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TEACHING PRACTICUM

PORTFOLIO
SEMESTER 1 YEAR 2008/2009
Intan Kartika K!"a
11200#1$2
En%&i!' ()*art")nt
Sat+a ,a-ana C'ri!tian Uni.)r!it+
Sa&ati%a
2008
Teaching Statement
TEACHING IS LEARNING
When I knew that I had to teach senior high school students, I thought that it
would not be so hard. I had heard about some experiences in teaching practicum; the
good and the bad. Still I thought that it would be easy to pass them all. I was wrong.
Teaching practicum involved many, many things besides teaching. I was happy that
micro teaching class could help us to prepare our self a little bit to face the real
situation of teaching; real class, real school, even real students. What came in my
mind when I knew that my site was S! "risten # Salatiga was that it would be
about fun, fun, and fun because some people said that the students there were not so
bad. oreover, I had experienced teaching in one of the senior high school in Salatiga
in $ommunity Service. !nd I thought as I was teaching there, it would be more or
less the same with my teaching experience. I did not imagine that it would be much
more difficult than that. %uring my teaching practicum time there, I could define
teaching differently from the time before I did teaching practicum. I used to think that
teaching is about sharing knowledge and experiences to the students. &ow, my point
of view about teaching is that teaching is not only about sharing knowledge and
experiences to students, but it is also a process of learning. What I mean by learning
here is learning to any processes related to the teaching itself.
I am a kind of cheerful teacher who loves active situation in class. In order to
make my class active, the first thing to do is I should adapt the materials given. The
materials taken from the book we referred to is lack of attractiveness. I am sure that if
I only give the materials to my students without adding from other sources, they will
get bored during the class. What I have to do is searching for as many sources as I can
and adapt the materials into a very fresh one, by relate it to their interests but still
meeting their needs. I can adapt it to the newest issue that is happening. It is
successfully gain their interest and attention to the lesson. It is not easy though to
prepare the material as maximal as we can, but I am sure that effort will bring success.
To support the material, I must prepare encouraging !.'.! and games. These
two things are not only work for elementary school students, but also for senior high
school students. !ny exercise without supporting !.'.! and games will never work.
The students will not pay their attention to the lesson, and it will affect the success of
our teaching. Therefore, I give my hard effort in choosing and preparing !.'.! and
games. I have proven it, that teaching in a fun but serious way is much more effective
than teaching in tension. I begin to like this concept of teaching. I try to talk to my
students but not too much, to show that I care about what is going on to them. y
%r *a"/n% says that it is also a very helpful way to not to create a bridge between
me and my students. Smiling and making some (okes in a good proportion is the best
solution. !s we are successful in doing this, our guru pamong will say that we have
good class management. )aving good communication skill is also a must for a
teacher, not only with the students, but also with the guru pamong and partners.
!s a teacher who faces the students directly, I must be very critical. I should
be able to make spontaneous reactions and real examples. I also must have good
imagination like when giving examples (ust to grab my students* attention. It was not
easy sometimes, but I try to en(oy the time of teaching. !s I en(oy the time, the
atmosphere in class will be very conducive too. y purpose in doing this is that I
want to show them that English is not a nightmare. Therefore, praises and motivation
is necessary for them. I show my enthusiasm by motivating them to be active,
especially in speaking. I believe that as students are able to speak though (ust for a
little bit, they will have more motivation to study. The point is that they will have
their self+confidence.
To conclude, all of the processes in teaching take time and energy, but as my
students can perform well in the class I will feel satisfy, and all of the effort turn into
a big smile. oreover, while I am teaching, I can learn many beneficial things and
lessons about teaching. It will give me priceless experiences and a reference of a new
way of teaching.
TEACHING 1
TEACHING JOURNAL
RELATI0E PRONOUN
121
Ti")3 90 "int)!
S*)-i4i- !ki&&!3
+ ,rammar
+ Writing
+ -eading
T)a-'in% a-ti.iti)!3
#. .re+teaching activity /#0 minutes1
The students brainstorm the understanding of relative pronoun by reading aloud
the story 2Saved by the 3rake4. They also discuss the relative pronoun written in
the passage.
5. 3ased on the explanation given, students answer teacher*s 6uestions about
relative pronoun. They are also divided into four groups to do the exercise
through the 2Too 7ast Too 7urious4 game /running comprehension1. /00*1
8. Teacher reviews the material and gives chances to students to ask about their
difficulty about the lesson. !fter that, students do the evaluation test. /59*1
Teaching reflection
:+# was the first class to do my very first tightening teaching. I was not very
happy for my first day of teaching because of technical problems occurred. It was a
nightmare became true as the ;$% could not work. I should be the second student
teacher who taught at that day as I taught in session 8+<. =npredictably, #0 minutes
before I taught my friend called me telling me that he did not teach as the ;$% could
not work. I said to my self that I had prepared all of the materials for that day*s lesson
with my very hard work, and that was why I had to teach. Well, the plan 3 should be
taken. I backed up all of the materials by copied it. I could not describe how sad I
was, since I had prepared the power point for several days. The worst thing is that I
had made and edited the movie of 2Saved by The 3rake4, which needed my very hard
effort. y purpose in making the film was that I really wanted to grab my students*
attentions in understanding the material they were going to learn that day. !lthough
the material was about grammar, which was known as the hardest part in >nglish to
learn, I want to show them that it can be delivered through an interesting way; through
a movie.
%espite of the technical problem, I still taught in that :+# with all that I had.
The inconvenience caused me to attend around ten minutes late in the class. ;uckily,
my guru pamong, .ak !ri, was so kind, that he was the one who actually supported
me to teach and gave me time to finish my back-uping. !s soon I as finished it, I
entered the class and I was shocked that the class turned out to be so noisy as I walked
in. They screamed loudly, even .ak !ri shouted in the class to calm them down.
.erhaps, he wanted to help me as that was my first day teaching there. I thanked him,
and then I started to introduce my self. They began to scream again. Several minutes
in the beginning were so hard for me, but then I started to tell them about the material
they were going to learn in that day. I asked them what they knew about 2-elative
.ronoun,4 and unexpectedly, they turned into stone. They were all silent. I should
break the ice then. If the movie could be played, I was sure I could grab their interests
to the lesson. )owever, what I did was I asked them to read one by one the reading
passage of 2Saved by The 3rake4. ?ust to ask them to read was not easy too. any of
them were shy to read aloud their lines. I was like going to scream to my self, 2@h my
,od, does it have to be this hardA4
!fter that reading part, I was little bit happy that when I asked them to
mention the relative pronouns written in the text, they answered my 6uestions. The
atmosphere changed since that moment. !fter that, I explained about -elative
.ronoun. I was scared that I would run out of time. Therefore, I explained the material
a little bit fast. I still controlled my speed by looking at them every time I finished
explaining some parts. Whenever they looked confused, I slowed down. %uring my
explanation, I felt I was sweating all over my body. I remembered that my guru
pamong was observing me, and I became nervous. !lthough I had experiences
teaching in $ommunity Service, teaching in real class was different, because it was
my class, my own class. I often stood up in front of the class. Therefore, .ak !ri
suggested that I should walk around the class. The only reason I had was I was afraid
of running out of time. &ext time, I should walk around the class more often than this.
!nother thing was that I should improve my intonation, because .ak !ri said that I
had a flat speech.
I pointed out some students to combine two sentences using relative pronoun.
I approached them to force them to speak up. !fter that I gave the 2Too 7ast Too
7urious4 game /running comprehension game1. They moved so slow (ust to divide
them selves into four groups. )owever, I was so happy that they seemed en(oy the
game and they cooperated well. !ccording to me, they did the exercise better through
this game. There was a little problem; they spent the time in answering the 6uestions
more than I allocated. Then, I was amaBed that one of the groups answered all the
6uestions #99C correctly. .erhaps I was too much, but I felt that I did it. I was happy
that I could teach.
LESSON PLAN
S-'//& D S! "risten # Salatiga
C&a!!/S)")!t)r D :+#E#
S56)-t D >nglish
T/*i- D -elative .ronoun
Ski&&! D -eading, and Writing
Ti") A&&/-ati/n D 5 x <0*
Stan7ar7 C/"*)t)n-) D -evealing meaning in short functional written texts
and stories in the form of narrative.
8a!i- C/"*)t)n-) D -evealing meaning in the form of formal and non
formal short functional written texts using accurate,
smooth, and acceptable writing style in daily life
context.
In7i-at/r D + Students will be able to identify the relative pronouns
in the subtitling.
+ Students will be able to combine sentences using
relative pronoun F9C correctly
+ Students will be able to work in group and do the
exercises.
+ Students will be able to complete the sentences with the
word provided F9C correctly
In!tr-ti/na& O56)-ti.)! D + ,iven a video SAVED BY THE BA!E"# students
will be able to identify the relative pronouns in the
subtitling.
