Video Analyze of Teaching Methode

The Oral Approach and Total Physical Response

TPSD Kindergarten, Phonics first, Lesson 16 level 1

Published on Jan 30, 2016

Analyzed by: Santi Rahmadani (140203028)

This video shows the situation of learning-teaching in a kindergarten classroom with various activities. The teacher uses oral approach and total physical response during class activity. The teacher starts the class by asking the students about last lesson that they have learned, then the teacher asks them to tell their friend beside and make a sound about the letters that they have mention.

Then the lesson about phonic is continued, teacher shows the letters and students make the sound of letters, but before starting, the teacher asks to students if they are ready to study, and they must say ready, and during this activity the teacher has checked students error and cues to elicit correct pronounciation. Next, other activity is continued, named rock and roll, teacher asks students to point up their hand and then rock on the floor, they have to make the sign of letters that teacher tells. Next, teacher give some words and  teach how to spell it then the students repeat it, students must point up their hand if they ready to continue learning next word.

After a set activities in front of class, they move to desk to do exercise. The teacher gives “i” and “o” vowel sticks, each student get two sticks, left hand one stick and right hand one stick. The teacher tell the sounds and student rise up the hand which having sign of the sound. Then the teacher gives some words that have vowel letters (“i” and “o”).

Then they come back learn in front of class, they learn new letter, teacher asks them to see her lips when pronounce the new sounds (“p”). “P” for pizza, and they tell to their friends what pizza that they like. Then they are talking loudly, the teacher count back through they silent. Then they do other activity, they stand up and make palm of hand like pizza, when they hear “p” sound in word they act likely they are eating pizza.

This article will analyze four important things of language teaching principle used in this video; role of teacher-student; the nature of student-teacher; characteristic of teaching and learning process; and teacher’s response to the student’s error.

1.      Role of teacher-student

Based on the video teacher as a facilitator, guider and model. The teacher “becomes more like the skillful conductor of an orchestra, drawing the music out of performers” (Byrne 1976: 2). The teacher is required to be skillful manipulator, using question, commands and other cues to elicit  the correction. The students have good respond toward teacher command and question, they listen and repeat what the teacher says well. They very active in whole activities. Students in total physical response have the primary roles of listener and performer. They listen attentively and respond physically to commands given by teacher.

2.      The nature of student-teacher

The interaction between the teacher and the students is great, this video shows that students is so active. The teacher teach interestingly with various activities to engage students and they respond enthusiastically. In the whole of video, the teacher as a center of ELT process and the students as a good respondens. All teacher’s command they respond well and actively. The teacher also makes nice circumstance in classroom.

3.      Characteristic of teaching and learning process

In this video teacher  uses oral approach and total physical response in the classroom. It can be seen from the whole video that teacher sends the lesson directly and sets the pace and do physical exercise. These are some characteristics that we can find in video; language teaching begins with the spoken language, material is taught orally, the target language is the language of classroom, new language points are introduced and practiced situationally, speech and action. More active participation is encouraged, this includes learners initiating responses and asking each other questions, although teacher-controlled introduction and practice of new language is stressed throughout (see Davies, Roberts, and Rossner 1975: 3-4). Asher claims that speech directed to young children consists primarily of commands, which children respond to physically before they begin to produce verbal responses. Some activities in this video uses physical exercise to boost students’ mood.

4.      Teacher’s response to student’s error

 In this video when the students make mistake, the teacher correct directly. Misunderstanding often occur when the teacher give them the direction before start new activity, the teacher try to explain until the students know well. When they learn how to pronounce the letter, the teacher repeat it in several times until they clear about this. They learn with different role each activity, and if they forget, the teacher remind them again. However, these all to achieve success teaching-learning.

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