1) School: General Information and Academic Administration
1.1 School profile (Academic Year 2018-2019)
Name
of School: Sekolah Menengah Pertama Negeri I – Banjarmasin
Address:
Jalan Batu Tiban No. 23 Complex Mulawarman
City
located: Banjarmasin
Country:
Indonesia
Telephone
/ Faximil : (0511) 3353581 / (0511) 3353776
E-mail
: smpn1banjarmasin@gmail.com
Headmaster:
Drs. H. Gt. Khairur Rahman, M.Pd.
NSS
/ NPSN: 201156002001/30304177
School
Area: 5.305 m2
Year
Established: 1927
Year
Level of Study: SMP (Junior High School – Grade 7, 8, 9)
Type
of School: A
School
Conditions: 27 classes
SMP
NEGERI 1 BANJARMASIN
Visions
Indicator:
1)
The awareness of individuals who are able to apply religious values
in life.
2)
The awareness of competencies of smart, competent and competitive
graduates with international insight.
3)
The awareness of the development of environment cultured school in
accordance with the values and character of the nation.
Mission
1)
Developing the potential of students to apply religious values in
life.
2)
Developing and applying active, innovative, creative, effective, and
fun learning process with international insight.
3)
Providing education facilities and increasing the commitment of
school residents to their functions and duties.
4)
Building and developing student’s competencies with enthusiasm for
achievement competitively in the academic and non-academic fields.
5)
Availability of education system and educators who have competence
and qualifications.
6)
Increasing a culture of loving environment to create a comfortable
and productive learning process for school residents.
Aim
The
objectives to be achieved are as follows:
1)
The realization of school citizens behaves in accordance with the
religious and cultural values that apply in life.
2)
The realization of various innovative learning models with various
ICT-based learning strategies that are active, creative, effective
and fun.
3)
Realization of achievements in the academic and non-academic fields
marked by winning the championship in competitions both at national
and international levels.
4)
The realization of complete infrastructure to provide adequate
education services.
5)
Having educators and education staff who have competencies and
qualifications according to their competencies, through various
activities: MGMP, Seminars, Workshops, etc.
6)
Carry out management development, HR management, learning,
infrastructure, curriculum, assessment, student affairs and school
administration that have the characteristics of School Based
Management (SBM), namely: independence, openness, accountability,
stakeholder participation, flexibility, and sustainability.
7)
The realization of the development of environmental culture schools
that are in accordance with the values and character of the nation
to support the achievement of educational quality by:
a.
Realizing clean living habits, hygiene and health competitions.
b.
Creates a cultured, beautiful, sustainable and beautiful environment.
c.
Creating a culture of manners.
d.
Realizing cooperation with other institutions in the development of
environmental culture.
1.2 Academic support system
The SMPN 1 is composed of functioning school materials and infrastructures that helps to mold the students to gain knowledge and learnings, as well as to live in security and harmony.
1) Rooms
Room
|
Total
|
Room
|
Total
| |
Class
|
27
|
Computer
Room
|
3
| |
Principal's
office
|
1
|
Internet
space
| ||
The
vice head master chamber
|
1
|
Library
|
1
| |
Teacher
Room
|
1
|
BK
room
|
1
| |
Administration
room
|
1
|
Space
skill
|
1
| |
Worship
Room / Mosque
|
1
|
Student
Council Room
|
1
| |
Science
Laboratory
|
2
|
Multipurpose
building
|
1
| |
Speech
Laboratory
|
1
|
Student
Cooperative Room
|
1
| |
Multimedia
Room
|
1
|
Canteen
|
7
| |
Music
Room
|
1
|
Technician
Space
|
1
| |
Locker
Room
|
1
|
Security
Room
|
2
| |
Class
2) Books
|
1
|
Toilet
|
19
|
Books
/ Classes
|
Type
|
Text
|
Support
|
VII
|
Islamic
Education
|
350
|
1
Title 50 Ex
|
Science
Semester 1
|
350
|
1
Title 50 Ex
| |
Science
Semester 2
|
350
| ||
Mathematics
Semester 1
|
350
|
1
Title 50 Ex
| |
Mathematics
Semester 2
|
350
| ||
Indonesian
|
350
|
1
Title 50 Ex
| |
English
|
350
|
1
Title 50 Ex
| |
Social
science
|
350
|
1
Title 50 Ex
| |
Nationality
|
350
|
1
Title 50 Ex
| |
Art
And Culture
|
350
| ||
A
Craft Semester 1