+ ,iven exercises about relative pronoun, students will be
able to combine sentences using relative pronoun F9C
correctly
+ ,iven 2Too 7ast Too 7urious4 game, students will be
able to work in group and do the exercises.
+ ,iven some incomplete sentences, students will be able
to complete the sentences with the word provided F9C
correctly.
T)a-'in% Mat)ria& D + ! narrative video 2SAVED BY THE BA!E" which
contains sentences with relative pronouns
+ aterial and exercises on relative pronoun
T)a-'in% M)t'/7 D %irect method, deductive
T)a-'in% Pr/-)7r) D
3"@7EWritten cycle
PHASE ACTI0ITIES TIME
Pr) t)a-'in% #.Teacher greets and introduces himEherself to the
students.
5.Teacher tells the students about the topic they are going
to learn and plays 2Saved by the 3rake4 video that
contain relative pronouns to gain the students* interests to
the topic twice /see attachment 51.
8.Teacher asks about the relative pronouns students saw
in the video*s subtitling.
5*
G*
0*
,'i&!t
t)a-'in%
#.Teacher distributes the material.
5.Teacher explains about relative pronoun, gives
examples, and points out some students to answer the
6uestions in ;et*s .racticeH /see attachment #1.
<. Teacher divides the class into four groups to do Too
7ast Too 7urious game. /see attachment 81.
<.Teacher discusses the answers with the students.
5*
58*
59*
#9*
P/!t t)a-'in% #. Teacher reviews the materials
5. Teacher gives evaluation test to the students /see
attachment <1.
8.Teacher ends the class by saying good bye
I*
#5*
5*
T)a-'in% T//&! 9 S/r-)D
Teaching Tools D + ;$% + speakers + white
board
+ .rinted aterial + envelopes
+ &ote book + marker pen
S/r-)! D + ;ook !head # for Senior )igh School Students Jear :,
+ Wikipedia
A!!)!!")nt D + evaluation test
ATTACHMENTS
I: MATERIAL
R)&ati.) Pr/n/n!
;,'/< ,'/"< ,'i-'< ,'/!)< ,')r)=
Fn-ti/n3
To (oin two or more sentences.
To identify certain nouns /it refers to the noun that it modifies1
e.g.D#. There was a woman. /What womanA Which womanA What kind of
womanA1
5. She wanted to have a child.
There was a woman who wanted to have a child. /It is clearer now1
P)/*&) T'in%!
S56)-t Who /that1 That /which1
O56)-t That /whom1 +
P/!!)!!i.) Whose @f which /whose1
Note $ %That& can often replace who , whom and which .
1: ,'/ /r T'at ;r)4)r! t/ *)/*&) a! !56)-t3 ')< !')< t')+=
#. The man is very friendly.
5. )e lives next door
K T') "an ') &i.)! n)>t 7//r i! .)r+ 4ri)n7&+: ;S12222 S1? !a")
!56)-t=
T') "an @'/ &i.)! n)>t 7//r i! .)r+ 4ri)n7&+:
2: ,'/" /r T'at ;r)4)r! t/ *)/*&) a! /56)-t3 'i"< ')r< t')"=
#. The man was away on holiday.
5. I wanted to see the man.
K The man I wanted to see him was away on holiday. /S#LS5 M dif.
sub(ect1
T') "an @'/" I @ant)7 t/ !)) @a! a@a+ /n '/&i7a+:
L)t!A! Pra-ti-)B

a. #. The beautiful girl is the most famous rock star in =.S.
5. She 'a! a &/n% 5&/n7) 'air:
The beautiful girl who has a long blonde hair is the most famous
rock star in U.S.
b. #. The blonde girl is the singer of my favorite song, 2Skater boy4.
5. Jou met her in the airport.
The blonde girl whom you met in the airport is the singer of my
favorite song, Skater boy.
,'i-' /n) i! -/rr)-tC
.aul is a student @'//@'/" studies hard
The cute girl @'//@'/" you see in the market is the new student in this
school.
The man @'//@'/" interviewed you is the boss.
REMEM8ER NIn spoken >nglish, Othat* is often !)7 rat')r t'an D@'/"A:
E: ,'i-' /r T'at ;r)4)r! t/ t'in%! a! !56)-t3 it< t')+=
The window it @a! 5r/k)n F 'a! n/@ 5))n r)*air)7: ;N1 G
N1?!a") n/n=
T') @in7/@ t'at @a! 5r/k)n 'a! n/@ 5))n r)*air)7:
L)tA! Pra-ti-)B
1:
a. The signs are very funny.
b. They are hung on the wall.
The signs which are hung on the wall are very funny.
2:
a. The class had the best mid+test results at school.
b. The class was consisted of thirty two smart students.
The class which was consiste' of thirt( two smart stu'ents ha' the best mi'-
test results at school)
H: ,'/!) ;*/!!)!!i.)< r)4)r! t/3 'i!< ')r< t')ir=
a. We saw some people.
b. Their car had broken down
e saw some people whose car had broken down.
;et*s .racticeH
#. a. The boxer was on T' last night.
b. )is career was ruined by health problems.
The bo*er whose career was ruine' b( health problems was on TV last night)
5. a. The capital city is worth visiting.
b. Its cathedral is one of the finest in the country.
The capital cit( whose cathe'ral is one of the finest place in the countr( is
worth +isiting)
#: ,')r) ;r)4)r! t/ *&a-)=
a. This is the place.
b. We first met there.
This is the place where we first met.
L)tA! Pra-ti-)B
#. a. The hotel wasn*t very clean.
5: ,) !ta+)7 t')r):
The hotel where we sta(e' wasn&t +er( clean)
5. a. I recently went back to the town.
5: I @a! 5/rn t')r):
, recentl( went back to the town where , was born)
I: ,')n ;r)4)r! t/ ti")=
)e didn*t know the time PPPPP he should give evidence to the court.
He 'i'n&t know the time when he shoul' gi+e e+i'ence to the
court)
L)tA! *ra-ti-)B
I was so sad because my girlfriend forgot the day PPPPP we first met.
, was so sa' because m( girlfrien' forgot the 'a( we first met)
II: NARRATI0E2PRE ACTI0ITY ;0i7)/ S5tit&in%=
JSA0E( 8Y THE 8RAKEK
@nce upon a time, there was a dog named 3umblebee that had the cutest
girlfriend in ;os !ngeles. 3umblebee was going to give a bone, which is the most
precious gift for $assandra. 3ut this cute puddle whose name is $assandra, had
another boyfriend named egatron. Suddenly, he saw egatron was hugging his
beloved, $assandra. )e was broken hearted. )e ran to the expressway, where he
would be killed by the cars. )e (umped to the road, hoping the high speed car would
crash him. 3ut he was saved by the brake. )e did not die. )e continued his life, made
a relationship with a new puddle that was the sexiest puddle in the city. !nd they
lived happily ever after.
III: GAME ;Rnnin% C/"*r)')n!i/n=
JTOO FAST TOO FURIOUSK
In!tr-ti/nB
#. %ivide the class into I groups, each group consists of 0+I members.
5. >ach group is given some blank papers for the answers of the 6uestions
given.
8. Teacher places envelopes for each group to keep the 6uestions and the
answers.
<. >ach group is given a chance to send their representative to run
forward to take each 6uestion. They discuss and write the answer, and
he runs again to put the first answer and take the second 6uestion.
0. The rules are (ust the same for -ound # and -ound 5.
I. There will be discussion about the answers and the team which collects
the highest score is the winner.
ROUN( 1
Fi&& in t') 5&ank !*a-)! @it' D@'/A< D@'/"A< D@'i-'A< D@'/!)A< /r D@')r)AB
#. I would like to live in a country PPPPPPP there is plenty of sunshine. /where1
5. Q.90 is the time PPPPPPP my plane arrives. /when1
8. In #GGI Schliemann, PPPPPPP had dug out the ruins of Troy, came to the
island of $rete. /who1
<. y uncle, PPPPPPP you met the other day, has recently written a book on
Indian art. /which1
0. iss SuBuki, PPPPPPP songs are very popular among young people, will give
a concert in our town next Saturday evening. /whose1
I. ?ack lives in a house PPPPPPP is 099 years old. /which1
ROUN( 2
C/"5in) )a-' *air /4 !)nt)n-)! !in% t') r)&ati.) *r/n/n!B
#. %r. ?ohnson often met his friends in Rueen $lub. )is house was 6uite near.
%r. ?ohnson whose house was 6uite near often met his friends in Rueen $lub.
5. Is that the new stationA Jou pointed it out to me last week.
I! t'at t') n)@ !tati/n t'at/@'i-' +/ */int)7 /t t/ ") &a!t @))kC
8. 3eethoven was one of the world*s finest composers. Jou are listening to his music.
