Aziz Hafidh Purnanda

2201416177

ELTAC 105

SELF REFLECTION

On Monday, I did my peer teaching. I taught Sciences for Elementary School students. The material of
the subject is Animal Breeding. Before I taught them, I have organized my lesson structurally from
opening, main activities and closing. I also provided various activities for the students in learning. Those
activities are cooperative learning techniques such as, numbered-head together and think-pair share. I
also linked each activities by informing the students that we would move to another activities. For
example, I had finished teaching about the characteristics, then there would be a game, then I said “Is it
clear? Do you have any questions before we go on? Okay now we are going to play a game. You have
learnt about characteristics, right? Now you have to answer some questions from me in groups. So, I will
divide the group. Are you ready students?”.

Then, for the classroom management strategies, I gave the students to work in groups and in pairs, as I
said before. I grouped my students based on their seat arrangement. So, they were in groups or in pairs
with the partners beside them. I think the groups work effectively because they had already known their
classmates. For the time allotment, I arranged it as the same as the lesson plan that I made. The
activities that needed so much time was in the numbered-head together games. It needed much time,
so it ran out of time for the think pair share. For the seating arrangement, I only asked them to make a
circle with their groups when the activity was numbered-head together.

In the classroom, students mostly studied in groups. They mostly discuss the materials together with
their friends in groups or pairs. Actually, I was not satisfied with their response. They were not too
enthusiastic. Maybe because the subject was Sciences. However, in all activities that we did, the most
effective activity was numbered-head together. All students were enthusiastic in trying to answer the
questions about the characteristics of ovipar, vivipar and ovovivipar.

I organized the cooperative learning technique by giving questions about the characteristics of ovipar,
vivipar, and ovovivipar using numbered-head together. I think it was effective because it caught
students’ attention. Also, each student had their own responsibility in answering the questions.

I only provided PPT as the learning sources and it was offline. Also, in teaching I use both English and
Indonesian in order to make students understand the words in Indonesian.

Last, in student-student interaction. Mostly they had discussion in numbered-head together and think
pair share. So, I let them to discuss. Sometimes they were also joking, so I asked them to focus by saying
“Are you with me?”. I think that’s all my self-reflection after having peer teaching of ELTAC. Thank you.