|
300
| ||
A
Craft Semester 2
|
300
| ||
Pend
Physical & Sports
|
350
| ||
Education
Koran
|
350
| ||
VIII
|
Islamic
Education
|
300
|
1
Title 50 Ex
|
Science
Semester 1
|
300
|
1
Title 50 Ex
| |
Science
Semester 2
|
300
| ||
Mathematics
Semester 1
|
300
|
1
Title 50 Ex
| |
Mathematics
Semester 2
|
300
| ||
Indonesian
|
300
|
1
Title 50 Ex
| |
English
|
300
|
1
Title 50 Ex
| |
Social
science
|
300
|
1
Title 50 Ex
| |
Nationality
|
300
|
1
Title 50 Ex
| |
Art
And Culture
|
300
| ||
A
Craft Semester 1
|
300
| ||
A
Craft Semester 2
|
300
| ||
Pend
Physical & Sports
|
300
| ||
Education
Koran
|
300
| ||
IX
|
Islamic
Education
|
266
| |
Science
Semester 1
|
271
| ||
Science
Semester 2
|
273
| ||
Mathematics
Semester 1
|
272
| ||
Mathematics
Semester 2
|
272
| ||
Indonesian
|
272
| ||
English
|
272
| ||
Social
science
|
272
| ||
Nationality
|
272
| ||
Art
And Culture
|
272
| ||
A
Craft Semester 1
|
272
| ||
A
Craft Semester 2
|
272
| ||
Pend
Physical & Sports
|
272
| ||
Education
Koran
|
310
|
Reading books
000
(Public Works) : 35 titles 105 ex
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
100
(Philosophy and Psychology : 8 title 20 ex
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
200
(RELIGION) : 303 Title 1,515 ex
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
300
(Social Sciences) : 397 3665 ex
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
400
(English) : 113 ex 555 title
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
500
(Natural Sciences & Mathematics : 298 Title: 1490 ex
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
600
(Technology & Applied Science) : 313 heading 2191 ex
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
700
(Arts, Entertainment & Sports) : 188 title 940 ex
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
800
(Literature): 185 title 920 ex
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
900
(Geography and History ): 108 title 540 ex
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
REFERENCE:
87 titles
709 copies
3) Props / Media Tools
4) ICT (Information Communication Technology)
|
 |
| One of the facilities found in the school (from upper left to down right): The school ground, school garden, library and Physics laboratory equipments. |
1.3 Teaching system
Session
|
Monday - Thursday
|
Friday
|
Session
| |
0
|
Literacy Class (30 minutes)
07:30 – 08:00
|
Religion Class
|
0
|
Literacy Class
7:30 – 8:00
|
1
|
08:00 – 08:40
|
08:00 – 08:40
|
1
|
8:00 – 8:40
|
2
|
08:40 – 09:20
|
08:40 – 09:20
|
2
|
8:40 – 9:20
|
3
|
09:20 – 10:00
|
20 minute break
|
3
|
9:20 – 10:00
|
15 minute break
|
9:40 – 10:20
|
20 minute break
| ||
4
|
10:15 – 10:55
|
10:20 – 11:00
|
4
|
10:20 – 11:00
|
5
|
10:55 – 11:35
|
5
|
11:00 – 11:40
| |
6
|
11:35 – 12:15
|
Pramuka
| ||
25 minute break
| ||||
7
|
12:40 – 13:20
| |||
8
|
13:20 – 14:00
|
The table shows the weekly schedule of
the school. For Monday to Thursday follows the regular timeframe
where every morning students are gathered at the school ground to
have their literacy class, at this time also students are encouraged
to socialize with the use of speaking English. For every Friday,
mornings will be spent for reading Quran, offering prayers and songs
to Allah, unlike the regular timeframe, the classes are dismissed
earlier because all the men are heading to the Mosque to offer their
prayers. Lastly for Saturdays, still have literacy class every
morning, sometimes the students are having fitness program or called
as Jalan Santai, which means Fun walk which occurs once or twice a
month. Then after the literacy class/health program, the students
will follow class schedules and will end earlier. At the afternoon,
it is scheduled for the teachers to have reviews especially for the
Grade 9 students who are about to take the National Exam, this is
also evident during weekdays.
 |
| Top: Teachers and students having their literacy class during first period. Bottom: Students having their Jalan Santai which is held every once or twice a month. |
1.4 Materials and other learning sources
Aside from the available learning
sources in the school, the SMPN 1 is establishing their E-learning
system. Since the school is integrating ICT during lessons, the use
of gadgets and internet is a trend which on the other hand is
beneficial to the today’s generation of students living in the
digital age.
