part 2 (video analysis of Geum Chon Elementary
school open class.)
2. The
nature of student-teacher
The teacher may present some parts of the lesson, such as when working with linguistic accuracy. At other times, in this video the teachers are the facilitator of the activities, but the teachers do not always themself interact with the students.
Sometimes they are a co-communicator; but more often they establishe situations that prompt communication
between and among the students.
This video shows that the students interact a great deal with one another, They do this in various configurations: pairs, triads,
small groups, and whole group.
3. Characteristic
of teaching and learning process
Based on the analysis of this video, the
teachers use the communicative language teaching in teaching learning process
in the class. The most obvious characteristic
of CLT is that almost everything that is done is done with a communicative intent. Students use the language
a great deal through communicative activities such as games,
role
plays, and problem-solving tasks.
Activities that are truly communicative, according to Morrow (in Johnson and Morrow 1981), have three features in common:
information gap, choice, and feed back.
An information
gap exists when one person in an exchange knows something the other person does not . In communication, the students have a choice of what they will say and how they will say it.
True communication is purposeful. So
when the teacher as the advisor or the speaker give the instruction to the
student, the student can receive the massage well, so there is feedback between
the teachers and the students interaction in the class. Another characteristic of CLT is the use of authentic materials.
It is
considered desirable to give students an opportunity to develop
strategies for understanding
language as it is actually used. Finally, the teachers noted that activities in CLT are often carried out by students
in small groups. Small numbers of students interacting
are
favored in order to maximize the time allotted to each
student for communicating.
4. Teacher’s
response to student’s error
In
this video when the students make mistakes or errors, the teachers tolerate during fluency-based activities and are
seen as a natural outcome of the development of communication
skills. Students can have limited linguistic knowledge
and still they successful communicators. When
the students make mistakes in pronoun a word or the sentences, the teacher directly give the truth
way to pronoun the words or the sentences.