Chart 4.6. Other factors affecting the implementation of TPR
4.4. Findings from the classroom observation
The data collected through classroom observation is presented below. In order fulfill the purpose of the observation, five randomly selected teachers were observed. The data based on the requirement of the classroom checklist (see appendix “D” were collected. They are analyzed in separate tables. The observation was conducted by my co-observers and the result of observed cases were added up and presented in the following table:
Table 4.4. Classroom conditions
No Items Yes No
n % n %
1 Is there enough space for movement
between desk rows? 2 40 3 60
2 Is there class size appropriate? 1 20 4 80
3 Are the seats movable? 2 40 3 60 4 Are there enough teaching aids
(audio/ visual recorder, technology) and reference materials in classroom?
1 20 4 80
5 Is there enough time for each TPR
lesson 1 20 4 80
The data obtained from classroom observation in Table 4.4 proved that the class size, teaching aids, reference materials and time are not convenient to implement TPR. One major problem observed in the classroom is the lay-out of the classes. 80% from observation indicates that the classroom lay-out is not appropriate to facilitate TPR activities. In short, the physical environments of the classroom do not reflect the required conditions for TPR practices.
Moreover, there are not many teaching aids for teachers to help TPR work more effectively. 80% classroom observed assume that there is no time for each TPR lesson.
Table 4.5. Teachers’ activities
No Items Yes No
n % n %
1 Arranging students for TPR
implementation 2 40 3 60
2 Giving instructions: clear, simple,
checked/demonstrated 2 40 3 60
3 Using appropriate activities with
objective of the lesson 1 20 4 80
4 Using new materials (realia, pictures,
flashcards, videos) 0 - 5 100
5 Encouraging students to participate
in TPR activities 2 40 3 60
6 Using commands when teaching 3 60 2 40
7 Giving feedback to students’
responses 4 80 1 20
In Table 4.5, the classroom observation result indicates that a majority of the activities expected to be practiced by the teachers were not observed. For instance, 100% of the observed classes did not show the use of new materials to implement
TPR. In the interview conducted with the teachers, some of them confirmed that applying all the activities in classroom is difficult. This indicates that the teachers implement the traditional/teacher fronted approach to teaching. The reasons for not applying the activities mentioned in Table 4.5 may be lack of training on TPR and classroom conditions such as large class size and fixed desks.
Table 4.6. Students’ activities
No Items Yes No
n % n %
1 Students are involving in games 1 20 4 80
2 Students are following up teachers’
commands 3 60 2 40
3 Students are participating in a story 1 20 4 80
4 Students are singing a song - - 5 100
5 Students are practicing
demonstration 2 40 3 60
The observation result of Table 4.6 shows that students are not portraying the required behavior for their own learning. Among 5 observed sessions, only 20% of them were observed involving in games. The main reason for their poor participation may be the failure of their teachers to use TPR in their respective classes.
Table 4.7. Utilization of teaching aids (visuals, technology) and reference materials
No Items Yes No
n % n %
1 Are there pictures, video/audio
recorder? 1 20 4 80
2 Does the teacher use them more than
text book? 1 20 4 80
3 Does the teacher use different materials to illustrate ideas or concepts?
2 40 3 60
Availability of teaching aids and supplementary materials in classroom are the major factors to enhance the whole process of education. Whereas in Table 4.7, the observation result indicates that in the 80% of the observed classes, there were no teaching aids. Moreover in 60% of the observed classes, the teachers do not use supplementary materials.
To sum up, the utilization of teaching aids and supplementary materials in the observed classes was found to be at a minimum level. This is might be due to lack of resources to be used.
Table 4.8. Class Evaluation
No Items Yes No
n % n %
1 Teacher gives instructions, models
them and give task for students 3 60 2 40
2 Teacher follows up students’
participation and activities 2 40 3 60
3 Teacher correct students’ errors 16 80 4 20
Teacher gives feedback to the
students’ work 8 40 12 60
4 Teacher evaluates students’
participation 20 100 - -
Table 4.8 above indicates that all classroom activities are not well performed by the teachers. For example, many teachers (60%) do not follow up students’
participation and activities. According to the observation result, only 40 % of the teachers give feedback to students’ work. In an active learning classroom (using TPR activity) however, classroom assessment motivates the learners towards their learning. (TESO, 2003).
In a nutshell, from the result of observed cases were added up and presented in the tables above, reality of classroom conditions, teachers’ activities, students’
activities as well as utilization of instruction materials revealed. Through these results, it is necessary to consider using of TPR effectively in English classes.CHAPTER V
CONCLUSION AND IMPLICATIONS
In this chapter, the study deals with summary, conclusion and suggestion. In this section first, a summary of the study and the major findings are made. Second, conclusions of the fundamental findings are drawn. Lastly some possible suggestions are forwarded on the basis of the findings of the study.