According
to The Economic Times, E-learning, is learning system based on
formalised teaching but with the help of electronic resources is
known as E-learning. While teaching can be based in or out of the
classrooms, the use of computers and the Internet forms the major
component of E-learning. E-learning can also be termed as a network
enabled transfer of skills and knowledge, and the delivery of
education is made to a large number of recipients at the same or
different times.
Gnomio,
is one of the used websites in order to make learning easier for the
teachers and the students. The teachers can upload quizzes, learning
materials, assignments in this website and the students will able to
access it in their homes anytime and anywhere.
In
addition, the SMPN 1 offers extra-curricular activities that helps
the students improve their skills in different areas. The goal of the
school is to produce globally competitive students, these will also
hone them to be interactive and increase their social relations.
Other than Student Council, other extracurricular activities
includes: Scout, Paskibra, Youth Red Cross (PMR), School Security Patrol (PKS), Nature Lovers (PA), Sports (Volleyball, Basketball, Karate, Table Tennis, Field Tennis), Spirituality / IRMA (Al-Forqon Mosque Youth Association), and Koperasi Sekolah (Kopsis).
 |
| Left: Together with Mr. Sunardi, my cooperating teacher and Grade 9-I students joining hands to do the hydrophonic farming. Top right: Grade 7 students volunteered for the Youth Red Cross for their annual symposium. Top down: Students having their fitness class with their instructor. |
1.5 Measurement and evaluation system
The school uses both Formative and Summative assesment. For formative assessment which is to monitor student learning is its goal, as a result, it provides ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. Some teachers are using English as their medium of instruction and then try to assess students’ understanding through group activities. An example situation at Mr. Sunardi’s class, he sometimes uses English to discuss a lesson. When he found out that there are some students who didn’t understand the lesson well, then he has to teach again using Bahasa and the outcome is desirable where the students are able to deeply connect with the topic. Next is the Summative assessment which evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. This includes online quizzes, midterm exams, projects and the like.
1.6 General Curriculum
Teacher
and Curriclum 2013
There are four aspects that must be
given special attention in the implementation plan and implementation
of the 2013 curriculum.
First, teacher competence in
understanding the substance of teaching materials (read: pedagogical
/ academic competencies). In it is related to learning methodology,
whose value in the implementation of the new teacher competency test
(UKG) reaches an average of 44.46.
Second, academic competence (science),
this is also important, because the teacher actually has the duty to
be able to educate students with the knowledge and knowledge they
have, if the teacher only masters the delivery method without
academic abilities being the main task, then students will not get
knowledge nothing knowledge.
Third, social competence. The teacher
must also be sure to have social competence, because he is not only
required to be intelligent and able to convey his scientific
material well, but also is required to socially have adequate
competence. What happens to a teacher who is asocial, both to
colleagues, students and the environment.
Fourth, managerial competence or
leadership. In the teacher's real self there is an example, which is
expected to be emulated by the students.
The teacher as the spearhead of the
implementation of the curriculum, is expected to be able to prepare
and open up to some possibilities for change.
Teacher readiness is more important than 2013 curriculum development. Teachers are important because in the 2013 curriculum, it aims to encourage students to be better able to make observations, ask questions, reason, and communicate (present), what they get or know after receiving learning material.
Through these four objectives,
students are expected to have a much better competence in attitudes,
skills and knowledge. They will be more creative, innovative, and
more productive.
This is where teachers play a major
role in implementing each learning process in the 2013 curriculum.
Teachers in the future are demanded not only smart but also adaptive
to change.
1.7 Teaching plan (of your major)
 |
| This is Mr. Sunardi's lesson plan about biomagnetism. |
1.8 Others
The
SMPN 1 also holds inclusive education for advanced learners. These
are the students who have high intelligence determined by the result
of several examinations such as Academic test and Psychology Test
each year level. The students may choose to enter this program or
they can choose to belong in a regular class. For regular students,
they will have to take up all the lessons in 6 months for one
semester, while the advanced students will have to take up the
lessons in 4 months for the one semester.
 |
| Top: Grade 9-I, one of the advanced classes in SMPN 1. Down: Grade 9 students having their simulation exams with Mr. Ahmad as the proctor. |
For
Grade 9 students, they are scheduled to have National Exams which
happens by the month of April every year. This is organized by the
Indonesian Government. This will also determine the status of the
students, teachers, and as well as of the school. Therefore, it is a
need to exert much effort in order to achieve greater outcomes.
