CHAPTER III
LEARNING
IMPLEMENTATION
3.1 Learning Activities
In the second internship program at SMK Widya Bhakti
Ruteng, that was held in the period of October 1 - November 3, 2018, the writer
carried out learning activities in the class XI Accounting I and II. In this
period of time, the writer managed to implement 5 lesson plan topics, which in
detail will be offered as follows.
1.
First Meeting
a.
Topic :
Looking for a job
b.
Sub-topic :
Simple Present Tense
c.
Skill :
Writing
d.
Allocation :
2 x 45 minutes
e.
Standard Competence :
Understanding English at Elementary Level.
f.
Basic Competence :
2.3 Detailing job and educational background students have by speaking and
writing.
g.
Indicators :
The correct use of Simple Present to describe jobs of various professions by
writing
h.
Learning objectives :
Students can understand the Simple Present form precisely to describe jobs of
various professions.
i.
Learning Methods :
Lecture, Question and Answer, Writing in Here and Now.
j.
Learning Steps :
·
Initial Activities:
o The teacher gives
greeting to students.
o The teacher asks 1
student to lead the class in a prayer
o The teacher presents
the material to be discussed and the learning objectives.
o The teacher gives
apperception by giving questions to students then students answer them.
·
Core Activities
o The teacher asks
students to name several types of work / profession, their duties, and their
place of work using pictures.
o The teacher reads a
simple text; the students pay attention then answer the questions given by the
teacher.
o The teacher explains
and gives examples of Simple Present Tense’s sentence patterns then asks
students to finish some exercises given
o The teacher gives
example of the use of simple present tense to describe a job; then students
write a simple description.
o The teacher asks
students to talk about something they do not understand from the material and
the teacher gives feedback.
·
Final Activities
o The teacher gives
conclusion about the material.
o The teacher gives
home assignment to students about describing a job by writing.
o The teacher ends the
lesson by greeting the students and asks 1 student to lead class in a prayer.
2.
Second Meeting
a.
Topic :
Looking for a job
b.
Sub-topic :
Simple Present Tense
c.
Skill :
Speaking
d.
Allocation :
2 x 45 minutes
e.
Standard Competence :
Understanding English at Elementary Level.
f.
Basic Competence :
2.3 Detailing job and educational background students have by speaking and
writing.
g.
Indicators :
The correct use of Simple Present to describe jobs of various professions by
speaking
h.
Learning objectives :
Students can understand the Simple Present form precisely to describe jobs of
various professions.
i.
Learning Methods :
Lecture, Question and Answer, Reporting.
j.
Learning Steps :
·
Initial Activities:
o The teacher gives
greeting to students.
o The teacher asks 1
student to lead the class in a prayer
o The teacher examines
the students’ homework that has been given at the previous meeting and asks
students if they had problems in constructing the writing.
·
Core Activities
o The teacher asks
students to report their homework in front of the class orally, one by one.
o The teacher helps
students to fix some errors in their presentation and gives scores.
o The teacher reviews
the material described at the previous meeting and asks students randomly.
o Students complete a
dialogue from students’ hand book, helped by the teacher.
o Students answer the
questions from the dialogue.
o The teacher and
students discuss about the answers of the questions.
·
Final Activities
o The teacher gives
conclusion about the material.
o The teacher presents
the material to be discussed at the next meeting and ask students to prepare
the material.
o The teacher ends the
lesson by greeting the students and ask 1 student to lead class in a prayer.
3.
Third Meeting
a.
Topic :
Looking for a job
b.
Sub-topic :
Simple Present Tense
c.
Skill :
Speaking
d.
Allocation :
2 x 45 minutes
e.
Standard Competence :
Understanding English at Elementary Level.
f.
Basic Competence :
2.3 Detailing job and educational background students have by speaking and
writing.
g.
Indicators :
The correct use of Simple Past to explain the various of educational
backgrounds of professions.
h.
Learning objectives :
Students can understand the Simple Past form precisely to explain the various
of educational backgrounds of professions.
i.
Learning Methods :
Lecture, Question and Answer, Story Telling.
j.
Learning Steps :
·
Initial Activities:
o The teacher gives
greeting to students.
o The teacher asks 1
student to lead the class in a prayer
o The teacher asks
students ‘preparation about the material.
o The teacher presents
the material to be discussed and the learning objectives.
o The teacher gives
apperception by giving questions to students then students answer them.
