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1. A. Does the teacher explain the learning objectives?
The teacher in the video explains the learning objectives quite clearly and systematically. She starts the lesson by asking students a sparking question, “Do you know the story of Malin Kundang?” This question aims to activate students' prior knowledge of folktales that they may already know. In this way, students can more easily connect new material with information they already know, so that the learning process becomes more contextualized.
After getting responses from the students, the teacher then connects the triggering question with the material to be learned, namely narrative text. The teacher states that “It is related to our material today, which is narrative text.” This statement directs students' focus on the main topic.
Next, the teacher conveys the learning objectives by mentioning that after this lesson, students are expected to be able to explain the social function and structure of short and simple narrative texts, compare two narrative texts, and capture the meaning of narrative texts, both orally and in writing “what you will learn today, later you will be able to explain the social function and structure of short and simple narrative texts, after that you can also compare two narrative texts and also capture the meaning of narrative texts both orally and in writing.” With this clear statement, students have an idea of the skills they will master after the lesson.
Although the delivery of learning objectives is quite clear, there are some aspects that can still be improved to make it more effective. The teacher does not give further emphasis on each point of the learning objectives, which can make it difficult for students to understand terms such as social function or narrative text structure. In addition, the teacher does not check students' understanding after mentioning the learning objectives. The teacher can also check students' understanding by asking for example, “What is the social function of narrative text according to you?”.
1.B. Are the learning steps easy to follow?
Yes, the learning steps are clear and easy for students to follow.
The teacher starts the learning with the opening stage, which is saying greetings, leading prayers together, and checking students' attendance. This stage helps to create a conducive classroom atmosphere before getting into the core of learning. After that, the teacher asks sparking questions related to folktales that are familiar to students, such as “Do you know the story of Malin Kundang?” This question aims to connect the material to be learned with students' experiences and prior knowledge.
After ensuring students have an initial understanding, the teacher explains the learning objectives so that students know the expected outcomes of this session. The next step is the screening of the Timun Mas story video, which then becomes the basis for the next learning activity. After watching the video, students are divided into groups and given worksheets that they have to fill in based on the information from the video. The teacher then reads out the questions related to the content, meaning, social function, and structure of the narrative text in the video, and the students are asked to answer based on their understanding.
To increase student interaction and engagement, the teacher applied the window shopping method. In this activity, each group is given an envelope containing jumble sentences that they must rearrange into a well-structured story. This activity helps students understand the storyline in narrative text more deeply. After that, students again worked on the questions in the worksheet to strengthen their understanding.
In the next stage, the teacher asks one person from each group to be a presenter to present the results of their group discussion, while the other members act as visitors who observe the presentations of other groups. This method not only improves students' speaking skills but also allows them to learn from each other. After the presentation, the teacher asks the students about their feelings towards the window shopping activity, which serves as a reflection on their learning experience.
To ensure students' understanding, the teacher reviews the material by giving a PPT containing the generic structure of narrative text and asking questions related to the activities that have been done before. Finally, the learning session ends with closing, where the teacher summarizes the material, gives assignments, and gives an overview of the learning that will be done in the next meeting.
These steps are quite systematic and provide opportunities for students to learn actively, both through discussion and presentation.
2.A.: What strategies did the teacher implement?
The teacher applies the Genre-Based Approach (GBA) and Communicative Language Teaching (CLT) with the following strategies:
- Video-Based Learning → The teacher plays a folk tale video as an introduction to the lesson.
- Group Discussion → Students are divided into groups to prepare materials for the Gallery Walk/window shopping, discussing the structure of narrative texts.
- Gallery Walk (Window Shopping) → Each group posts their discussion results, then takes turns moving around to learn from and explain different materials.
- Individual Assignment → Students find other narrative texts as an independent reading exercise.
2.B: Was the strategy/method suitable for the grade level?
The strategies applied are suitable for junior high school students as they are interactive and encourage active student participation. This method also aligns with the English curriculum, which emphasizes genre-based text comprehension and the development of speaking, reading, and critical thinking skills. By combining visual media, group discussions, and individual assignments, the learning process becomes more effective and engaging for students.
3. How do teachers encourage students to have discussions and what activities encourage students to think critically?
First, the teacher divided the students into groups of 3 students each. After the teacher distributes the groups, the teacher also explains the learning objectives and materials that they will learn. In this first step, the teacher gave a triggering question in the form of “do you know the story of Malin Kundang?”, then the students said yes to the question and the teacher reminded them that the story of Malin Kundang is one type of narrative text, which is the text they will learn.
Notes: in group division, the teacher does not show how the teacher divides the groups. The groups have been formed from the beginning of this video.
