Observation Sheet

NO Types of strategies in teaching Observation Observation Notes

speaking 1 2

1. Recording and transcript

1. Teacher plays recordings, either
of monologue, dialog, or
multiparty
2. Student exposed and learn the
recording.
3. Student imitate the recording
with correct pronunciation.

2. Drilling √ 1. Teachers ask student to read

the folklore of Makahiya, but
1. Teacher repeat difficult words or some student make
phrases and the student follow it. misspelled the word in the
2. The teacher will repeat the words text, like the words daughter,
or phrases spelling until the army, leave, village etc.
student is proficient. 2. The teacher repeated the
difficult word, and the
student follow it.
3. The teacher will repeat the
words or phrases spelling
until the student is proficient.

3. Writing task
a. Dictation
1. Teachers dictates useful
expression.
2. Learners write them down
3. Teacher compared the student
notes dictation list and make
correction if student make
mistake.
b. Paper conversation
1. Learners have a conversation
with classmates’
2. Instead of speaking, they write
the conversation.
3. Teacher monitor their written
“conversation” and make
correction if student make
mistake.
4. Dialogues
1. Ask a student to read aloud one
of the roles of a dialogue in the
textbook while the teacher takes
the other roles (teacher takes role
A - student 1 takes role B).
2. Teacher moves to the other
students (student 2 takes role A
teacher takes role B)
3. Divide the students into closed
pair.
4. Select students to enact the dialog
in front of the class.
5. Presentations and talks
1. Teachers ask student to bring an
object to tell in the classroom.
2. Teacher ask them to describe the
object.
3. Teacher also gives some related
question.
4. Student discuss about the topic
(object).
6. Story-telling
1. Teacher’s give student a tale or
story.
2. Student heard the story be
carefully
3. Students briefly summarize the
story.
4. Student story-telling the
classmate.
7. Role-play
√ 1. The teacher decided a topic
and chose a dialog from a
textbook. He also taught the
dialog to the students by
invite students to repeat what
he said.
2. The teacher asked students to
read aloud the dialog and take
a role. However, he divided
students into four groups. He
took role A and the student
took role B.
3. The teacher moved the other
group but switch the role. He
took role A or B while the
other groups took the role.
4. The teacher divided the
students into the close pair
and gave five minutes to the
students to practice the dialog
at the same time.
5. The teacher selected students
in a pair to enact the dialog in
front of the class in turn
dialogue in front of the class.
1. The teacher decided the topic
that the student would play
 1. Decide the topic and roles to be √ and he decide the role to be
played by students. played.
2. Create the dialog or the student 2. The teacher didn’t create
create their own dialog dialog but the dialog based
3. Teach the dialog for the role-play text-book.
4. Divide the students into groups or 3. The teacher taught the dialog
pairs or choose the role by by read each sentence and
student phrase one by one and asked
5. The students to rehearse the role- the students to repeat him.
play. 4. The teacher asked the student
6. Have the student to perform it. to be in pairs in order to play
the role.
5. The teacher’s give 10 minutes
for students to rehearse the
role-play in pairs.
6. The students perform in turn
in front of class. They might
play by the role without any
script or they just can read the
script of the dialog.
8. Discussion
1. Decide the topic and rules to be
played by students.
2. Students are divide into small
group for discussion.
3. Student in group discuss about
the topic.
9. Information Gap
1. Students divide in pairs.
2. Give information for one student
in pairs.
3. One student will have the
information that other partner
does not have.
4. Partners will share their
information.
5. Partners provide the information
the others need
10. Brainstorming
1. Teacher given topic
2. Students respond to the topic by
speaking in front of the class or in
their seat.
3. Students can produce ideas in a
limited time example 5 minutes
4. The students are not criticized for
their ideas so students will be
open to sharing new ideas.
11. Interviews
1. Selected topics.
2. Teacher provides a rubric to
students
3. Students should prepare their own
interview questions
4. Each student gave their own
interview questions.
5. Students present his or her study
to the class.
12. Story Completion
1. Decide the story and rule this
activity
2. Teacher starts to tell a story, but
after a few sentences he or she
stops narrating.
3. Then, each student starts to
narrate from the point where the
previous one stopped.
4. Each student is supposed to add
from four to ten sentences (can be
adjusted based on student ability)
5. Students can add new characters,
events, descriptions and so on.
13. Reporting
1. Before coming to class, teacher
ask students to read a newspaper
or magazine and, in class.
2. And in class the student is divide
in pairs.
3. One student report to their
partners what they find as the
most interesting news.
4. The partner response the news.
5. Activities can be repeated with
the opposite partner in pairs.
14. Playing Cards
1. The students divide in four
groups.
2. Each suit will represent a topic.
For instance:
Diamonds: Earning money
Hearts: Love and relationships
Spades: An unforgettable memory
Clubs: Best teacher
 3. Each student in a group will
choose a card. Then, each student
will write 4-5 questions about
that topic to ask the other people
in the group. For example:
4. If the topic "Diamonds: Earning
Money" is selected, here are
some possible questions:
5. Is money important in your life?
Why?
6. What is the easiest way of
earning money?
7. What do you think about lottery?
Etc.
8. Students ask open-ended
questions to each other so that
they reply in complete sentences
15. Picture Narrating
1. Teacher can divide students a
groups.
2. Teacher’s give several sequential
pictures.
3. Teacher’s provided a rubric,
rubric Rubrics can include the
vocabulary or structures they
need to use while narrating.
4. Students are asked to tell the
story taking place in the
sequential pictures.
16. Picture Describing
1. Students can form groups.
2. Each group is given a different
picture.
3. Students discuss the picture with
their groups.
4. Then a spokesperson for each
group describes the picture to the
whole class.
17. Find the Difference
1. Divide students in pairs.
2. Each couple is given two
different pictures.
3. Students in pairs discuss the
similarities and/or differences in
the pictures.
 Interview Guides