·
Core Activities
o The teacher asks
students to mention the educational background of a profession.
o The teacher explains
and gives examples of the simple past tense sentence pattern then students
record it.
o The teacher makes an
example of the educational background of a profession using simple past tense
sentence pattern and asks students to write their own educational background.
o Students come to the
front of class to present their work orally.
·
Final Activities
o The teacher gives
conclusion about the material.
o The teacher gives
home assignment to students about simple past tense sentence patern.
o The teacher ends the
lesson by greeting the students and asks 1 student to lead class in a prayer.
- Fourth Meeting
a.
Topic :
Looking for a job
b.
Sub-topic :
Simple Past Tense
c.
Skill :
Writing
d.
Allocation :
2 x 45 minutes
e.
Standard Competence :
Understanding English at Elementary Level.
f.
Basic Competence :
2.3 Detailing job and educational background students have by speaking and writing.
g.
Indicators :
·
The correct use of Simple Past to explain the various of
educational backgrounds of professions.
·
A simple curriculum vita that is written correctly.
h.
Learning objectives :
·
Students can understand the Simple Past form precisely to explain
the various of educational backgrounds of professions.
·
Students can write a simple curriculum vita correctly.
i.
Learning Methods :
Lecture, Question and Answer, Writing in Here and Now.
j.
Learning Steps :
·
Initial Activities:
o The teacher gives
greeting to students.
o The teacher asks 1
student to lead the class in a prayer
o The teacher gives
apperception about curriculum vitae while asks students to collect home
assignment they have done.
o The teacher checks
and discusses the homework with students.
·
Core Activities
o The teacher reviews
the material described at the previous meeting and asks students randomly.
o The teacher explains
and gives example of curriculum vitae
o The students make
curriculum vitae about themselves, helped by the teacher.
·
Final Activities
o The teacher examines
and discusses the work of students
o The teacher gives
conclusion of the material given
o The teacher presents
the material to be discussed at the next meeting and ask students to prepare
the material.
o The teacher ends the
lesson by greeting the students and ask 1 student to lead class in a prayer.
- Fifth Meeting
a.
Topic :
Looking for a job
b.
Sub-topic :
Facts and Figures
c.
Skill :
Speaking
d.
Allocation :
2 x 45 minutes
e.
Standard Competence :
Understanding English at Elementary Level.
f.
Basic Competence :
2.3 Detailing job and educational background students have by speaking and
writing.
g.
Indicators :
Various expressions are used appropriately to explain facts and figures in a
data presentation
h.
Learning objectives :
Students can use various expressions correctly to explain facts and figures in
a data presentation.
i.
Learning Methods :
Lecture, Question and Answer, Perform Orally.
j.
Learning Steps :
·
Initial Activities:
o The teacher gives
greeting to students.
o The teacher asks 1
student to lead the class in a prayer
o The teacher gives
apperception about curriculum vitae while asks students to collect home
assignment they have done.
o The teacher checks
and discusses the homework with students.
o The teacher presents
the material to be discussed and the learning objectives.
·
Core Activities
o The teacher reads
the sentences containing phrases to explain facts and figures in a data
presentation, then students write them.
o Students read and
understand text than contain phrases to explain facts and figures in a data
presentation then students answer questions.
o The teacher explains
phrases to explain facts and figures in a data presentation.
o Students explain
facts and figures from a data orally.
·
Final Activities
o The teacher
concludes he material of the chapter.
o The teacher
determines general test execution of the chapter.
o The teacher ends the
lesson by greeting the students and ask 1 student to lead class in a prayer.
3.2 The Result of
Learning Activity
The purpose of teaching is
the target to be achieved in teaching activity, that is the change from students’
behavior to a positive direction, both in terms of knowledge, attitudes, and
skills. This goal is very important, because it will determine the direction of
the teaching process, where the object of the direction itself is the students’
development.
From the teaching practice
that has been done, where the writer pointed the material given in writing and
speaking skills, the writer found that the students’ achievements were
increased, both writing and speaking skills. On the other side, because of there are 4 skills in English, the writer
provided to observe also the students’ reading and listening skills in teaching
process, just to know their development in 4 English skills. The details of students’
achievement are described below:
1.
Reading Skill
Students can read texts in the form of narratives,
descriptions and conversations, and take special forms such as: curriculum vita
to find certain information, get a general description of the contents of the
reading, find the main thoughts expressed, find the main thoughts implied, find
all the detailed information expressed, get the implied information, and interpret
the meaning of words and sentences based on context.