Teachers offers extra time after school to have reviews with the
students with the consent of the parents. The students as well are
giving their most dedication for studying their lessons. During our
stay in the school, we were able to observe their Simulation Exam in
their computer rooms where all Grade 9 students are scheduled
accordingly. Subjects to be taken includes Math, Science, Bahasa
Inggris, Provinsi, Religion, and Social Studies.
2) Pedagogical Contents
2.1 Teaching methods
From the first week in the school
involved class observations only. I was able to conclude two ways of
teaching methods which is effective for both the teacher and the
learners. Since I am a Physics Major, I am given the chance to
observe all the Science classes in SMPN 1.
First is the Lecture method, Good and
Merkel (1959) suggest lecture as a method of teaching by which the
instructor gives an oral presentation of facts or principles to
learners and the class usually being responsible for note taking,
usually implies little or no class participation by such means as
questioning or discussion during the class period. For Mr. Faridal
Eddy’s class, he introduces the new chapter (Living Organisms) with
lectures and presented examples and models for the students’
visualization. Later on, as the students were able to extract the
main idea of the chapter they to apply what they have learned through
experiments and group activities.
 |
| Mr. Eddy discussing about organ system of humans using model. |
Second is the Student-Centered
Approach, according to Glossary of Education Reform, refers to a wide
variety of educational programs, learning experiences, instructional
approaches, and academic-support strategies that are intended to
address the distinct learning needs, interests, aspirations, or
cultural backgrounds of individual students and groups of students.
Next observation I had was with Mr. Sunardi’s class their lesson
was about magnetic fields. He divided the students into groups with
differentiated instructions. He has this “Scientific Approach”
during his Physics class which is breakdown in the following:
1) Observe – The students will try
to relate given situations using the concepts.
Example: Try to observe the bird formation when doing the following migration.
2)
Questioning – Based on analyzing the situation and concepts given,
the students will then formulate questions regarding to a certain
topic and they will discuss it with their classmates.
Example: Make a list of questions about the concept of magnetic force. Then do a question and answer session with your peers. If there are still unanswered questions, discuss with other friends or ask your teacher for help.
3)
Collecting data – Using interventions/tools, such as cellphone or
laptops, if available, the students may able to collect information
or data using internet.
Example: Look for more complete information about other tools that use magnets as their constituent components. Then arrange the information you get in the form of a paper. Gather to the teacher to be assessed!
4)
Inferencing – The students will then make conclusions with the
information they have gathered and must discuss to their groups.
Example: Analyze how importante electromagnetic induction is used in everyday life. Write down the results of you analysis in the taskbook then discuss with your peers.
5) Communicating – The representative
from each group will then present their outputs to the class. They
may able to entertain questions from their classmates or teacher in
order to assess their knowledge about their task given.
Example: Try to make a working mechanism scheme from the MRI then present the results in front of the class!
 |
| Mr. Sunardi explaining how magnetic fields works on cassette tapes. |
2.2 Learning materials and innovation
Furthermore, the teacher also integrates the use of ICT such as video clips with the help of laptops and LCD projectors, the use of cellphones during data gathering during classes to widen the understanding of the students. This also helps the students to visualize the concepts effectively since there are Audio/Visual learners rather than facts itself. As a result, it creates a harmonious learning between the teacher and students where they can interact with each other.
2.3 Sources of learning and technology
The
use of books are still practiced yet to expand their knowledge about
a certain topic, the students are allowed to browse more information
with the use of internet through their phones. Since they are
inclined with technology, it is easy for them to search for related
topics that would serve as additional knowledge or another source of
learning.
 |
| Students from different levels using mobile phones to gather more information through internet. |
2.4 Authentic assessment
With
the use of formative and summative assessment, the grades of the
students are also based on the following factors: Score during
examinations and Attitude. These two factors helps the teachers to
determine that good grades reflected must also reflect good
personality.