8))t'/.)n @'/!) "!i- +/ ar) &i!t)nin% t/ @a! /n) /4 t') @/r&7A! 4in)!t
-/"*/!)r!:
<. The glass hasn*t been washed. Jou are drinking from the glass.
T') %&a!! t'at +/ ar) 7rinkin% 4r/" 'a!nAt 5))n @a!')7:
I0: E0ALUATION
!. Fi&& in t') 5&ank! @it' t') ri%'t r)&ati.) *r/n/n t/ "ak) a -/"*&)t)
narrati.) !t/r+ )ntit&)7 J,) 8&inkKB
L,) 8&inkL
There were once three guys who were (obless and they decided to form a band
named 3link #G5. They started playing on stages in $alifornia, the city where they
lived. 3link /as it was simply known1 brought pop punk wave which was not so
popular at that time. >ven worse, people hated their music. They felt desperate, until
they met a man, who then became their angel. The man whom they met was ?erry
7inn. )e became 3link*s producer then. The man whose experiences in music
industries were undoubted, made those three guys* dreams came true. &ow who
doesn*t know Travis 3arker, Tom %e;onge, and ark )oppusA T')+ ar) t') "/!t
@ant)7 %+! n/@: T')+ tr&+ 5&inkB
3. C/"5in) t') !)nt)n-)! !in% t') ri%'t r)&ati.) *r/n/nB
#. I met a woman. She can speak six languages.
5. ?im was wearing a hat. It was too big for him.
8. The man kept chickens in his apartment. We met him yesterday.
<. M&+ i! t') "/nt': T') @)at')r i! !a&&+ t') '/tt)!t in t'at "/nt'::

TEACHING
2
TEACHING JOURNAL
NOUN PHRASE
12H
Ti")3 90 "int)!
S*)-i4i- !ki&&!3
+ ,rammar
+ Writing
+ -eading
T)a-'in% a-ti.iti)!3
#. .re+teaching activity /#9* minutes1
Students describe their favourite artists and things /What does sEhe or it looks like1
using noun phrase.
5. Students do exercises on relative pronoun /I9*1
8. Students review the materials and do evaluation test /59*1
Teaching reflection
y second teaching was in :+<, which according to the information that I got
from .ak !ri was an oka( class. I prepared my self, and I felt that I was more
confidence. I also learned a lot from my previous teaching, so that I was ready to
teach. !s I entered the class, the students were so noisy. If I could say, they were
noisier than the previous class I had taught. I tried to get their attention by introducing
my self. Then they welcomed me by showing their smiles and spirit to study. It built
my spirit to teach too. Then I told them about the topic for that day; &oun .hrase. I
directly approach a girl and asked her to describe about her favourite thing using noun
phrase. She started to describe her bracelet. Then I moved to a boy and asked him to
describe his favourite artist. )e started to describe a famous and beautiful female
singer, !ura "asih. 7ortunately, his answer really could wake the class up. They
looked attracted to the lesson. I was happy that .ak !ri said I did a good pre+teaching.
Then I explained about noun phrase and I was glad that they followed my
explanation very well. I gave them the pattern of %@pS!Sh$@.u&, but .ak !ri
said it should be %et L @pS!Sh$@.u&. )owever, he said it was still okay. They
answered me if I asked 6uestions. I could control the class better, I walked around the
class, and I smiled more often. I en(oyed teaching this class so much. I knew that the
class would be so hot, since it was in the session <+0. Therefore, I had prepared tissue
to deal with sweating. Smart solutionH
!s I asked them to work in group to do the (umbled sentences of 2I am .aris
)ilton4, they showed their good team work. They cooperated very well, and as I
walked around the class they asked me 6uestions when they faced difficulties. I was
so happy. The meaning was that they did the exercise seriously. @nce again, doing
exercise through game worked well. !nother exercise to measure their understanding
is also in the form of game; passing over the balls. I asked them to stand up and make
a big circle in class. .ak !ri suggested to look for a bigger place outside, but I was
afraid that it would take a lot of time to move. )owever, they did not mess the game,
and it was effective. I could know how far their understanding was. !nd I was
satisfied that they could speak up actively. I was happy that they had strong
willingness to speak, and if they faced any difficulties like vocabularies, they asked
me. They were also very creative in creating sentences. Though it was pretty hard to
shut them up, but I liked it because they had many positive actions in class.
!wesomeH I love this class. It motivated me to teach more and more. I could not wait
to teach again. )appy teachingH
AVA Application in class AVA Application in class AVA Application in class AVA Application in class
LESSON PLAN
S-'//& D S! "risten # Salatiga
C&a!!/S)")!t)r D :+<EI
S56)-t D >nglish
S)!!i/n D <+0
T/*i- D &oun .hrase
Ski&&! D -eading, Writing, and Speaking
Ti") A&&/-ati/n D 5 x <0*
Stan7ar7 C/"*)t)n-) D -evealing meaning in short functional written texts
and stories in the form of descriptive using the noun phrase.
8a!i- C/"*)t)n-) D -evealing meaning in the form of formal and non
formal short functional spoken and written texts using
accurate, smooth, and acceptable writing style in daily life
context.
In7i-at/r D + Students will be able to describe about their favorite
things and artists using noun phrases.
+ Students will be able to know what noun phrase is and
the form of noun phrase.
+ Students will be able to arrange the (umbled sentences
using the suitable noun phrases with F9C correctly.
+ Students will be able to describe about their friends and
the ob(ects being asked using noun phrase.
+ Students will be able to arrange the words into good
noun phrases with the words provided F9C correctly.
In!tr-ti/na& O56)-ti.)! D + ,iven 6uestions about favorite things and artists#
students will be able to describe about their favorite
things and artists using noun phrases.
+ ,iven explanation and examples about noun phrase,
students will be able to know what noun phrase is and the
form of noun phrase.
+ ,iven exercises about noun phrase in 2I*m .aris )ilton4
reading passage, students will be able to arrange the
(umbled sentences using the suitable noun phrases with
F9C correctly.
+ ,iven 2passing over the balls4 game, students will be
able to describe about their friends and the ob(ects being
asked using noun phrase.
+ ,iven the (umbled words, students will be able to
arrange the words into good noun phrases with the words
provided F9C correctly.
T)a-'in% Mat)ria& D + ! descriptive passage entitled 2I*m .aris )ilton4
which contains sentences with noun phrases
+ aterial and exercises on noun phrase
T)a-'in% M)t'/7 D $ommunicative approach, deductive
T)a-'in% Pr/-)7r) D
3"@7ESpoken cycle
PHASE TEACHER ACTI0ITIES STU(ENT ACTI0ITIES TIME
Pr)
t)a-'in%
#. Teacher greets and introduces
himEherself to the students.
5.Teacher tells the students about the
topic they are going to learn
8. Teacher asks several students to
describe about their favourite artists
and things /What does sEhe or it
looks like1 using noun phrase
#. Students answer the teacher*s
greeting
5. Students listen to the teacher
8. Students describe about their
favorite artists and things using
noun phrase
5*
#*
Q*
,'i&!t
t)a-'in%
#. Teacher distributes the materials.
5. Teacher explains about noun
phrase and gives examples of the
sentences contain noun phrase.
8. Teacher divides the class into four
groups to do the 2?umbled
Sentences4 game to do the exercise
on the passage entitled 2I*m .aris
)ilton4.
#. Students receive the materials
5. Students listen to the teacher*s
explanation.
8. Students move to form four
groups and to do game and do
the exercise.
5*
59*
5*
<. Teacher sticks four blank papers
on the whiteboard and gives the
(umbled story for each group.
0. Teacher asks students to do the
exercise and stick the arranged story
as soon as they finish doing it.
I. Teacher discusses the answers
with the students and announces the
winner of the game.
Q. Teacher asks the students to stand
up and make a big circle to do the
2.assing over the balls4 game
<. Students receives the (umbled
story
0. Students do the exercise and
stick their arranged story as soon
as they finish doing it.
I. Students discuss the answers
of the exercise.
Q. Students stand up and make a
big circle
5*
#0*
0*
#0*
P/!t
t)a-'in%
#. Teacher reviews the materials and
asks students if they have 6uestions
about noun phrase.
5. Teacher gives evaluation test to
the students.
8.Teacher ends the class by saying
good bye
#. Students ask 6uestions of what
they do not understand about
noun phrase.
5. Students do the evaluation
test.
8. Students answer the teacher
by saying good bye
0*
#5*
5*
T)a-'in% T//&! 9 S/r-)D
T)a-'in% T//&! D + .ictures
+ .rinted aterial
+ -eal ob(ects
+ arker pen
+ White board
S/r-)! D + ;ook !head # for Senior )igh School Students Jear :,
+ Wikipedia
A!!)!!")nt D + >valuation test
ATTACHMENTS
ATTACHMENT I
MATERIAL
NOUN PHRASE
hat is a noun phrase!
