Teaching Practice

After class observation, in the third week is the time of teaching practice. The lesson plans and instructional materials should be submitted before the day of teaching practice. Here are the following of procedure:

• Review: In this stage teachers are recalling the students’ background of knowledge or related the materials with their previous knowledge. This preliminary step is important to linked students’ memories with the new material.
• Motivation:Teachers motivate students with little activities as “Warm Up” for students to begin the material.
• Presentation: The stages where teachers present the learning objectives of the meeting. Through this stage, students know the scope of what they are learning in that day.
• Discussion: This is the main stage, teachers deliver the materials to the students about particular topic. Encourage students to be critical and analytical by raising questions, actively participating, and discussing certain problem.
• Generalization: The part of ensure students’ comprehension after explaining topic. To test students’ comprehension teachers can ask students about what they have learned, or recall the materials. It helps to sum up the materials.
• Fixing Skills: After summarize the materials, students have to work to prove that they understand about the lesson. Usually, teachers give little comprehension activities.
• Evaluation/Assessment: Teachers ask the students to do the main task. Students have to do the task based on the lesson they have learned to take the score.
• Assignment/Agreement: The last stages teachers give activities for students to do at home. This activity aimed students to learn and not forget about the lesson.

 

Classroom Management

Before starting the class, several preliminary steps are carried out:

1. Greeting the students and asking about their condition.

2. Opening the class with a prayer.

3. Checking students’ uniforms, ID cards, shoes, and overall cleanliness.

4. Checking students’ attendance.

5. Conducting a short warm-up game to engage students before the lesson begins.

 

Day 1

In the first meeting, the lesson focused on poetry analysis. Students were introduced to a narrative poem entitled The Highwayman, which is strongly influenced by British culture and historical settings. During the lesson, students were guided to analyze the poem by identifying its meaning, setting, and characters. This activity aimed to develop students’ literary comprehension and encourage them to interpret the elements of a poem beyond its literal meaning. The teacher facilitated the discussion by prompting students with guiding questions and encouraging them to share their interpretations.

However, for junior high school students, the poem presented a certain level of difficulty. The poem consists of numerous stanzas and includes a variety of unfamiliar vocabulary and figurative expressions. These linguistic and structural complexities made it challenging for students to fully grasp the storyline and thematic elements of the poem. Therefore, additional explanation and scaffolding were necessary to help students understand the narrative and cultural context embedded in the text. Despite these challenges, the activity provided valuable exposure to English literature and helped students practice analytical reading skills.

Day 2

On the second day of the teaching practice, the lesson focused on grammar, particularly participles. Grammar is considered one of the fundamental components of language learning, as it helps learners construct meaningful and well-structured sentences. A clear understanding of grammatical structures can significantly improve students’ language skills, especially in writing, by enabling them to express ideas more accurately and coherently.

 The learning objectives of this lesson were designed to develop students’ understanding and application of participles in sentences. By the end of the session, students were expected to: (1) identify participles used in sentences, (2) analyze the function, type, and position of participles within sentence structures, and (3) construct their own sentences using participles correctly. Through these objectives, the lesson aimed to strengthen students’ grammatical awareness and encourage them to apply participles effectively in their written and spoken communication.

 

Challenges

1. Some students seem low, and boring during the class.
2. Needs time to prepare equipment.
3. Limited duration for one meeting (60 minutes) compared with Indonesia.
4. Different lesson plan format compared with Indonesia.

 

Solution

1. Apply fun games before starting the lesson to enhance and encourage students to participate actively and avoid boredom.
2. Prepare the equipment 15 minutes before teaching.
3. Maximize time by designing concise lesson plan.
4. Consult lesson plan with cooperating teacher to get feedback.