2.
Listening Skill
Students can respond to questions given verbally, obtain
information about various things from oral texts according to the theme or
topic, obtain information to complete incomplete forms, charts or maps, and find
information implied in short and simple conversation.
3.
Speaking Skill
Students can ask questions and answer questions about
various things, conduct short conversations smoothly, and simply convey
information and descriptions of objects, people and places and a series of
events simply.
4.
Writing Skill
Students can compose
sentences (at most 6 sentences) given randomly into coherent paragraphs,
complete simple and brief conversations, write short paragraphs (at most 6
sentences) in the form of narratives and descriptions of very simple topics,
and write a simple curriculum vita.
3.3 The Interaction Between
Teacher and Students in Classroom
The learning process will be effective, if
communication and interaction between teachers and students occur intensively.
Therefore, the writer designed learning models so that students can learn
optimally. The writer who in the second internship program acted as a teacher
has dual roles in relation to students’ needs. The role intended is the role of
the teacher as a teacher, the teacher as a parent, and the teacher as a friend.
The first, the role of the teacher as a teacher
conducted by the writer was more dominant in the learning process in the
classroom. The writer tried to master the patterns of interaction and good
communication techniques in the learning process. Interactions in the learning
process are known as educational interactions. This educational interaction was
done by:
1.
The writer tried to use English in learning process to familiarize
students with English
2.
The writer asked and gave students the opportunity to speak.
This was done to improve student participation in the learning process
3.
The writer tried to guide students in answering difficult
questions.
The second is the role of the teacher as a parent in
the classroom is more of an emotional relationship and equalizing of the
feelings of teachers and students that makes students feel comfortable in
class. This interaction is more based on love and mutual understanding, which
is why students become open in expressing their personal problems and problems
related to learning. In this case, the writer strives to know each student's
characteristics to determine attitudes related to learning.
The third, in acting as a friend, the writer tried to
pay attention to the following things:
a.
Listening and not dominating.
b.
Be patient.
c.
Respect and be humble.
d.
Be equal.
e.
Not trying to lecture.
f.
Authoritative.
g.
Doesn't take sides.
h.
Be open.
i.
Be positive.
3.4 Students’ Participation
and Activity
Student participation in learning is very important to
create active, creative and fun learning. Thus the planned learning objectives
can be achieved as much as possible. There is no learning process without the
participation and activity of students who learn. Every student must be active
in learning, only what distinguishes them is the level of activeness of
students in learning. There is activity in the low, medium and high categories.
Here the teacher needs creativity in teaching so that students actively
participate in learning. The use of appropriate strategies and methods will
determine the success of teaching and learning activities. Participatory
teaching and learning methods that are carried out by the teacher will be able
to bring students in more conducive situations because students are more
involved and more open in teaching and learning activities.
To increase students’ participation in the second
internship program, the writer tried some useful strategies, such as:
1.
Making groups discussion
2.
Giving questions to students
3.
Providing opportunities for students to answer questions
4.
providing opportunities for students to present their
homework in front of the class
Based on the strategies done by the writer, the
students’ participation and activity were good. students became excited in
learning because of many opportunities given by the writer to them to express themselves.
3.5 Problems and Solutions
1.
Problems Identification
a.
The problems faced by students
·
Lacking of self-esteem
·
Lacking of vocabulary
·
Lacking of knowledge about grammar
·
Poor speaking skills
b.
The problems faced by teacher
·
Students’ attitudes
·
Classroom management
·
Lesson unit plan implementation
2.
Strategy of Problem Solving
From those problems faced by
students and teacher, the writer decided to use strategies to solve the
problems. Those strategies are as follows:
a.
Increasing students' confidence by giving students the
opportunity to express themselves in front of their friends and the teacher.
b.
Motivating students to learn English by using English in the
classroom. This will increase their knowledge of grammar and vocabulary.
c.
Pressing students to memorize vocabulary by let them find the
words they don't know by themselves.
d.
Providing opportunities for students to speak in English
e.
Giving correction of the mistakes made by students directly.
f.
Trying to be as parent in class to control students’
attitudes which are too over-control.
g.
Reorganizing the chaotic class management by reviving the
role of duty bearer in the class.
h.
Using the right methods and strategies based on the class’
situation and condition.
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