! phrase whose head is a noun or a pronoun, optionally accompanied by a set
of modifiers.
It describes nouns as words that identify people, places, or things.
It can function as sub(ect and ob(ect.
It -an 5) *&a-)7 5)4/r) /r a4t)r 0ER8
" noun phrase can consist of #
a. N/n
G
N/n /e.gD punk legend, university student1.
b. A76 G N/n /e.gD beautiful girl, hot water, red hair1.
c. N/n G A7.)r5 P'ra!) /e.gD the dog in the store, a beautiful girl from his
town1.
$orm
&oun phrases normally consist of a head noun, which is optionally modified M
premodified, because the modifier is placed before the noun.
()t)r"in)r! D articles /the, a1, demonstratives /this, that1, numerals /two, fi+e,
etc.1, possessives /m(, their, etc.1, and 6uantifiers /some, man(, etc.1.

DOpSAShCOMPuN
(1) An expensive old round brown American wooden dining table.

Det Opinion Age Shape Color OrigiN Material Purpose
Noun
N/ M/7i4i)r! E>a"*&)!
# O*Nini/n Beautiful# smart# e*pensi+e
5 SNiO) Big# small# large
8 AN%) -l'# (oung# new
< S'Na*) oun'# s.uare# o+al
0 CN/&/r e'# black# white# gre(
I ONri%in ,n'onesian# American# /reek
Q MNat)ria& 0oo'# gol'# metal
G PNr*/!) Dining# we''ing
(2) It was a table in the room.
It was large.
It was round.
It was made of wood.

I need a large round wooden table in the room.

Det Size Shape Material Noun
/81 I need a bag.
It is made of paper.
It is brown.
It is small.
I need a small brown paper bag.

Det Size Color Material Noun
ATTACHMENT II
THE !M"#ED SENTENCES$ %AME
In!tr-ti/nB
#. !sk students to divide the class into four groups.
5. ,ives the (umbled sentences of the reading passage entitled 2I*m .aris
)ilton4.
8. Sticks four blank papers on the whiteboard and gives the (umbled story for
each group.
<. !rrange the (umbled words in bold into correct noun phrases.
0. !rrange the (umbled sentences into a good story.
I. Stick the story on the blank paper on the whiteboard.
Q. The fastest group that arranges the correct noun phrase and story is the winner.
ATTACHMENT III
PASS&N% O'E( THE "A##S$ %AME
In!tr-ti/nB
Q. !sk students to make a big circle.
G. .ass a ball to the left hand student and the other ball to the right hand
student.
F. The ball should be passed for the friend next to them while the music is
played.
#9. !s the music stops, the two students who get the balls should do the
teacher*s instructions.
-@=&% #
%escribe these thingsH /with the real ob(ect as the gifts1
#. .olo candy
5. .en
8. chocolate
-@=&% 5
%escribe your friendsH
ANS,ER KEYS
2I*m .aris )ilton4
)i everyone, I*m sure you know who I am. I*m .aris )ilton. I*m a beautiful
tall young woman. I have a long blonde wavy hair. I have a beautiful smooth white
skin. y small pointed nose always makes the girls envy me. 3ut my big deep blue
eyes can hypnotiBe all men.
I have a big extraordinary -oman wooden house. y expensive glamour
dresses are designed by famous designers. I usually drive my expensive fast blue car
with my handsome tall boyfriend.
I have another boyfriend that is my cute small brown cihuahua. What else do I
needA I*m the truly superstar.
E.a&ati/n T)!t
A: #. The two sweet red strawberries are my sister*s.
5. The funny bold boy is the air bender called !*and.
8. The smart fat blue ?apanese cat named %oraemon is &obita*s best friend.
<. The luxurious pink shoes is mine.
3. I went to a toyshop to buy birthday presents for my #9+year+old nephews. I
have two handsome nephews, "iran and "itar. There were a lot of children*s books
on the shelves and I began by choosing story books for both the boys. I know that
both of them like adventure stories. !fter looking at several adventure stories I finally
bought them both picture books.
TEACHING 3
Teaching Journal
ASKING AN( GI0ING (IRECTION
122
Ti")3 90 "int)!
S*)-i4i- !ki&&!3
+ Speaking
+ Writing
T)a-'in% a-ti.iti)!3
#. Teacher reviews the material of asking and giving direction and noun phrase.
/#0*1
5. Students do the activity outside to pass four posts using the map. /I9*1
8. Students do the activity of 2long,long snake4 together and review the activity.
/#0*1
Teaching reflection
I was exiting about today because my friends and I were going to bring our
students outside the class to practice the activity of asking and giving direction in a
real situation. y friends and I were sure that it would be much more interesting than
an ordinary lesson in class. We had prepared all of the materials and preparations
before the d+day together. We tried to give our bests. Today, we had to teach two
classes with the same material and activity, and the first turn was for :+5. We came to
the school early in the morning to set all the posts. .ost # was named 2The ,reen
;and4, it was in the school park, and we hid the clues there. The next post was 2The
,othic "ingdom4, which was placed in the class. The third post was 2The !tlantis4
which was in basketball court. The last post was 2The >vil Town4. This post took our
attention so much, because we made a mini city, making lines as if it was the road
completed with the places in the city using some signs.
!s the bell rang, we entered the class and start reviewing about asking and
giving direction and noun phrase. !fter finished, we told the students that we would
have activity outside doing the )unting Treasure game, and they looked amaBed. I
gave the clear rules before they started to do the game. Then they formed into four
groups, and each of the teachers handled one group. In doing the games, they had the
rule of speaking in >nglish only, unless they would pay the fine. In my group, I could
say that the rule was effective because I felt they tried to communicate in >nglish
more actively. I thought that our time management was not so good, that we could not
give the 2long, long snake4 game as we ran out of time. ! little more problem was
that some of the laBy students relied on the active students to get some answers. I tried
to ask them to tell the problems to me. It was better than if they disturbed their
friends. @verall, I love itH I love teaching for this time.
A:0:A
LESSON PLAN
S-'//& D S! "risten # Salatiga
C&a!!/S)")!t)r D :+5EI
S56)-t D >nglish
T/*i- D !sking and ,iving %irections
Ski&&! D Speaking and Writing
Ti") A&&/-ati/n D 5 x <0*
Stan7ar7 C/"*)t)n-) D+ -evealing meaning in transactional and interpersonal
dialogs of asking and giving directions in daily
life context.
8a!i- C/"*)t)n-) D+ -evealing meaning in transactional and interpersonal
dialogs accurately, fluently, and acceptably using
simple spoken language style in daily life
context and involving expressions in asking and giving
directions.
In7i-at/r D + Students will be able to use the skill in playing break
the challenge game.
+ Students will be able to know what noun phrase is and the
form of noun phrase.
+ Students will be able to describe the things provided using
noun phrase with F9C correctly.
+ Students will be able to arrange the (umbled sentences
using the suitable noun phrases with F9C correctly.
+ Students will be able to ask and give direction of some
places using appropriate direction with F9C correctly.
+ Students will be able to apply the asking and giving
direction and also describing things.
In!tr-ti/na& O56)-ti.)! D + ,iven review materials of asking S giving direction
and describing things /noun phrase1# students will be able
to use the skill in playing break the challenge game.
+ ,iven explanation and examples about noun phrase,
students will be able to know what noun phrase is and the
form of noun phrase.
+ ,iven describing games, students will be able to describe
the things provided using noun phrase with F9C
correctly.
+ ,iven (umbled word games about noun phrase, students
will be able to arrange the (umbled sentences using the
suitable noun phrases with F9C correctly.
+ ,iven 2I*m lost4 game, students will be able to ask and
give direction of some places using appropriate direction
with F9C correctly.
+ ,iven 2mini city4 game, students will be able to apply the
asking and giving direction and also describing things.
T)a-'in% Mat)ria& D + aterial and exercises on noun phrase and asking and
giving d direction
T)a-'in% M)t'/7 D %irect method
T)a-'in% Pr/-)7r) D
3"@7ESpoken cycle
PHASE TEACHER ACTI0ITIES STU(ENT ACTI0ITIES TIME
Pr)
t)a-'in%
#. Teacher greets and tells the
students that they are going to
practice outdoor activities about the
topics they have learned in the
previous meetings
5. Teacher reviews the materials
about 2!sking and ,iving
%irections4 and 2&oun .hrase
/%escribing Things14
8. Teacher explains about the games
and the rules
<. Teacher divides the class into four
#. Students answer the teacher*s
greeting and listen to the
teacher*s explanation
5. Students listen to the teacher*s
explanation
8. Students listen to the teacher
explanation about the games and
the rules
<. Students form their selves into
9.0*
Q*
I*
#*
groups with their leaders
0. Teacher distributes the map for
each group
four groups and choose their
leaders
0. Students receive the map 9.0*
,'i&!t
t)a-'in%
#. Teachers direct the students to the
starting point and distribute the map.
