video analysis (teaching English by using Communicative Language Teaching Approach)

Communicative Language Teaching Approach
Teacher : Somar Omar

            This video shows the situation in the classroom when students learn about verb to be. The teacher used communicative language teaching or communicative approach to teach the students in this classroom. The teacher started the class by saying good morning and he tells to students that they are going to discuss about verb to be and then he reviewed little bit about  the previous material about the present perfect and the past simple and he ask to students what the differences are. Also the teacher ask to students to give the example about it.
            After they feel enough to reviewed the previous lesson, the teacher begins to discuss about verb to be and asking the students about what they knew about verb to be. The students share they are ideas based on what they knew about verb to be. The teacher said that the content of verb to be there is three parts, those are :  making simple sentence of singular and plural, has/have, and interrogative sentences to ask position of something. After the teacher explain about verb tobe then he make students more understanding about verb to be with making the sentece by using things that they have, such as banana, book, handphone, ball, and so on. Then, the teacher want students to bring something with them and make a circle and then one by one mention what their friend have/has. After that, students  make a sentence about position of things in a game, someone who throwed the ball have to make a sentence.
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.

I.                   Role of teacher-student
            This video shows that the teacher acted as a facilitator and guider. Whenever students faced difficulty or got wrong when make a sentence, the teacher would be there to help the students to correct of student sentence. Meanwhile, the students were active and they were asked to communicate by using English. According to Freeman (2000, p. 140), “the teacher ‘scaffolds’ the linguistic content, i.e. helps learners say by building together with the students a complete utterance.” It can be seen from the video, that whenever the students faced problem to express what they want to say, the teacher was there to help them.

II.                The nature of student-teacher
The interaction between the teacher and the student in this video was on both side, the teacher interacted with the students as well as the students interacted with the teacher. Nevertheless, this video shows that the students in this class were so passive. This situation required the teacher to engage the students so that they can be interested in learning process. This video also shows that the teacher is the centre at the beginning of the video, before the students work in groups.

III.             Characteristic of teaching and learning process
The teacher in this video used content-based instruction approach in the classroom. It can be seen from the whole video when the teacher taught about natural disaster by using English. Wesche (1993) as cited in Freeman (2000) stated that by using content-based instruction approach, the students can get both- content knowledge and increased language proficiency. The students were provided with the vocabulary need for that day by the teacher, so that they did not have to worry about their lack of glossary. Freeman also said that in content-based approach, communicative competence involves more than using language conversationally.  The students also worked with authentic materials. Their language mastery was not only measured by the way they communicate, but also in their ability to read the text, discuss it with their friends and then write is as what is instructed by the teacher- as you can see in the video.

IV.             Teacher’s response to student’s error
In this video, whenever students made mistakes or errors, the teacher would help them fixing it. Since the students used English, they sometimes found difficulty to express the right term about something. The teacher was ready to complete the missing puzzle in students’ confusion. The student’s error in language using was tolerated by the teacher, but still the teacher would help the student to find out the right way of saying something. This response was not only for student’s error in using language, but also in the content that they learned. If the students make mistakes, the teacher will not be angry, but she will help the students to correct them.

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