3) Observation on Teacher(s) in the Classroom
3.1 Their planning for teaching
For
the 2nd
semester, Mr. Sunardi crafted his syllabus based from the lessons
found in the book. He includes learning competencies to be achieved,
the subject matter, the materials to be used, teaching methods,
references, etc. In this way it will be easier for him to track down
the pacing of his lesson all through out the semester. This will also
serve as basis for the students to have advance reading to their
lessons and they will also know what they are about the discuss in
the semester.
3.2 Their preparing lessons and materials
Since
Mr. Sunardi has already crafted his syllabus which reflects all the
information he needed for his teaching, he then prepare lesson plans
in accordance to his syllabus. And for the materials, he makes sure
that it is available in the school premises and he prepares it
beforehand.
3.3 Their teaching in class
As
to my first observation of his teaching, he starts with greetings the
students and asking them how they are doing and how their day went
so far. The students will respond and also ask Mr. Sunardi the same.
Then he will ask the student/s who is/are absent for that day.
Mr.
Sunardi is seemed close to his students because he knows how to get
their attention very well. He sometimes crack jokes when the
atmosphere seemed dull and that will make his students alive again.
During
his lesson proper, he was using English as a medium of instruction
but still he translates it to Bahasa because some students cannot
understand the language so well. He was discussing about the
applications of magnetism in our daily lives. He grouped the class
and gave them differentiated instructions. They were allowed to use
their mobile phones to browse information in the internet. The
learning materials reflected in the syllabus and his lesson plan are
evident and available which made his class a successful one. The
students in return are participative and interactive during their
activity.
3.4 Their measurement and evaluation
Aside
from the group activity, Mr. Sunardi gave the students seatworks for
them to answer. There was one time when he has to review again his
lesson in Bahasa because some of the students didn’t understand
when he was explaining the concept of Electromagnetic Induction in
English. Therefore,
it is evident that he both uses formative and summative assessments
to his students.
3.5 Your overall impression to the teacher performances
Mr.
Sunardi is an effective teacher not only because he is prepared with
his teachings, to his methods and the like. He is an effective
teacher because he makes sure that all of his students can
understand the lesson. If he has to review and discuss it again, he
will do it in order for the sake of his students.
I
can also see how patient he is with his students, always encouraging
them to answer on their own. Truly, it takes one dedicated teacher to
be passionate on what he do for the knowledge he’ll impart with his
students and for the other things that are valuable for the students
to grow as an individual person.
 |
| Mr. Sunardi during his discussion about Biomagnetism with Grade 9-F students. |
4) Teaching Plan
4.1 Curriculum related to your major
For
the second semester, one chapter is about Electromagnetism. Luckily,
I was given all the reference materials for me to craft my lesson
plans beforehand. I get myself to familiarize all the information I
have to learn, review the concepts and I must be equipped to master
the contents of my lesson. And as a Physics major, Electromagnetism
is one of the pioneering concepts to learn during my previous years
in college. Now that I have to put it into practice where I have to
impart my knowledge to my students in a way that they will understand
it easily considering the language barrier.
 |
| These are my reference materials I used during my practicum. |
4.2 Teaching plan related to your major
Teaching
physics, combined with word problems, numbers, formulas etc., some
students find themselves struggling all the variables at once. As a
teacher, it is our own prerogative to find ways for our students to
learn best. Applying what I learned during my preparation in my
previous, learning is evident when students are having fun at the
same time. So in order to achieve this desirable outcome, I must
create a teaching strategy that would involve the students into
activities where they can share their ideas through interacting to
one another. Instead of solving the problems on their own which for
some students considers it a burden, with group activities they can
ask questions with their classmates and learn the concepts.
In addition, the use of experiments will also help the students to have first-hand experience of the concept or phenomena. Lastly, integration of ICT is also a great help in gathering more information through internet considering the kind of learners we have today belongs to the 21st Century and technology is not new to them.
In addition, the use of experiments will also help the students to have first-hand experience of the concept or phenomena. Lastly, integration of ICT is also a great help in gathering more information through internet considering the kind of learners we have today belongs to the 21st Century and technology is not new to them.
5. Teaching Practice
5.1 Procedures of your teaching
For my first teaching, I consulted Mr.
Sunardi, my cooperating teacher about the topics to be discussed for
the whole week. It was about Electromagnetic Induction. He allowed
me to use the format we have in our university since he wants to know
how its done and what happens during actual discussions. I used 4
A’s (Activity, Analysis, Abstraction, Application) Approach.