5. ,o to green land
8. ,o to the ,othic kingdom
<. ,o to the !tlantis
0. ,o to the evil town
#. Students follow the
teachers to the starting
point.
5. ,o to the green land and
do the activity there.
8. ,o to the ,othic
kingdom and do the
activity there.
<. ,o to the !tlantis and do
the activity there.
0. ,o to the evil town and
do the activity there.
5*
#0*
#0*
#0*
#0*
P/!t
t)a-'in%
#. Teachers direct students to the
basketball court to do the final
activity
5. Teachers ask students to do the
4long, long snake4 game
8. Teachers announce the winner of
the 2long, long snake4 game and
give the rewards.
<. Teacher review the activities the
students have done
0.Teacher ends the class by saying
good bye
#. Students follow the teachers to
the basketball court
5. Students do the 2long, long
snake4 game
8. Students receive the rewards
<. Students review the activities
they have done
0. Students answer teachers*
good bye
9.0*
Q*
#*
I*
9.0*
T)a-'in% T//&! 9 S/r-)D
T)a-'in% T//&! D + .ictures + marker pen
+ .rinted aterial + white board
+ -eal ob(ects
S/r-)! D + ;ook !head # for Senior )igh School Students Jear :,
+ Wikipedia
A!!)!!")nt D + !ctivities
T>!$)I&, <
Teaching Journal
ASKING AN( GI0ING (IRECTION
121
Ti")3 90 "int)!
S*)-i4i- !ki&&!3
+ Speaking
+ Writing
T)a-'in% a-ti.iti)!3
#. Teacher reviews the material of asking and giving
direction and noun phrase. /#0*
5. students do the activity outside to pass four posts using
the map. /I9*1
8. Students do the activity of 2long,long snake4 together
and review the activity. /#0*1
T)a-'in% r)4&)-ti/n3
It was my second teaching of this day of hunting treasure activity. y friends
and I taught :+#. I had ever taught this class, and more or less I knew the
characteristics of this class. They were good students, and the three brightest students
were in this class. )owever, they were not as active and noisy as :+<. y friends and
I had some minutes to re arranged the posts, then we started to do the activity like the
previous class. )owever, we got many lessons from the previous class, so that we
could anticipate the problems first. We managed the time well this time, and the
activity went smoother than in :+5.
Two of the bright students were in my group, and the group started relying
everything on their shoulders. I could motivate the others to speak up then. We, the
teachers, could finish all the activities in each post in the right time, so that we could
have the post teaching, which was the 2long, long snake4. We gave the balloons to
them, and they seemed en(oy the game. !t the end of the class we asked about what
they had got from the activity. They answered the 6uestions, and when we asked
about their opinion about the activity, and they answered that they like it. They
en(oyed the activity so much. We were also very happy because through this activity,
we tried to deliver a fun but effective way of learning. !nd I thought that we did it.
&ice partners, nice studentsH
LESSON PLAN
S-'//& D S! "risten # Salatiga
C&a!!/S)")!t)r D :+#EI
S56)-t D >nglish
T/*i- D !sking and ,iving %irections
Ski&&! D Speaking and Writing
Ti") A&&/-ati/n D 5 x <0*
Stan7ar7 C/"*)t)n-) D+ -evealing meaning in transactional and interpersonal
dialogs of asking and giving directions in daily
life context.
8a!i- C/"*)t)n-) D+ -evealing meaning in transactional and interpersonal
dialogs accurately, fluently, and acceptably using
simple spoken language style in daily life
context and involving expressions in asking and giving
directions.
In7i-at/r D + Students will be able to use the skill in playing break
the challenge game.
+ Students will be able to know what noun phrase is and the
form of noun phrase.
+ Students will be able to describe the things provided using
noun phrase with F9C correctly.
+ Students will be able to arrange the (umbled sentences
using the suitable noun phrases with F9C correctly.
+ Students will be able to ask and give direction of some
places using appropriate direction with F9C correctly.
+ Students will be able to apply the asking and giving
direction and also describing things.
In!tr-ti/na& O56)-ti.)! D + ,iven review materials of asking S giving direction
and describing things /noun phrase1# students will be able
to use the skill in playing break the challenge game.
+ ,iven explanation and examples about noun phrase,
students will be able to know what noun phrase is and the
form of noun phrase.
+ ,iven describing games, students will be able to describe
the things provided using noun phrase with F9C
correctly.
+ ,iven (umbled word games about noun phrase, students
will be able to arrange the (umbled sentences using the
suitable noun phrases with F9C correctly.
+ ,iven 2I*m lost4 game, students will be able to ask and
give direction of some places using appropriate direction
with F9C correctly.
+ ,iven 2mini city4 game, students will be able to apply the
asking and giving direction and also describing things.
T)a-'in% Mat)ria& D + aterial and exercises on noun phrase and asking and
giving d direction
T)a-'in% M)t'/7 D %irect method
T)a-'in% Pr/-)7r) D
3"@7ESpoken cycle
PHASE TEACHER ACTI0ITIES STU(ENT ACTI0ITIES TIME
Pr)
t)a-'in%
#. Teacher greets and tells the
students that they are going to
practice outdoor activities about the
topics they have learned in the
previous meetings
5. Teacher reviews the materials
about 2!sking and ,iving
%irections4 and 2&oun .hrase
/%escribing Things14
8. Teacher explains about the games
and the rules
<. Teacher divides the class into four
#. Students answer the teacher*s
greeting and listen to the
teacher*s explanation
5. Students listen to the teacher*s
explanation
8. Students listen to the teacher
explanation about the games and
the rules
<. Students form their selves into
9.0*
Q*
I*
#*
groups with their leaders
0. Teacher distributes the map for
each group
four groups and choose their
leaders
0. Students receive the map 9.0*
,'i&!t
t)a-'in%
#. Teachers direct the students to the
starting point and distribute the map.
5. ,o to green land
8. ,o to the ,othic kingdom
<. ,o to the !tlantis
0. ,o to the evil town
I. Students follow the
teachers to the starting
point.
Q. ,o to the green land and
do the activity there.
G. ,o to the ,othic
kingdom and do the
activity there.
F. ,o to the !tlantis and do
the activity there.
#9. ,o to the evil town and
do the activity there.
5*
#0*
#0*
#0*
#0*
P/!t
t)a-'in%
#. Teachers direct students to the
basketball court to do the final
activity
5. Teachers ask students to do the
4long, long snake4 game
8. Teachers announce the winner of
the 2long, long snake4 game and
give the rewards.
<. Teacher review the activities the
students have done
0.Teacher ends the class by saying
good bye
#. Students follow the teachers to
the basketball court
5. Students do the 2long, long
snake4 game
8. Students receive the rewards
<. Students review the activities
they have done
0. Students answer teachers*
good bye
9.0*
Q*
#*
I*
9.0*
T)a-'in% T//&! 9 S/r-)D
T)a-'in% T//&! D + .ictures + marker pen
+ .rinted aterial + white board
+ -eal ob(ects
S/r-)! D + ;ook !head # for Senior )igh School Students Jear :,
+ Wikipedia
A!!)!!")nt D + !ctivities
TEACHING #
Teaching Journal
LETTER
12E
Ti")3 90 "int)!
S*)-i4i- !ki&&!3
+ Writing
+ -eadin
+ .attern of letter
T)a-'in% a-ti.iti)!3
#. Teacher gives crosswords about things and terms related to letter and asks some
students to write the answer in white board.
5. Students do exercise about letter
8. Teacher gives envelopes and papers and asks students to write a friendly letter to
anyone in class
Teaching Reflection
I was in the time of depression for teaching this time. I did not have much
time to prepare the materials. )owever, I still had to teach. That was why I
struggled so hard to make a good material. This time, I had to teach :+8. y
friends said that it was class for the athletes of grade :. They spoke so much, but
they were kind of slow learners. .ak !ri said so. Well, it was a new challenge for
me. !s I entered the class, the crowd was the same as I imagined before. I
introduced my self, and I tried to take a look at the whole class. I could analyBe
what kind of students they were. I said to my self, 2this time, I must be strict.4 I
started the lesson of 2;etter4 by asking them about the means of communication
from the ancient one to the modern era. I thanked ,od that some of them
answered my 6uestions directly. Then I showed them the page of 4ri)n7!t)r, as it
was also a new to communicate and it was booming for them. It was to grab their
attention to the lesson.
