Observing the Lecture Method in SMAN 3 Medan

February 24, 2018

 The Lecture Method is a teaching method wherein the teacher usually dictates or explains key concepts to the students, who in turn listen and take notes. Executions of this method may vary according to skill, allotted teaching time, underlying teaching approaches, or the subject matter itself.


In Indonesia, the teacher is usually seen as the central figure of authority in the classroom. Deference and respect for the teacher are core values that students are expected to uphold. This was a key factor that affected how the teachers I observed lectured. Students were mainly expected to listen attentively and did not interact much during the lesson, except when activities and recitation were given. 


There was very little use of Instructional Materials as the teacher mainly used the whiteboard or textbook to explain concepts. Though I could not understand Bahasa Indonesian, the main language used during lectures, I also inferred that definitions and key concepts were given immediately.


This execution of the Lecture Method was very different from what I was used to in the Philippines. In my home country, teachers had to first ease in the students through activities or reviews of what was previously discussed before formally starting the lecture. No motivation or review was done in Indonesia, as the teacher often proceeded to the lecture immediately.


Students in the Philippines were also expected to interact with the teacher during the lecture and read or answer questions. This was to assess their understanding of the concepts and grab their attention.


Unlike in Indonesia, teachers in the Philippines made much use of their Instructional Materials during their lessons. This was to grab the students' attentions and explain concepts more clearly. It was also a way to make learning more tactile as students could interact with these materials during the lecture.


All in all, I observed how cultural norms affected the way lectures were given. Indonesian teachers observed the role of an authoritative figure and did little interaction or question-and-answer with the students, while Philippine teachers played the role of facilitator and enabled the students to take charge of their own learning. 


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