This is the Page of Educational Contents

SEA TEACHER BATCH 8

(Pre-Service Student Teacher Exchange in Southeast Asia)

Submitted by:

Sherly Rahmawati

Student Teacher

PANGASINAN STATE UNVERSITY – INTEGRATED SCHOOL

HIGH SCHOOL DEPARTMENT

2019

STUDENT-TEACHER PROFILE

Name of Student        : Sherly Rahmawati

University Name         : Universitas Muhammadiyah Surkarta

University Address     : Jl Ahmad Yani Tromol Pos 1, Kartasura, Sukoharjo, 

  Jawa Tengah

College                        : College of Teacher Training and Education

Course                         : Bachelor of English Education

Specialization              : Social Studies

Year of Study             : 4th Year

SEA Teacher Program (September 1 – September 28, 2019)

Host University           : Pangasinan State University

University Address     : Quezon Blvd, Brgy, Zone VI, Bayambang, Pangasinan

Receiving/Cooperating School: PSU Integrated Schools – High Schools

School Address          : Quezon Blvd, Brgy, Zone VI, Bayambang, Pangasinan,    

                                      Philippines

PERSONAL INFORMATION

Home Address           : Dsn. Manggis RT 002/ RW 004, Ds. Katikan, Kec.

                                     Kedunggalar 63254, Kab. Ngawi

Email Address            : sherlyarobun@gmail.com

Mobile Number          : +6282225238362

Date of Birth              : 13 April 2000

Age                             : 19 years old

Nationality                 : Indonesian

Religion           : Islam

CHAPTER 1

SCHOOL: GENERAL INFORMATION AND ACADEMIC ADMINISTRATION

1.1 School Profile

Pangasinan State University (PSU) is one of the accredited universities in Philippine that have 9 campuses in Pangasinan Province. PSU was founded on 1979 although its origin trace back to the 1920s. The campuses of are located in many areas in Pangasinan. Those are in Lingayen, Bayambang, San Carlos, Santa Maria, Alaminos City, Asingan, Binmaley, Infanta, and Urdaneta. The PSU graduated school is located in Urdaneta City and the Open University System (OUS) is located in Lingayen and Binmaley City.

The SEA Teacher participants are usually placed in Bayambang Campus because Bayambang Campus is the campus that offers an education program especially in teaching practice. Bayambang Campus is located in zone VI, Poblacion, Bayambang, Pangasinan. Bayambang Campus started as the Bayambang Normal School in 1922. It offered then the secondary normal course which prepared much needed teachers for the country. The school closed in 1935 due to inadequate funds but re-opened in 1948 under a new name – the Pangasinan Normal School (PNS), which offered the two – year teacher education program. It was one among the first normal schools in the Philippines. It was in 1952 that the college offered the four – year degree in teacher education for elementary teachers by virtue of RA No. 975. In 1953, the school with elementary schools in the District of Bautista and the Bayambang National High School were merged to become the Philippine UNESCO Community Training Center. It operated as a school division then. Republic Act No. 5705 converted the school into a chartered institution – the then Central Luzon Teachers College on June 1969.

The Pangasinan State University Bayambang Campus is also among the constituent campuses of the University to actively house a Laboratory High School (a school under the College of Teacher Education; serves as training ground for future HS Teachers) which dates its history by its then – name, Central Luzon Teachers College. The Pangasinan State University Laboratory High School offers secondary education in Science Curriculum. The School also offered Basic Education Curriculum until March 2010. Batch 2010 – 2011 seniors was the first batch of the school in years to graduate from an all – science curriculum enabled sectioning. It also was the first batch to graduate from an all – single section per year system which was decided upon dating back on 2007. The batch makes history in being the first batch to hold graduation rites in the first ever Integrated Closing Exercises which houses both the LHS and KD – ELS (Kindergarten Department – Elementary Laboratory School) in one Closing Ceremony. The Ceremony was successful, uniting the two laboratory schools of the Campus; KD – ELS and LHS. There are many bachelor programs that are offered in Bayambang Campus. Those are:

  1. Bachelor of Elementary Education
  2. Bachelor of Secondary Education

Majors:

  • Biological Science
  • Mathematics
  • Chemistry
  • Physical Education
  • Health, Music and Arts
  • Physics
  • Communication Arts-English
  • Social Studies
  • Communication Arts-Filipino
  • Technology Livelihood and Economics (TLE)
  • Physical Science

3. Bachelor of Science in Business

Management Major:

  • Marketing Management
  • Bachelor of Arts in Public Administration
  • Bachelor of Arts in English
  • Bachelor of Science in Information and Communications Technology
  • Bachelor of Science in Nursing
  • Laboratory High School
  • Laboratory Elementary/Kindergarten

1.1.1 PSU Vision

To become an ASEAN Premier State University in 2020.

   1.1.2 PSU Mission

The Pangasinan State University, through instruction, research, extension, and production, commits to develop highly principled, morally upright, innovative and globally competent individuals capable of meeting the needs of industry, public service and civil society.