Then I gave them the crosswords of terms related to letter. They answered
it slowly, and I had to move around to ask one by one whether they had any
6uestions or not. The crossword activity took longer time than I expected. any
of them complained as I asked them to write down their answer on the white
board. I remembered .ak !ri said that the teachers there were like friends to
students. They were so patience toward their students and I was amaBed of that. I
was lucky that I could learn a lot from the teachers here. In dealing with this class,
I should really know when to be strict and when to be friendly. Then I explained
the material. .ak !ri said that I was too fast. I wanted to save the time, but .ak
!ri also said that as I was teaching I had to imagine that I was eating in a big
restaurant, that I had to en(oy every single second eating in that restaurant. I was
like saying, 2)ow could IA4 )owever, then I thought that he was right.
The next thing I asked them to do the (umbled letter. !lthough they were
noisy, they did the exercise. In this class, I should do extra walking and moving
around. I was actually not in my mood that day, but I remembered my guru
pamong said that teacher was an actor. I should cover all of my feelings in front of
my students. I was very tired when I asked them to create a letter in group, they
were so noisy and it was hard for me to shut them up.
)owever, the most interesting thing in this class was when I asked them to
write a letter to someone in that class, and after finished writing it, they had to post it
to the receiver. I told them that they were their own post man. !ll students wrote the
letter actively and it was nice to see them working seriously. 7inallyT
S-'//& D S! "risten # Salatiga
C&a!!/S)")!t)r D :+8EI
S56)-t D >nglish
T/*i- D ;etter
Ski&&! D -eading and Writing
Ti") A&&/-ati/n D 5 x <0*
Stan7ar7 C/"*)t)n-) D + =nderstanding the meaning of short and simple
functional written text in the form of letter in daily
life context.
+ -evealing meaning of short and simple functional
written text in the form of letter in daily life context.
8a!i- C/"*)t)n-) D+-esponding meaning of short and simple functional
written texts in the form of letter using accurate,
smooth, and acceptable writing style in daily life
context.
+ -evealing meaning of short and simple functional
written texts in the form of letter using accurate,
smooth, and acceptable writing style in daily life
context.
In7i-at/r D + Students will be able to mention means of
communication.
+ Students will be able to know the thing sand terms
related to letter.
+ Students will be able to read the letter
+ Students will be able to answer 6uestions related to the
letter.
+ Students will be able to know the format of a friendly
letter.
+ Students will be able to arrange the letter F9C correctly.
+ Students will be able to write a friendly letter with the
right format of F9C correctness.
+ Students will be able to do the test F9C correctly.
In!tr-ti/na& O56)-ti.)! D + ,iven 6uestions about means of communication#
students will be able to mention means of communication.
+ ,iven exercise to do crosswords, students will be able to
know the thing sand terms related to letter.
+ ,iven an example of letter, students will be able to read
the letter
+ ,iven exercise on comprehensive 6uestions, students
will be able to answer 6uestions related to the letter.
+ ,iven explanation about friendly letter, students will be
able to know the format of a friendly letter.
+ ,iven activity of (umbled letter, students will be able to
arrange the letter F9C correctly.
+ ,iven activity to write a friendly letter, students will be
able to write a friendly letter with the right format of F9C
correctness.
+ ,iven evaluation test, students will be able to do the test
F9C correctly.
T)a-'in% Mat)ria& D + >xamples of letter
+ aterial and exercises on letter
T)a-'in% M)t'/7 D $ommunicative approach
T)a-'in% Pr/-)7r) D
3"@7Ewritten cycle
PHASE TEACHER ACTI0ITIES STU(ENT ACTI0ITIES TIME
Pr)
t)a-'in%
#.Teacher greets and introduces
herself to the students.
5.Teacher asks students about means
of communications and shows the
pictures
8. Teacher tells the students about
the topic they are going to learn
today
<.Teacher gives crosswords about
things and terms related to letter and
#. Students answer the teacher*s
greeting
5. Students mention about means
of communication
8. Students listen to the teacher*s
information about the topic they
are going to learn today
<. Students do the crosswords
and write the answers in the
#*
8*
#*
Q*
asks some students to write the
answer in white board.
0.Teacher check the answers
white board
0. Students check the answers 8*
,'i&!t
t)a-'in%
#. Teacher distributes the materials.
5. Teacher asks students to read the
letter.
8. Teacher asks if students find
difficult words
<. Teacher asks students to do the
comprehensive 6uestions
0. Teacher checks the answers by
pointing ten students
I. Teacher gives explanation about
friendly letter
Q. Teacher asks students to arrange a
(umbled letter
G. Teacher divides the class into four
groups
F. Teacher asks students to create a
letter in group
#9. Teacher asks each representative
to write the letter in front of the
class.
##. Teacher checks the answers
#. Students receive the materials
5. Students read the letter
8. Students asks about difficult
words
<. Students do the
comprehensive 6uestions
0. Students give their answers
I. Students listen to the teacher*s
explanation
Q. Students arrange the (umbled
letter
G. Students form their selves into
four groups
F. Students create a letter in
group
#9. Students write the letter in
front of the class
##. Students check the answers
#*
0*
8*
Q*
0*
#0*
8*
#*
G*
<*
G*
P/!t
t)a-'in%
#. Teacher reviews the materials and
asks students if they have difficulties
in making a friendly letter
5. Teacher gives envelopes and
papers and asks students to write a
friendly letter to anyone in class
8. Teacher asks students to post the
letter to the recipient and do pair
correction
<. Teacher ends the class by saying
#. Students ask 6uestions of what
they do not understand about
making a letter
5. Students write a friendly letter
to one of their friends in class
8. Students post the letter and do
pair correction
<. Students answer the teacher
8*
I*
0*
#*
good bye by saying good bye
T)a-'in% T//&! 9 S/r-)D
T)a-'in% T//&! D + .rinted aterial
+ arker pen
+ White board
+ >nvelopes
+ &ote book
+ ;$%
S/r-)! D + ;ook !head # for Senior )igh School Students Jear :,
+ Wikipedia
A!!)!!")nt! D + Written letter
+ >xercises
TEACHING I
Teaching Journal
PROCE(URE
12E
Ti")3 90 "int)!
Ski&&!3
+ speaking
+ writing
+ practice theory
T)a-'in% a-ti.iti)!3
#. Teacher asks the students of how to make hamburger. /#0*1
5. Students practice the cooking and give presentation /I941
8. Students do the written evaluation /#0*1

Teaching reflection:
2Save the best for the last.4 This was what I could say to myself as I finished
the class. I taught procedure, and I was imagining provide something that could
involve them to a fun and effective activity. I went to the class of :+<, the class I have
taught before, and actually my favorite class. &one of them was so passive. !s I
entered the class, the students welcomed me nicely. To warm the up, I asked them
about their favorite food and some of them answered it. They started mentioning
names of foods, and then I asked them about how to make the food. They looked
confused to answer it in >nglish. Some of them said it in 3ahasa Indonesia. That was
pretty normal. Then I tried to guide and help them to say the word in >nglish.
Then I showed them a picture of hamburger and asked them to mentions the
ingredients to make it. !s always, this class never disappointed me. They answered
one by one. Then I explained about procedure, and I knew that it was not hard for
them to accept the lesson. I asked three students to come forward to arrange the
(umbled procedure and tell their friends the procedure they made. >ven, the naughtiest
and noisiest student in class was one of them, and he could do his duty well. I was so
proud of him.
7or my last teaching, I wanted something big. It was the time to do the
cooking; r)a& -//kin% in -&a!!. They seemed amaBed as they know I bought many
materials and cooking utensils to class. They did not expect that they would cook in
class in >nglish lesson. I divided the class into five groups to make fried noodle,
pecel, sandwich, lemon tea and hot coffee. !s they cooked, I assigned them to write
down all the procedures and after finished they should present in front of the class.
They worked actively and they obeyed the rules. I stood up in the back and I watched
them present their food and drink one by one. The others took pictures and recorded
their friends* works. The class was not in tension but I wanted them to get the
knowledge and practice it directly, so that they would be easier to remember. I was
very satisfied teaching in this active class. They were cooperative. I was glad I could
teach them. I love my students, I love teaching.
S-'//& D S! "risten # Salatiga
C&a!!/S)")!t)r D :+<EI
S56)-t D >nglish
T/*i- D .rocedure
Ski&&! D Speaking and Writing
Ti") A&&/-ati/n D 5 x <0*
Stan7ar7 C/"*)t)n-) D + =nderstanding meaning expressed in the form of
instructional texts.
+ -evealing meaning expressed in written short
functional and simple essays in the form of
procedural texts in daily life contexts.
8a!i- C/"*)t)n-) D + -esponding meaning shown in rhetorical stages
revealed in essays in the form of instructional texts
accurately and acceptably in daily life context.