First
and foremost, I did the preliminaries such as greeting the students
and checking the attendance. Next, I did some review questions about
what they discussed last meeting which is about Lorentz force. With
their answers, I can assess that the students really understood the
topic and there were some clarifications about the lesson. At the
end of the review, students were able to fully understand the
concept about Lorentz force.
Before
proceeding to the lesson proper, I motivate the students with a game
that would relate to the new lesson. The name is called DECODE ME,
where the students are given several codes to decipher the answers.
After deciphering the answers, the students will then relate the
decoded words that would give them hints about what is their new
lesson.
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| My students playing "DECODE ME" for my motivation during my class discussion. |
After
the students relates to their lesson about Electromagnetic Induction,
they will have the first A – which is the Activity. The class is
divided into three groups, each group received fact sheets and
questionnaires that is placed in a cartolina. They were given 15
minutes to do the activity and also to discuss it within their
groupmates.
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| The students are performing their differentiated task during group activity. |
Next,
the second A – Analysis. At this stage, the group chose a
representative to discuss their answers in the class. I also gave
inputs and additional information so that the students will gain
knowledge and understanding about the activity.
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| Representatives from each group sharing their output to the class. |
Then,
the third A – Abstraction. After the groups shared their outputs, I
continued my discussion about Electromagnetic Induction. I
elaborated more ideas with the use of their outputs to make them
understand deeply about the lesson. After the discussion, I let them
watch a short video about Electromagnetic Induction to add more
information.
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| Giving additional informations to the students about the lesson. |
Down
to the last A – Application. At this portion, I asked the students
about some practical applications of electromagnetic induction that
they can see and use in our daily lives. The students shared their
ideas and they come to realized that electricity is one of the
products of electromagnetic induction.
And
for their evaluation, I let the students make their own sketchnote
about Electromagnetic Induction.
5.2 Time management and organizing activities
Since my teaching strategy involves group activity, I made sure that the students followed the alloted time for them to complete the tasks. I always checked if the students are participating in their group discussions and are took their own parts to make the task faster and easier to finish.
5.3 Problem-solving
For my daily teaching, I always use LCD projectors for convenience, luckily I didn’t encountered technical problems with all of the discussions I have with my students. But considering the unpredictable events, I always have my plan B learning materials by making instructional materials in cartolinas or in fact sheets so that students can still cope up with our discussions.
On the other hand, I speak fast especially when I am discussing in front. When I noticed that some of my students cannot follow to what I am saying, I will have to pause for awhile and ask them if “Am I speaking too fast?”, “Is my voice audible enough at the back?” and the like. So when the students responded accordingly with “Yes” and “No”, then I have to recap to what I have said again, this time, I am speaking it slowly that they can understand and my voice must be audible enough to be heard for the students seated at the back.
5.4 Classroom management
Handling a group activity in a class is a crucial game for a teacher. You have to balance everything especially the minimize their voices and to make sure that everyone is seated according to their group. You have to distinguish if the noises their making is related to their tasks or not, but its okay because I was told if the class is noisy during activities its either the presence of learning is there or the students are doing their own parts. So what I did was making sure that the noise is contained.
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I also roamed around the groups, checking them if they doing their tasks correctly. And since some of my students are shy to ask questions, by roaming around, it was easier for me to approach them and explain their tasks to them.
5.5 Your overall impression in teaching
It was a two-way process learning. Though it was hard to teach Physics lesson when your students cannot fully understand English, what I did was to speak slowly and make sure that they get the idea that I am conveying. Most especially for the terms, such as force, magnetic induction, machines, etc., I have to explain in a way that they’ll understand so I tried to draw if its possible and as a result they do get it. But nevertheless, it was a fun experience. Despite the language barrier, it didn’t hinder us from learning not only with the lesson, but from one another. When we can’t seem to find the right words to explain a certain thing, like “What’s the translation in Bahasa about...this...and that..”, we brushed off the tension by laughing it off and tried to ask help with Mr. Google Translator, which is by the way, a great help.
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| With Grade 9-F 😊 |
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| With Grade 9-H 😊 |
6. Summary and Suggestions
6.1 Purposes of practicum
The SEA Teacher Project or the “Pre-Service Student Teacher Exchange in Southeast Asia” is a project that aims to provide opportunity for pre-service student teachers from universities in Southeast Asia to have teaching experiences (practicum) in schools in other countries in Southeast Asia.