NO Questions Answer

1. Apakah ibu pernah memutar audio Bahasa Inggris baik Pernah ya, siswa saya minta
monolog, dialog atau percakapan lalu siswa mempelajari lalu menirukan
mendengarakan, mempelajari dan meniru dialog tersebut? suara tersebut.

2. Apakah ibu pernah mengulang kata-kata yang sulit lalu Iya, misalnya saat reading teks
siswa mengikutinya sampai benar? cerita maka akan saya ulangi cara
membaca siswanya

3. Apakah ibu pernah; Tidak pernah

a. Ibu mendikte lalu siswa diminta mencatat apa yang ibu
bicarakan?
b. Siswa bercakap lalu siswa yang mendengarkan mencatat
pembicaraan tersebut?

4. Apakah ibu pernah meminta siswa menulis dialog lalu siswa Tidak pernah
membaca dialog tersebut dengan intonasi yang baik dan
benar?

5. Apakah ibu pernah meminta siswa berdialog secara Iya, seperti yang saya lakukan
berpasangan? tadi dikelas.

6. Apakah ibu pernah meminta siswa membawa sebuah benda Tidak pernah
atau objek ke dalam kelas lalu siswa tersebut menceritakan
tentang objek tersebut pada teman-temannya?

7. Apakah ibu pernah meminta siswa bermain peran? Iya, seperti yang ibu lakukan tadi
dikelas tadi yaitu dengan topik
Makahaya

8. Apakah ibu pernah meminta siswa berdiskusi atau berdebat Iya sering saya lakukan, biasanya
tentang suatu topik secara berkelompok? saya membagi siswa dengan 4
atau 2 kelompok tergantung dari
topik yang kita diskusikan,
misalnya tentang pemanasan
global, dll.

9. Apakah ibu pernah meminta siswa berpasangan lalu salah Tidak pernah
satu pasangan diberi informasi dan siswa tersebut
meneruskan informasi tersebut secara oral pada pada
pasangannya dan pasangannya merespon informasi
tersebut ?

10. Apakah ibu pernah memberikan topik pada siswa lalu siswa Tidak pernah
merespon topik itu dan membagikan pikirannya di kelas?

11. Apakah ibu pernah mewawancarai siswa? Tidak pernah

12. Apakah ibu pernah bercerita lalu siswa menyambung cerita Tidak pernah
ibu secara narasi bebas?

13. Apakah ibu pernah meminta siswa bermain kartu? Tidak pernah

14. Apakah ibu pernah meminta siswa membaca berita baik dari Tidak pernah
koran, majalah, atau sumber yang lainnya, lalu siswa
menyampaikan berita tersebut secara oral keapada teman-
teman sekelasnya?

15. Apakah ibu pernah membagikan gambar secara berurutan, Tidak pernah
lalu siswa diminta bercerita sesuai dengan latar gambar
tersebut?

16. Apakah ibu pernah membagikan gambar lalu siswa diminta Owh iya pernah, misalnya
mendiskripsikan objek yang ada digambar tersebut? gambar yang memuat tentang
hewan atau tumbuhan. Jadi siswa
disuruh mendikripsikan
bentuknya, warnanya, ukurannya,
dll

17. Apakah ibu pernah membagikan gambar lalu siswa secara Tidak pernah
berpasangan diminta berdiskusi tentang persamaaan dan
perbedaan digambar tersebut?