+ -evealing meaning and rhetorical stages in simple
essays in the form of procedural texts accurately and
acceptably in daily life context.
In7i-at/r D + Students will be able to tell the way to make it
+ Students will be able to mention the ingredients to
make it
+ Students will be able to tell the procedure
+ ,iven explanation about procedure, students will be able
to know how to do and how to make something.
+ Students will be able to arrange it F9C correctly
+ Students will be able to perform the procedure, mention
the ingredients and cooking utensils, and present the food
they made
+ Students will be able to answer the 6uestions F9C
correctly
In!tr-ti/na& O56)-ti.)! D + ,iven 6uestions about their favorite food, students
will be able to tell the way to make it
+ ,iven pictures of hamburger, students will be able to
mention the ingredients to make it
+ ,iven 6uestions about how to make hamburger,
students will be able to tell the procedure
+ ,iven explanation about procedure, students will be able
to know how to do and how to make something.
+ ,iven exercises of arranging the (umbled procedure,
students will be able to arrange it F9C correctly.
+ ,iven activity of making food, students will be able to
perform the procedure, mention the ingredients and
cooking utensils, and present the food they made
+ ,iven evaluation test, students will be able to answer
the 6uestions F9C correctly
T)a-'in% Mat)ria& D aterial and exercises on procedure
T)a-'in% M)t'/7 D $ommunicative approach
T)a-'in% Pr/-)7r) D
3"@7ESpoken cycle
PHASE TEACHER ACTI0ITIES STU(ENT ACTI0ITIES TIME
Pr)
t)a-'in%
#. Teacher greets the students.
5. Teacher asks students about their
favorite food and asks them to tell
the way to make it
8. Teacher shows the picture of
hamburger and asks them to mention
materials to make hamburger
<. Teacher asks students how to
make hamburger
0. Teacher shows the right way to
make hamburger
I. Teacher tells the students about
the topic they are going to learn
#. Students answer teacher*s
greeting
5. Students mention their
favorite food and tell the way to
make it
8. Students look at the picture
and mention materials to make
hamburger
<. Students tell how to make
hamburger
0. Students listen to the teacher
I. Students listen to the teacher
#*
5*
8*
8*
0*
#*
,'i&!t #. Teacher distributes the materials. #. Students receive the materials #*
t)a-'in% 5. Teacher explains about procedure.
8. Teacher sticks 8 papers on the
whiteboard about the (umbled
procedure and asks three students to
arrange it and read it
<. Teacher divides the class into four
groups to do the exercise 2)ow to
make itA4
I.Teacher asks students to present
5. Students listen to the teacher*s
explanation.
8. Students arrange the (umbled
procedure and read it
<. Students make four group and
do the exercise
0. Students present their food
#0*
F*
#0*
59*
P/!t
t)a-'in%
#. Teacher reviews the materials and
asks students if they have 6uestions
about procedure.
5. Teacher gives evaluation test to
the students.
8.Teacher ends the class by saying
good bye
#. Students ask 6uestions of what
they do not understand about
noun phrase.
5. Students do the evaluation
test.
8. Students answer the teacher
by saying good bye
0*
F*
#*
T)a-'in% T//&! 9 S/r-)D
T)a-'in% T//&! D + .ictures
+ .rinted aterial
+ $ooking utensils and materials
+ arker pen
+ White board
S/r-)! D + ;ook !head # for Senior )igh School Students Jear :,
+ Wikipedia
A!!)!!")nt D + >valuation test
ATTACHMENTS
MATERIAL
HO, TO MAKE HAM8URGER
In%r)7i)nt!3
#. ground meatEbeef
5. Two pieces of bread
8. lettuce
<. tomato
0. onion
I. cheese
Q. mayonnaise
G. ketchup
F. mustard
Pr/-)7r)3
#. 7irstly, prepare two pieces of bread
5. !dd lettuce on one piece of bread. %o not add in the other piece.
8. Then, put the beef on the lettuce
<. !fter that, add tomato
0. !dd the white onion
I. Then, put the cheese. %o not slice the cheese.
Q. ;astly, give ketchup on top of it
G. cover them with one piece of bread
F. Jummy hamburger is ready to serve
PROCE(URE
,iving procedure mans telling people ofD
how to do something
how to make something
;ook at the procedures on 2)ow to ake )amburger4
/L1 #. %repare two pieces of bread
5. "dd lettuce on one piece of bread
8. %ut the beef on the lettuce
<. &ive ketchup on top of it
/+1 #. 'o not add in the other piece.
5. 'o not slice the cheese.
P
In %i.in% *r/-)7r)!< @) !) IMPERATI0ES
Simple present ;G= 0)r5 1
;2= (/ n/t 0)r5 1
SENTENCE CONNECTOR
T/ 5)%in3
7irst E 7irstlyE 7irst of allE the first thing to do
To begin with
C/ntinin%3
Second
&ext step
Then
!fter that
While
En7in%3
7inally
;astly
In the end
When you have finished
MUM8LE( PROCE(URES
1: H/@ t/ "ak) 4ri)7 ri-)
#. The first thing to do to make fried rice is heat cooking oil on a frying pan
5. Then add garlic and onion
8. Third, add enough salt
<. Stir them together and wait until it smells good
0. 7ried rice is ready to serve
2: H/@ t/ "ak) '/t t)a
#. To make a cup of hot tea, you have to put sugar in an empty cup
5. Then, add the tea
8. !fter that, pour hot water
<. Stir for a moment and a cup of hot tea is ready to serve.
E: H/@ t/ 5/i& )%%! #. To boil eggs, first we have to
boil water
5. !fter the water is hot, put the
eggs
8. Wait until around ten minutes
<. Then, take the eggs out of the
water using spatula
0. The eggs are ready to eat
PRESENTATION- How to make it?
Openin
!" #reet $our %rien&'
(" Tell $our purpo'e
Tellin pro)e&ure'
!" Mention t*e material' $ou nee&
(" #i+e t*e in'tru)tion' )learl$, 'tep -$ 'tep" Repeat $our
in'tru)tion', i% ne)e''ar$
Clo'in
!" S*ow t*e %oo& $ou ma&e
(" Sa$ t*ank'
1: SAN(,ICH
2: INSTANT FRIE( NOO(LE
E: PECEL
H: LEMON TEA
#: COFFEE
GLOSSARY;r)&at)7 t/ -//kin%=3
3ay leaf D daun salam
3oil D didihkan
$andlenut D kemiri
$harcoal D arang
$innamon D kayu manis
$love D butir; siung
$oriander seed D ketumbar
$ucumber D ketimun
$umin D se(enis wortel
$rack D memecahkan
%esiccated D dikeringkan
7ragrant D harum
7rying pan D wa(an
,arnish Dhiasan
,alangal D laos
,arlic D bawang putih
,ently D dengan keras
,inger D (ahe
,rate D parut
,round D ditumbuk
Sauce D saus
;ettuce D selada
ustard D sawi
&utmeg D pala
@nion D bawang merah
.alm sugar D gula aren
.ea D kacang
.our D tuang
.ot D .anci
-oast Dpanggang
Spatula D pengaduk
Stir D aduk
SautU D tumis
Simmer D didihkan
Skewer D(epitan pemanggang
Steeping D mengekstrasi
Stir D aduk
Strain D saring
Tamarind D asam
Tender D lunak
Whisk D kocok
Wrap D bungkus
tbs D tablespoon
lb D pound
tsp D teaspoon
oB D ounce
kg D kilogram
l D litre
g D gram
ml D milliliter
E.A/0ATION
How to make T*e Sweet #iner Co)onut Co%%ee 12a3iur4
Simmer T*en 5ir'tl$
5inall$ Strain A%ter t*at
(1)____________, heat the ginger, nutmeg, cinnamon, cloves and lemon grass in cup
water. (2)________, simmer lightl! "or 1# minutes. ()_________, turn o"" the heat, add
the ground co""ee and allow steeping "or a "ew minutes. ($)_______ the solids "rom this
li%uid and add the coconut mil&, palm sugar and salt.(') _______ gentl! "or 2 minutes.
(()________, add the coconut "lesh and a sprin&le o" nutmeg on top. )he sweet *inger
+oconut +o""ee is read! "or !ou.
An'wer ke$
1) *irstl+
,) Then
-) a.ter that
/) Strain
0) Si11er
2) *inall+
SEMINAR RESULTS
Satya Wacana Elementary School
Strategies in Channeling Childrens Energy Alied in S! LA"#
$rom Theory to Practice
The presenter talked about the young learners behavior, which are active and
mobile, like asking questions, have ready imagination, interested in visual or concrete
things nearby, especially when they are colorful, and love to play and create fun. In
teaching students in ! "ab, the student teachers used two kinds of methods# T$% and
&"".