Based on the SEAMEO seven priority areas for the eleven SEAMEO Member countries to work together to improve the quality of education in Southeast Asia, “Revitalizing Teacher Education” is one of the priority areas in building and strengthening capacity of teachers in the region.
The following are the objectives of this project:
1) To enable pre-service student teachers to develop their teaching skills and pedagogy.
2) To encourage the pre-service student teachers to practice their English skills.
3)To allow the pre-service student teachers to gain a broader regional and world view.
4) To expose future teachers to diverse teaching and learning situations and opportunities, and the value of flexibility.
Throughout the practicum, the sole purpose and the objectives of this program were evidently achieved. As for me, the purpose of this practicum is to apply the knowledge and skills I learned during my previous years in college. It also helped me to know my strengths and weaknesses during my teaching and used them to improve myself. More importantly, it paved a way to learn new culture in a new environment.
6.2 Procedures of practicum
So for my teaching, first, I asked my cooperating teacher about the subjects and topics to be discussed so that I can craft my lesson plans. Then after preparing lesson plans, I let my cooperating teacher checked it for additional information or suggestions. Next, I prepare for the instructional materials. With the use of the strategy I learned at my university, 4 A’s Approach, it is more applicable when teaching Physics lessons. I was able to discuss my lessons easily where my students are not having a hard time to understand it.
The SEAMEO created a program structure that should be followed by the receiving university and the hosting school. Specifically, the schedule is as follows:
6.3 Outcomes of practicum
Based on the performances of the students during group activities, I can say that learning is evident and at the same time they are having fun. Their outputs during the group activities are related to the lesson that we have discussed. Also the results of their quizzes are commendable and excellent which makes me happy and satisfied as their teacher. I’m delighted that my students are interested to listen during my discussions even though I am using English as my medium of instruction. They are eager to learn and they are active also.
6.4 The challenges of practicum
To teach in a foreign country is already a challenge. You have to learn new culture and be familiar with the practices of the place. During my practicum, I can say that I am lucky enough that some of my teachers and students in our assigned school can communicate with us in English, but at the same time, we are learning the basics of the Bahasa Indonesia. Maybe one of the toughest challenge I had during my practicum was whenever I am asking questions to my class, no one seemed to raise their hands to answer it. So it appears to me that maybe the students didn’t actually get the question that I am asking. What I did is I rephrased my questions in a way that they will understand but still, no one wants to answer. I assumed that maybe they are just shy to answer in English so I always encourage them to answer even if its in Bahasa. Not until I have to call a student by looking their names at the class list. I was appreciated by my cooperating teacher of how patient I am with the students when it comes to their participation and it is a big achievement for me.
6.5 Overall impression
Being in a teaching profession is one of the noblest job in this world. To become one is both an opportunity and a challenge. Before entering the real world, I must be equipped with knowledge and values to be imparted with my future students. I must be versatile enough to expand my horizons to teach beyond my comprehension and to participate this SEA-Teacher Project was my golden opportunity to mold me as a person. Considering that it is my first time to join this program, I am proud of myself that I survived every challenges that I encountered. My heart is also overflowing with joy and gratitude to experience new environment to stay, new culture to learn and new family to treasure with. To sum it up, it was a fulfilling teaching experience because I learned it in a hard and good way. I managed to apply all the learning I gained from my university and was able to see positive outcomes from my students. I gained excellent feedbacks from my cooperating teacher and from my supervisor.
To end, I would like to express my utmost gratitude to all the people behind my journey. I can say that words are not enough of how thankful I am for letting me experience these things in my whole life. I can’t contain my happiness, up until now, I’m still thrilled for everything. I will not trade this experience with any thing in this world. Rest assured, I will share this experience to my family, friends, classmates, and to my future students.
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| Last day in school. :( |
6.6 Suggestions for future improvement
Change is the only permanent in this world. Someone or something changed for reasons. In the world of education change is very important, thus people considered all the possibilities before coming to a conclusion. To the future SEA-Teacher participants, be prepared for the possible circumstances you may face ahead. You must be flexible enough to find solutions with the problems that are evident in your assigned school. Also, be resourceful enough by all means. Above all, teachers are the front people who faces the challenge, on how to bring out the best on their students, and how make students find education more meaningful. And as future teachers, we will take every challenge for the benefit of our students.
My Excursion Experience
My Excursion Experience
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