twice the students started to
ask question about days in English.
(09.30-09.45)
T2 stand in the font of the class and pointed to the workbook on page 23
and said class? and then the students responded by saying yes, T2. T2
explained the meaning while asking to the students about daily activity, On
Monday/pada hari senin, I/saya, play/bermain, football/sepakbola etc. after that,
T2 offered a chance to the students who had brave to practice the pronunciation
in front of the class and T2 would give additional score for the students. The
students who sat closed to the door raised hand and came to the front and said
On/Monday/I/play/football pronounced to the last word of the sentence (page
23). Then, T2 divided the students into a group. The group consisted of four
students. T2 asked for the students to discuss in a group the questions on page
23 (what do you do on Monday, when do you go on jogging, what do you do on
Wednesday etc.)
(09.50-09.55)
Students spoke with their teams. They enjoyed the lesson. T2 controlled
the discussion activity by visiting each group. T2 attempted to checked the
process of discussion in the second group and asked a question student 1, what
do you do on Monday?, said T2, student 1 in the second team could not answer
and trembled then T2 affirmed the members of the teams to help each other and
not to talk out of the topic. T2 kept going to visit to other group.

(09.55-10.15)
Ten minutes later, T2 came back on T2s table and looked the attendance
list and said I will call the name of the student and for the team who have
name in their member, please come forward and do practicing with their
members. The group came to the front based on the name of the student who
were called by T2, the practice activity worked well

(10.15-10.20)
After that, T2 asked the students to look at the daily schedule on page 24
and understand the activities during the week. T2 suggested the students to look
up the difficult words in the dictionary and if they did not find the word, they
could ask for help to the teacher. After a while, the students worked the exercise
that was still on page 24. T2 checked the group work one by one and gave score
to the group.
In the last minute, the students required to do exercise 4 on page 25
individually in their own workbook, five minutes later the bell rang, and T2
restated the material of the day quickly and the work would be checked in the
next meeting.
Conclusion
from the observation, the researcher concluded that T2 reflected the beliefs and
practices about English teaching consistently, T2 put English as functional
approach which T2 stressed on the function, the students learn to express days,
their activity and schedule in English, T2 applied cooperative group and T2
always used workbook as a primary source in the teaching, T2 provided the
students to discuss the material in group and look for the kinds of activities in a
week (a table form), during the teaching and learning process , T2 tended to be
as facilitator, T2 reduced the dominant role in the class, and T2 demonstrated
T2s view about the learner as receptacle that the learners can be filled with
knowledge based on their faculty.
Note:
T2 uses less English language in the class, T2 speaks Indonesian dominantly, T2
helped the students and comes to the students when the students need a hand,
T2 is a friendly and easy-smiling to the students. The classroom is sometimes
under control, the students speak other topics which doesnt have any relation
to the topic discussion.

OBSERVATION II
Teacher
Place
: 9A
Subject matter
Date and Time

: T3
: Report text
: November 4th, 2015 (08.40 -10.00 WIB)

(08.40 -08.50 WIB)

T3 came to the class, all the students stood up while greeting to T3 in
English, T3 walked toward the teachers table and tidied up a pile of book. T3
said Assalamualaikum wr.wb then T3 called student based on the name
alphabetically, T3 asked a question to the students What page was previous
meeting?, the students responded page 20, T3. The teacher recommended to
the students to read first for about five minutes to catch the understanding of
the lesson before discussing the material of the day.
(08.50 -09.10 WIB)
Then, T3 posed a question to the students in the class What is the
material of this day? said the teacher loudly. The students answered report
text, T3, T3 appreciated the students answer by saying excellent, T3 grouped
the students into some groups that consist of four students. After that, the
students were suggested to discuss and explain what is report text, the structure
of report text to their own groups.
(09.10 -09.15 WIB)
T3 read aloud the explanation of report text in a textbook (Incer/Indonesia
Cerdas, published by PT Je Pe Press Media Utama, Surabaya) on page 26 then the
students repeated the way T3 read and pronounced. The teacher checked the
students pronunciation one by one then corrected the wrong words or sentences
the students pronounced.
(09.15 -09.25 WIB)
T3 posed a series of question about the report text to the first group
What is the report text, the first group stated T3, all the members of the first
group answered report text is a text is used to talk or write about something in
general !! , T3 opened the critics for the first group to other groups Is it true
that report text is a text is used to talk or write about something in general ?
other group responded yes, true T3, yes, true . now, give a big hand to the
first group said T3, the students appreciated the answer of the first group, the
class was enthusiastic to keep on the discussion related to the report text.
(09.25-09.30 WIB)

T3 attempted to confirm the understanding of the groups by suggesting

the students to identify text about Earthquake (page 25) and classify the
structure of the text. Five minutes later, T3 asked to the third group what is the
genre of the text. The four group was demanded to identify the second
paragraph and the sixth group identify the third paragraph of the earthquake
text. All the group could answer answer well while giving the reasons why they
answered like that.