They used Total $hysical %esponse 'T$%( because it could create an en)oyable
and rela* teaching learning process, and the students were being active in each activity.
+owever, student teachers should use native language in teaching and became lack of
attention to the students who were not active.
In &"" method, the student teachers could e*plain the activity briefly and made
the student,teacher relationship closer. -esides, student teachers also could maintain
the communication by giving feedback in non,threatening way. The presenter added
that in a class with a large number of students, &"" would be difficult to be applied.
SMP %risten & Salatiga
Classroom Characteristic !etermine Lang'age Teaching Strategy
There was a class division in this school. The .
th
grade was divided into /
classes 'A, -, and &(, so did the 0
th
grade. 1ach class had its own strengths and
weaknesses. +ere were the categori2ations of the classes3
&las
s
trengths 4eaknesses T" used
.A this class could not
be taught using
conventional
method 'teacher,
the students had
less respect
the student teachers used
direct method 'mostly
used native language(
centered(
.- the ability to
receive the lesson
was faster than .A
the students were
noisy but under
control, and they
liked to move
the student teachers used
direct method, gave
games, mi*ed the
language, and e*plained
the material slowly
.& the students had
the fastest ability to
receive lesson, and
they were very
active, kelas
unggulan.
the students got
bored easily, and
moody
the student teaches used
T$% and direct method,
and gave games
0A The students could
cooperate with the
student teachers,
and some were
active
The students had
slow understanding
ability, and low
participation
The student teachers used
direct method, native
language, AVA, T-"T
0- The students had a
good cooperation,
and a good
participation
They tended to
have a low
attention
The student teachers used
direct method, gave the
students group work, used
AVA and T-"T
0& They had a faster
ability, and
included as kelas
unggulan. They
also had a high
motivation
They had slow
attention and
participation, and
individual
The student teachers used
direct method, gave many
activities, less AVA and
native language
In this school, the student teachers preferred to give punishment to the
troublemaker. They also pay more attention to the better class 'e.g. .& and 0&( in
giving the material and their way of teaching. The student teachers also gave reward to
the students# however, the rewards were not appropriate. They often gave the students
food 'e.g. meatball( as the rewards.
Satya Wacana Senior (igh School
$'n acti)ities to increase st'dents moti)ation and in)ol)ement in
Teaching Learning acti)ities
In this school, the student teachers used interactive games in order to create a
rela* atmosphere in the classroom. 5or e*ample, they gave finding treasure, passing
over the ball, win lose or draw, etc in some classes. They also used specific teaching
methods. The teaching methods used were &ooperative "anguage "earning '&""(,
&ommunicative "anguage Teaching '&"T(, and !esuggestopedia.
-y giving games, it would encourage the students, and created rela* atmosphere
in the class. It would eliminate the gap in class as well. -y playing the game, actually
the students learned the material in subconscious way. 6n the other hand, the students
became dislike discussion, because they en)oyed having game all the time. 7oreover,
the passive students did not get involve in game activity actively. Then, some students
might not pay attention in the games time, to solve this problem they found several
solution# they wee applying the games material and the activities in the test, winning the
students heart, and motivating all the students.
In addition, this school gave a modern facility. 1very class has their own "&!.
This reason makes the teacher students easily create an interesting teaching learning
process using technology provided. They frequently use $ower$oint to help them
delivering the material. -y using this facility, student teachers could attract students
attention, made the students easier understand the rule of the games, and saved time.
ome technical obstacles might be appeared when they used that facility. -esides,
students had the tendency of en)oying the movie.
At the end of the presentation, there are some questions3
8. !ont you think that if you create a rela* atmosphere in the classroom will make
the students loose their concentration9
Answer 3 yes, making the rela* atmosphere will make them loose their
concentration, but, we as a teacher have to remember that we stand in front of
the class as a teacher. Then, we have to have a limitation in our self not too free
to the students.
:. 4hat is your trick to handle naughty and noisy students9
Answer 3 we will always give them a chance to answer the question or do the
e*ercise.
SMA NE*ERI + SALATI*A
Topic 3 $laying games3 seriously
5un activities to develop students comprehension toward materials and
social awareness
ummary3 In 7A 8 they )ust teach / to ; times for :
nd
and /
rd
grade of enior +igh
chool. +ere, they like to use games to manage the class well or to deliver
the material. They also think that game is a media to teach. They also add
that game is used to teach the students how to compete well and it includes
the social awareness. They also think that they are not teachers but )ust as
facilitators. The game itself is the variation of e*ercise. 7oreover, they also
tell the purpose of the game are to provide opportunities for students to focus
their attention on materials given through the use of interactive task and to
enable students to develop their comprehension and successful learning.
+owever, we dont agree about some of statements presented by them. 4e
think that game is not everything. It means that the important thing that we
have to consider or to pay attention more as a teacher are on the materials
and the lesson plan itself. The method we use in teaching is also important.
Thus, we think game is not a best solution answer in teaching as a way to
mange the class. 4e can use the best game in teaching, but if the materials
are poor or the lesson plan is bad, how do we get the goals as teachers9
Another thing that we dont agree is the statement of facilitator instead of
teacher. If we )ust a facilitator, so who will teach them9 &an they learn by
themselves9 4e can be a facilitator, but we are still a teacher.
trength3 5rom the presentation, they think that games are really important to use in
teaching. They think games can manage the class well, but we disagree
about that. 5rom the presentation, we )ust can find that the teachers are like
to pay attention to their students.
4eaknesses3 They dont e*plain the weaknesses in using game, but we think the like to
use game to manage the class and to deliver the materials is the
weaknesses itself. It is because, we think the lesson plan, the materials,
and methods are more important.
,ayasan Se-olah %risten Indonesia .,S%I/
The Most E00ecti)e Strategy Alied in ,S%I
The student teachers were always adding game in their teaching procedure
because games were not )ust for kids but it could be a tool to deliver materials.
Interesting AVA was also important to encourage students motivation and get their
attention to the teacher. Type of the material given to students should be appropriate to
students level.
,S%I 1'nior (igh School
&ondition of <=I >unior +igh chool was the students tended to be quite in the
class because they were not mastering the language. 5acing this kind of condition, the
student teachers used more interesting AVA, and gave more games to get the students
attention. They also gave situational e*ample in order to get students best
understanding of the material.
,S%I Senior (igh School
In <=I enior +igh chool, the student teachers tried to make the students
communicate actively. Thus, they used &ommunicative "anguage Teaching. They also
used interesting AVA which matched with the students age. 7oreover, before the
student teachers taught, they had to master the material well and manage the class and
time carefully.
Salatiga La2
Teaching techni3'es 0or children in Salatiga La2
This group started a mini lesson before giving a presentation. -efore practicing
the mini lesson, they decorated the room with pleasant pictures? AVA 1.g. &oconut
trees, part of body, !ora the e*plorer, pictures of )ungle, waterfall, etc. @e*t, they asked
us to pretend and act as their student. They gave an interesting lesson because they
used / teaching techniques3
Total $hysical %esponses
They asked us to do so many things, e.g. raising our hand, putting part of
bodies in the correct order, etc.
!esuggestopedia
-efore they started to teach, they decorated the room which made the
students would feel comfort with the condition of their class.
&ommunicative language learning
They communicated with their students by asking students opinions,
question and answer sessions and it made the students be more actively
participating in the lesson.
The methods that they used created a fun teaching and learning atmosphere.
They were able to make the students participate actively in every part of the class
activities. +owever, in the real world when they were applying Total $hysical
%esponses to the children, perhaps there were some students who )ust imitated their
friends action without knowing about their teacher instructions. Then, the question is
how the teachers know that their students are really understood the instruction.
Lang'age Training Center .LTC/
The teaching method in "T& was quite different from others regular schools.
They made their own teaching procedures toward their students. They created some
rules toward classroom management because they felt upset to handled the students,
both of the teacher and the students were agree to kick out student who very noisy or
uncooperative during the lesson. 7oreover, they had outdoor and indoor classroom
activity, since that they had cooking lesson, table manner, or other practices. They only
emphasi2ed on speaking skill instead of other skills, the students had to pass the
placement tests before being "T& students. 5urthermore, they had small classes
because the students are about :,8A person, but on B1 'general 1nglish( they had
bigger class and the students were about ;C person.
"earning 1nglish in "T& would improve the students 1nglish ability faster than
the regular school. -esides, they had fun activities instead of formal activity in class
because they not only learned the theory but also could practice it. The classes in "T&
were small in number so that it could help them to acquire the materials given better.
+ere, the student teachers could learn how to teach T615", and the material for
T615" as well.
-ecause of the small number of the students in "T&, they didnt have as many
friends as they could get in regular schools. 7oreover, in "T& students could not
improve their writing, reading, or listening ability as well as their speaking skill.