Name : RAHMIATI ISNAINI

NPM : 1523042024

TEFL Methodology

ANALYSIS OF THE HANDBOOK OF TEACHER “PATHWAY TO

ENGLISH for Senior High School Grade X General Programme “

Chapter 7. Describing People

SHARE YOUR EXPERIENCE

Activity 1

In this activity, I think it is focus on meaning (describing the content of the pictures).
There is a definite outcome (learners have to state whether the each pair of pictures is
the same or different).

Activity 2
In this activity, it is not focus on meaning and the focus is on forms rather than on
content.

SPOKEN DESCRIPTION

Activity 1
It is not task based language teaching. I think it is language exercise, it is guided and
controlled by the teacher and the correction is done immediately.

Activity 2
It is exercise. It is not focus on meaning and the focus is on forms rather than on
content. It is not communicative and authentic.
Activity 3
It is task. It is meaningful and focus on content. Students are given free to use language
for communicative purposes.

Questioning
Activity 4
It is exercise because it has a restrictive focus on a single language element. It is focus
only single skill.

Exploring

Activity 5
It is exercise. It is not communicative and it is not authentic.

Activity 6
It is task because the students are given free to use language for communicative
purposes.

Activity 7
It is exercise. It is only focus only single skill.

Activity 8
It is task. The students are given free to use language for communicative purposes.

Activity 9
It is exercise because it has a restrictive focus on a single language element. It is not
communicative and authentic.

Activity 10
It is task. The student use his/her own linguistic resources to talk about the picture.
Chapter 5. CONGRATULATION

SHARE YOUR EXPERIENCE

Activity

In this activity, I think it is not focus on meaning.

In my opinion, in this activity the teacher should compare the picture using different
expession. For example the teacher can provide some pictture/ photo about party of
celebration.

OBSERVING

Activity 1 & Activity 2

These activities are similar. The student Listen to the recording and repeat. It is not task
based language teaching. I think it is language exercise, it is guided and controlled by
the teacher and the correction is done immediately. It is not communicative and there is
no gap.
In my opinion, in this activity, the teacher can provide some recording (can be dialogue
or story). The students comprehend and find the point of the recording.

Activity 3 & 4
It can be called task. Students are given free to use language for communicative
purposes.

QUESTIONING
Activity
It is task because the students are given free to use language for communicative
purposes.

EXPLORING
Activity 5
It is task. It is meaningful and focus on form of the dialogue.
Activity 6
It is exercise because it has a restrictive focus on a single language element. It is focus
only single skill.
In this activity, the teacher can provide the table below :
Statement Respond How to express you feeling
Your friend got the best score
in the class

ASSOCIATING
Activity 7
It is task. Students are given free will to use language for communicative purposes. It
also focus on multiple skills rather than on one.

Activity 8
It is task. It is communicative, meaningful and focus is on form.

Activity 9
It is task. It is meaningful and focus on form. Students are given free will to use
language for communicative purposes. It also focus on multiple skills rather than on
one.

Activity 10
It is exercise. The focus is on a single skill. There is no reference to the context.
In this activity, the teacher can give some vocabularies. Then, the student make a card
of congratulation using those vocabularies.

Activity 11
It is task. It is communicative and authentic.
Activity 12
It is task.The students are given free to use language for communicative purposes.

Activity 13
It is exercise. It has a restrictive focus on a single language element and it is not
meaningful.
In this activity the teacher can provide 2 paragraphs that one contents true paragraph
and the other is wrong paragraph. The students analyze the paragraphs and give the
reason what make different.

Activity 14
It is task. It is communicative.

Based on my review, this chapter cannot be called as TBLT because not all activity can
be called as task and in TBLT we may focus on form not focus on forms. This chapter
offends the rule of TBLT because it give the form explicitly not implisitly.