- Second, the teacher shows the video of Timun Mas story. At minute 2:17 to 30 seconds (because the video was cut by the creator). After watching, the teacher immediately gives further instructions on what they should do after watching the video. Here, the teacher provides a worksheet that each group must work on. However, before working on the worksheet, the teacher gives short questions to check students' understanding of the content of the video they watched, the questions are “What is the title of the story”, “what do you feel after watching this video?”
Worksheet content:
1. What is the title of the story?
2. After you watch the video, what's your feeling?
3. What is the social function of the story?
4. What can you get from this story?
5. Where is the story taken place?
6. Who is the main character from this story? (students are also asked to name the characters in the story).
7. When is the story happened?
8. What happened to the main character according to the story?
9. What did the main character do to solve the problem?
Based on the questions contained in the worksheet, here we conclude that the teacher reviews opinions or provides opportunities for students to analyze and discuss non-intrinsic elements contained in the story, such as feeling, title, social function and the meaning of the story. In questions 5-9, the teacher focuses on directing students to identify problems related to the intrinsic elements of a narrative story (problem, content, meaning, social function, and text structure). The teacher dissects the questions one by one and randomly asks the groups to answer the worksheet questions they have discussed.
Notes: At this stage, the teacher should guide the group while watching the video, by pausing each part that belongs to a structure in the narrative text. The teacher should also be able to do observing and monitoring such as going around to each group during the stimulation of video viewing. And before showing the video, the teacher should review the material about narrative text related to the structure, characteristics and elements contained in narrative text. After the review, the teacher can continue to present the material, as long as the students' answers show that the students really understand the narrative text material.
- Third, the teacher instructs students to discuss with their respective groups from 8:00 - 10:00. The teacher gives envelopes to each group containing jumble sentences, where the sentences come from different narrative stories and must be arranged to become a complete story. In the delivery of this stage, the teacher was clear enough to explain what the students should do.
- Then they were asked to choose one of the presenters who would later present the results of their discussion to other groups through the window shopping method. In the video, the teacher monitors and guides students by walking around during the process of making mindmap discussions (composing jumble sentences). Each group will go around and present the results of the text they have compiled, so that each group can compare the results of their discussion regarding the analysis of the structure, elements in the narrative text.
4.A. How teachers ensure students' understanding during and after learning?
During the Learning Process
During the learning process, the teacher first presents the material in the form of a video that tells the story of Timun Mas. After watching the video, students are asked to identify various aspects of narrative text, including the problems contained in the story, the overall content, the meaning contained, the social function, as well as the text structure. To ensure students' understanding, the teacher then asked some questions related to the material that had been given, which the students had to answer based on their understanding of the story. After that, students are divided into groups to carry out learning using the window shopping method. In this method, each group is given an envelope containing story pieces with different titles. Their task is to organize the story pieces into an orderly and correct story. After the arrangement is complete, one of the group members will present their work, while the other members act as visitors who visit other groups to observe and understand the work of the group. In this way, each student not only understands the text from their own group, but also gains insights from other groups, so that their understanding of the structure and content of narrative text deepens.
After the Learning Process
After the learning process is complete, the teacher ensures students' understanding by asking reflective questions about their experience during the presentation activity using the window shopping method. Students are asked to explain what they gained from the activity, including new understanding gained from discussion and observation of group presentations. The teacher also asks about the moral message contained in the story they have compiled, to see the extent to which students are able to interpret the values contained in the narrative text. In addition, students are also asked to analyze the generic structure of the stories they discuss, both from their own group and other groups that have different titles. Thus, the teacher can assess whether students really understand the concept of narrative text thoroughly, both in terms of content, structure, and moral message of the story.
4.B. Does the teacher give constructive feedback?
In the video, the teacher provides feedback to students in two forms during the learning process. First, the teacher provides additional explanations to students' answers, so that they can better understand the concepts being studied in depth. If there are errors in students' answers, the teacher also provides corrections by explaining the incorrect part and directing students to the correct answer. Second, the teacher gives appreciation in the form of praise, such as “Very good” and “Good job,” to students who successfully answer questions correctly. This praise serves as motivation for students to be more confident in providing answers and actively participating in learning.
5.A. What aspects of the teacher’s lesson were well executed?
Engagement: The teacher effectively engaged students by referencing familiar stories like "Malin Kundang," which likely piqued their interest
Clear Objectives: The lesson objectives were clearly articulated, focusing on understanding the social function and structure of narrative texts
Group Activities: The incorporation of group
5.B. Is there any aspect can be improved?
there are areas where the effectiveness of the lesson could be improved. For instance, the pacing of the lesson felt rushed at times, particularly during transitions between points, which could Increasing opportunities for student interaction, such as sharing personal experiences related to the narratives discussed, could enhance engagement. Furthermore, better integration of multimedia elements, like the video referenced in the lesson, could help students connect the content to the lesson objectives more effectively. By addressing these areas, the teacher can further enhance the overall effectiveness of the lesson
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