TUGAS 1 (1)

TUGAS 1 Read the following case carefully then answer the questions.

When the bell rings, all the students are in their seats except for two who are distributing  journal notebooks. Every time, before the lesson begins the English teacher asks the students to write a daily journal on a certain topic determined by the teacher. The teacher  usually informs in advance the topic of the journal for the tomorrow activity so that students are prepared to write their sentences. It takes app roximately five minutes to write three to five simple sentences in English. The students collect their notebooks to be submitted to the teacher. The teacher then gives some comments on the students journal and gives the feedback to the students in the next lesson. The teacher writes down the topic of the journal on the blackboard. The topic is! "#y daily routine.$ The students begin writing to describe their daily routine. %uring this time #r. Evan, the English teacher at &#' checks attendance and prepares for todays lesson. (fter that he asks the class whether they have completed the journal. #ost of the students say that they have finished writing their journal. The teacher asks some students to write their sentences on the blackboard. These are what they write. ). *. . . /. +. 0. 1.

I wak wakee up up at at tim timee fiv five. e. I get get up at +. -. -. I eat eat my brea breakf kfas ast. t. I hav havee bre break akfa fast st.. I go go to to schoo schooll wit with h my my fath father er.. I take a bu bus. I ta take bec becak. I go go to to scho school ol by foot foot..

(fter that he tells the class! "2et out your notes on the lesson yesterday about the present continuous tense, which is about the activities being done.$ 3e reviews the yesterday assign assignmen mentt on changi changing ng senten sentences ces from from positi positive ve into into negati negative ve and interr interrogat ogative ive in  present continuous tense. The teacher calls on several students to write down their  sentences on the blackboard. The students sentences are! Positive sentence #y siste sisters rs is singin singing g a song. song. I am reading a novel. 3e is smoking.

Negative sentence #y sister sisterss is not singi singing ng a song. song. I am not reading a novel. 3e is not smoking.

Interrogative sentence Is my siste sisters rs singi singing ng a song4 song4 (m I reading a novel4 Is he smoking4

(fter the students have written their sentences, the teacher gives some comments to students. Then he tells the class! "'lease get out of your grammar book and open up on page 0+ about simple present.$ 5ext, #r. Evan explains that today the students will continue studying on tenses. They will learn about simple present which is used to explain habitual

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or everyday activities. 3e says the topic of your todays journal is 6#y daily routine. This topic deals with the simple present which is used for explaining the everyday activities. #r. Evan explains what simple present is and presents numerous examples to the students. 3e then writes his explanation and sentences on the blackboard. 3e also states! "Write down the explanation and these sample sentences on your notebooks.$ The sample sentences are as follows! ). *. . . /. +. 0. 1.

I wake up at five every morning . I usually get up at /. -. &he always eats her breakfast. 3e never  eats breakfast. They go to school with many friends every day. We take a bus every day. #arla always takes a becak. %anu often goes to school on foot.

3e asks the students! "(re the sentences in your journal similar to the ones of the sentences in my example4$ The students answer in chorus! "7es$ #r. Evan then asks the students to make one sentence about the activity usually done in the morning, in the afternoon, or at night. The teacher goes around the room checking as the class works on constructing a sentence.  5ext, the students are asked to make several sentences about the activities done regularly  by each member of the family. The students work on the assignment as the teacher  circulates and checks their progress. (fter several minutes #r. Evan stops the class. 3e asks several students to write down one sentence on the board. The sentences are! ). *. . . /.

I always drink a glass of milk in the morning. #y father usually watch morning news on T8. #y mother prepare breakfast for us every morning. We go to school by bicycle every day. #y sister help my mother to clean the floor every morning.

#r. Evan asks the class which sentences are correct and which sentences are wrong. &inta, one of the students, raises her hand and says! "&entence number one and four are correct.$ "8ery good &inta,$ the teacher praises. "3ow about the rest of the sentences,$ the teacher asks the class. (nton says! "&entence number *, , and / are wrong.$ "9an you correct the sentences, (nton4 9ome forward,$ the teacher asks. (nton approaches the blackboard and corrects the sentences. The correct sentences are! ). *. .

#y father usually watches morning news on T8. The helper prepares breakfast for us every morning. #y brother helps my mother to clean the floor every morning.

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The teacher says! "8ery good. 5ow Id like to explain how to change the positive sentences in simple present tense into negative and interrogative.$ :irst, he explains how to change the positive sentences into negative and then into interrogative ones. 3e  provides several examples, and finally asks the students to change the sentences written on the board into negative and interrogative. (fter several minutes #r. Evan stops the class and calls on different students to write their negative and interrogative sentences. 3e continues to the other part, the interrogative sentences. #r. Evan then reads the sentences. &tudents are then given a test ;multipleead closely the teaching and learning process conducted by #r. Evan from!

opening? delivering the main activities? to closing the classes. Then write down at least three ;= of the strengths and weaknesses of those processes. 'ropose your solutions@improvement for the weaknesses that you identify. The &trengths ! ). 3e provides a good idea about giving a daily journal on a certain topic which is very helpful for the students to practice more ab out the lesson given at home. *. 3e gives opportunity for the students to participate more get involved on the lesson by asking the students to write down their answer on the blackboard and also asking the students to correct their answers whether they are right or wrong which is very helpful for the students to analyAe their mistakes@ errors. . 3e can manage the time of the lesson well. 3e can finish his lesson exactly just after the bell is ringing. &o, no time consuming and its very effective. The Weaknesses ! ). The method of the learning that #r.Evan uses tends to be conventional. 3e just  b. What interaction do you find in the teaching''. Then, write down your own test items ;/ numbers= to evaluate 6&imple 'resent Tense. (nswer the Buestion as the following example. a. Components that missing in the EVA!ATI"# s$ot: %1& …………………………………' %2& ……………………................. b. Test Items for ()imp$e Present Tense* Instr+ction: %1& ……………………………….. %2& ………………………………. %,& ………………………………. %-& ………………………………. When you do the correction of their homework, you notice that about -F of  your students did not show their expected competence of the previous topic which was about 6simple present tense. What is your plan to solve this problem4 -. Cook at test item no ).b. (fter completing the test item no *, develop an essay consisting of four paragraphs. The first paragraph is the introduction? the second  paragraph describes the interaction implemented in #r. Evans lesson and your  comment? the third paragraph describes your proposed solution? and the fourth  paragraph is the conclusion. . The 5ational Education %epartment ;*--,= defines the language curriculum based on the 9ompetency