(09.30-09.45)
Then the group kept on the activity by working task 1 on page 27. answer
the question in the group and understand the text comprehensively said the
teacher while walking around in the classroom. Then approximately 7 minutes
later, the teacher posed some questions to the groups such as what is the
earthquake, how many earthquake do you know, mention the generic structure
of the text, how many paragraph of the text etc.
(09.45-10.00 WIB)
In the fifteen last minutes left, T3 asked for the student to back to their
seat and they needed to work individually task 2 page 27-28. The teacher
checked students individual work and gave a score at the time. After that, T3
concluded the lesson of the day

Conclusion
T3 is good and strict teacher as well as discipline teacher. T3 uses English in the
instruction although T3 doesnt speak English dominantly, it is good enough for
the ninth graders. T3 has beliefs about English teaching, T3 mentions functional
approach, cooperative principle, workbook, reading method, comprehension
activity, facilitator and raw material. Those beliefs are consistent to the practice
in the classroom. T3 takes functional approach, the form of implementation is T3
provides texts to understand that concentrates on functional text such as report
text. In addition, T3 implements cooperative principle that the students will learn
if they work in a group, T3 uses workbook as primary source and most activity
T3 demonstrates in the classroom is reading orientation, the teacher always asks
for the students to understand and comprehend the text completely. The belief
about learner role is a raw material, during the lesson T3 presses the students to
follow the instruction that T3 suggests.

Note:
The transition of the one activity to other activity is fast, some students look
confused with the material, the classroom seems tense. In some chance, the
researcher finds the students who do not understand the material are passive
and let the one student to work by himself or herself.

PRELIMINARY OBSERVATION
Teacher
Place
: 8I
Subject matter
Date and Time

: T4
: Accepting
: October 5th, 2015 (10.35-11.55 WIB)

(10.35-10.45 WIB)
T4 greeted the students by saying Assalamualaikum, eight graders, the
teacher was friendly and easy to smile. this is English class , so lets start the
English activity said T4. T4 attempted to cheered students up because English
was at 10.30 to 11.55 a.m. It was exhausting time to study. T4 did a funny thing
with English to draw students attention, do you know the English word for
Boyo (a Javanese word instead of Indonesian word buaya), all the students
answered crocodile, T4. T4 said wow great answer, class. how about (lali)
in English told the teacher. All students responded forget. The teacher
clarified that not all names must be translated into English. The students should
not translate Boyolali as Crocodile forget.
(10.45-10.55 WIB)
T4 commended to the students to open the workbook (Incer/Indonesia
Cerdas, published by PT Je Pe Press Media Utama, Surabaya) and T4 said
please, open page 5 then the teacher came to the boy in front of T4s table and
said what is the words printed in bold, elder brother 1. The student 1
answered accepting and refusing request, T4. After that the teacher asked the
question to other students is that true ? said the teacher. yes, true, T4. T4
came closer to the white board to jot down the word accepting and refusing
request and T4 spoke in Javanese Ono seng ngerti opo iku accepting utowo
refusing request? said T4. Most students were a bit confused with the word. T4
demanded the students to look up the word in the dictionary. Some students
could
answer

accepting/menerima
dan
refusing/menolak,
kalau
request/permintaan. T4 clapped the hand and said good job, elder sister 1
(10.55- 11.10 WIB)

T4 explained the lesson entitled accepting and refusing request. T4

suggested the students to look at page 5 on a table of accepting and refusing
request. T4 begun with pronouncing word by word A- Accepting, eR- Request,
eR- Refusing then the students repeated the words stated by the teacher then
T4 kept pronouncing the following sentences, Accepting request- Sure/I/will/
be/glad/to, Refusing request I/am/sorry/I/can/not to the rest of the sentences.
(11.10-11.30 WIB)
Ok class, now look at the conversation on page 23. Look at the bold sentences
said the teacher. The students replied yes, we find it T4. T4 asked for two
volunteers to do role-playing like in the page 5. The student in the last row in line
with the teachers table came to the front. T4 recommended the students to
change the name such as their name. The students did role-playing, this is the
illustration of the role-playing
Student 3
: student 4 , I heard that you and student 5 are going to the
Taman Safari Zoo
Student 4
: yes, you are right
Student 3
: where will you go there?
Student 4
: we will go next weekend. Do you want to join us?
Student 3
: No, thanks. By the way what are you going to do there?
Student 4
: we will study about crocodiles life.
Student 3
: sure, Ill be glad to
Then T4 suggested to the students to make a conversation in their book with
their seatmate. If you dont understand with the lesson or task, please raise
your hand, Ill come to your seat and explain it for you the teacher affirmed.
(10.30-11.40 WIB)
The students work the task with their seatmate. They looked happy and
interested to the lesson. T4 visited to each students table one by one while
correcting the wrong spelling and punctuation. The teacher restated the
explanation about accepting and refusing request because two students in the
second row closed to the door had some problem to make a conversation.
(10.40-11.55 WIB)
The teacher (T4) took a card which was written number 1 to 20, the
students were demanded to take one card then showed to their friends as the
sequences of practice in front of the class. After that, the students demonstrated
their task about accepting and refusing request. They were enthusiastic to their
performance. Before the T4 ended up the class T4 restated the accepting and
refusing requests and demanded the students to collect their work to the leader
of the class then put the work on the T4s table.

Conclusion
T4 is an active teacher. T4 often walks around the class as their stage to draw
the students attention. Form the preliminary observation the researcher
attempts to mark the theme emerges namely functional approach, Fun and

interactive, Workbook, Role-playing, Application activity, teacher as A facilitator

role, learner as an active participant.

Note: T4 uses English when T4 posed a question then followed with Indonesian or
Javanese. T4 draws the students attention by active movement around the
classroom. Most activity that T4 applies in T4s classroom is application activity
which demands the students to demonstrate and participate in the teaching and
learning process actively.