1. Observation Instrument
Educational Paradigms and Approaches
(Humanism1): The teacher was encouraging students to practice the
English in the class?
Strongly disagree disagree Agree Strongly agree
(Behaviorism2): The teacher gave an immediate feedback during the
class at the students?
Strongly disagree disagree Agree Strongly agree
(Constructivism3): During the class, could you observe that the
students created their own knowledge?
Strongly disagree disagree Agree Strongly agree
(Cognitivism4): The student can learn through experiences and become
in active participant in the process?
Strongly disagree disagree Agree Strongly agree
1
Personal freedom, choice, motivations and feelings are important for growth
2
The term behaviorism refers to the school of psychology founded by John B. Watson based on the belief
that behaviors can be measured, trained, and changed. Behaviorism was established with the publication of
Watson's classic paper Psychology as the Behaviorist Views It (1913).
3
The term refers to the idea that learners construct knowledge for themselves---each learner individually
(and socially) constructs meaning---as he or she learns. Constructing meaning is learning; there is no other
kind. The dramatic consequences of this view are twofold
Cognitivism is a theory which attempts to answer how and why people learn by attributing the process to
cognitive activity. This theory followed the behaviorist school of thought. The cognitivists’ quarrel with the
behaviorists was that their focus on observable behavior did not account for what was going on in the mind.
2. (Humanism): The teacher used the motivations and feelings to teach
English
Strongly disagree disagree Agree Strongly agree
(Constructivism): The students in this age, are the generators of their
own rules and mental models like students? Or depending totally of the
teacher?
Strongly disagree disagree Agree Strongly agree
Adolescent development
The students showed ID5 in the class?
Strongly disagree disagree Agree Strongly agree
The students showed Ego6 in class?
Strongly disagree Disagree Agree Strongly agree
The students showed Superego7 in class?
Strongly disagree Disagree Agree Strongly agree
5
The id is the only component of personality that is present from birth. This aspect of personality is entirely
unconscious and includes of the instinctive and primitive behaviors. According to Freud, the id is the source
of all psychic energy, making it the primary component of personality.
6
The ego is the component of personality that is responsible for dealing with reality. According to Freud, the
ego develops from the id and ensures that the impulses of the id can be expressed in a manner acceptable in
the real world. The ego functions in both the conscious, preconscious, and unconscious mind.
7
T he superego is the aspect of personality that holds all of our internalized moral standards and ideals that
we acquire from both parents and society--our sense of right and wrong.
3. The students have logic thinking?
Strongly disagree Disagree Agree Strongly agree
The morality level concerns in the learning?
Strongly disagree Disagree Agree Strongly agree
Second Language Acquisition
The students learnt by imitation.
Strongly disagree Disagree Agree Strongly agree
The students learnt by motivation.
Strongly disagree Disagree Agree Strongly agree
The teacher motivates the students to use the memorization to learn
more vocabulary.
Strongly disagree Disagree Agree Strongly agree
The students comprehend and produce language in practice.
Strongly disagree Disagree agree Strongly agree
The students learnt unconsciously.
Strongly disagree Disagree agree Strongly agree
4. Didactics
The presentation technique that the teacher uses was a song text.
YES NO
The teacher draws a time line on the board to explain the topic.
YES NO
The teacher uses a worksheet (reading) to work in groups with the
student.
YES NO
The teacher shows the learners pictures to see the differences
between each other.
YES NO
The teacher puts some objects on a desk in front of the desk in front of
the class to use the realia method with the learners.
YES NO
The teachers include names of students in the explanation and written
on the board to include them in the activities and make the class
interesting.
YES NO
The teacher writes the topic on the board and explains the topic
directly.
YES NO
5. The teacher presents grammar using the practicing and presenting.
YES NO
The teacher asks the learners to look at a reading passage which the
students have to guess if it´s correct or incorrect, then the teacher
checks the answers (Discovering).
YES NO
The teacher presents a new grammar point to learners with the
technique of “form and use8”.
YES NO
The teacher draws a chart on the board.
YES NO
The teacher use the”eliciting9” method to give the class.
YES NO
8
Form and use: when we present a new grammar point to learners, it is useful to present two different
aspects: its form and its use.
Form: means the grammatical form of an item and the rules for it.
Use: deals with context. When or where the item used?
(Grasping grammar)
9
Eliciting (elicitation) is term which describes a range of techniques which enable the teacher to get learners
to provide information rather than giving it to them. Commonly, eliciting is used to ask learners to come up
with vocabulary and language forms and rules, and to brainstorm a topic at the start of a skills lesson. The
definition of the term in the Dictionary of Language Teaching and Applied Linguistics, ‘Techniques or
procedures which a teacher uses to get learners to actively produce speech or writing', suggests that there
may be wider applications.
6. The teacher compares L1 and L2.
YES NO
The teacher uses the controlled (non-communicative) method to give
the class.
YES NO
The teacher uses the controlled and free practice method to present
the topic class.
YES NO
The teacher uses the free practice (communicative) to present the
topic class.
YES NO