1.1.3 Core Values

Accountability and Transparency

Credibility and Integrity

Competence and Commitment to Achieve

Excellence in Service Delivery

Social and Environmental Reponsiveness

Spirituality

1.1.4 Guiding Philosophy

The Pangasinan State University’s leadership adheres to the Filipino educational philosophy that education is geared towards better citizenship and livelihood and the United Nations’ declaration that EDUCATION IS FOR ALL giving ACCESS to quality Education.

 1.1.5 Quality Policy

The Pangasinan State University shall be recognized

as an ASEAN premier state university that provides quality education

and satisfactory service delivery through instruction, research, extension and production.

We commit our expertise and resources to produce professional who meet the expectations of the industry and other interested parties in the national and other interested parties in the national and international community.

We shall continuously improve our operations in response to the changing environment and in support of the institution’s strategic director.

1.2 Academic Support System

In the secondary school, almost all the facilities are good. The facilities are blackboard, chalk, tables, chairs, television, LCD, fan and each class have their own classes. But, actually if the teacher wants to use LCD, speaker, or television as their materials, they should confirm it because those are not always exist in the classroom. I think that academic support in PSU is good because the teacher is talented, young, responsible, and also good in management.

1.3 Teaching System

The teaching system used in PSU is usually using the Forum Group Discussion (FGD) method that makes the students work in group actively. In English subject, it sometimes uses a teacher-centered but mostly uses student-centered method. The school already uses the K to 12 in their learning activities. The schedule or the section in this school is usually one hour in a section. Then, the school days is from Monday to Friday. It is just like the Full Day School in Indonesia. The class is started at 8.00 a.m. and ended at 5.00 p.m.

1.4 Materials and Other Learning Sources

Materials in Philippine’s school is different with Indonesian teacher’s perspective. Materials here mean a tool that the teacher uses in the classroom. So, materials are just like a media of learning activities. The materials in this school are sometimes good but sometimes are less. As I observed, not all of the classes have an LCD projector or television to show the power point. For the learning sources, they have a guidebook as source of learning and they usually use Edmodo.com as their group in learning. The teacher also can share the topic from the Edmodo.

1.5 Measurement and Other System

Teacher uses an assessment based on the curriculum K to 12. The teacher usually gives a short quiz, long quiz, homework, discussion, presentation, and also the mid-term and end-term exam. In the end of the section, the teacher should re-acknowledge the student about the topic that is thought in that day to measure whether the students are understood or not. 1.6 Curriculum

PSU Integrated High School uses the latest K to 12 Basic Education Curriculum. Each subject is having the own curriculum. The format of curriculum is as stated below;

1.7 Teaching Plan (of Your Major)

PSU has two format of lesson plan. Those are semi-detailed lesson plan and detailed lesson plan. For English major, there is a little bit different between literature lesson plan and linguistic lesson plan. Here is the format of linguistic lesson plan:Objectives

I. Subject Matter

II. Learning Procedure

A. Motivation

B. Presentation

C. Development of the Lesson

D. Enrichment Activities

E. Generalization

IV. Evaluation

CHAPTER 2

PEDAGOGICAL CONTENTS

In teaching, the teacher should be able to bring a good condition in every section of a class and also to make the students understand the topic. Therefore, the teacher should master the content of the topic starting from the basic idea, concept, principle and also the theory of the topic. The teacher should explain the topic using a good method and technique. These are the following techniques that are used in the classroom as I observed:

2.1 Teaching Method

                 Based on my observation days, the teacher used many variations in the classroom to explain the topic. The teacher used lecture method, Forum Group Discussion (FGD) method, and also group activities method.

a. Lectured Method

                        Lecture method is an oral presentation of information by the instructor. It is the method of relaying factual information which includes principles, concepts, ideas and all theoretical knowledge about a given topic. In lecture method, the instructor tells, explains, describes or relates whatever information to the students through listening and understanding. This method is therefore a teacher-centered method. The instructor is very active, doing all the talking. The teacher explained about the topic and give questions for the students so they can be active in class. The advantages of the lecture method are it saves time, the topic are covered, and permits flexibility. Meanwhile, the disadvantages are including boredom, passive students, and uneven gain of knowledge among the students.

b. Forum Group Discussion (FGD) Method

                        Discussion method is a method which group discussion techniques are used to reach the learning objectives. Discussion method is used to stimulate thinking, interest and securing the student participation. Students in class will be more active and cooperative in the group activity. The discussion method also can increase student’s interest, acceptance and commitments. The advantages of the discussion method are increased student knowledge and experience, which results in more permanent learning. The disadvantages are time-consuming, unwillingness of students during the group activity, and failure in reaching the objectives of lesson.

c. Group activities

      Learning is organized by involving students in practicing conceptual understanding. Teachers facilitate students to learn with fun. In grade 9, teachers use the game as a learning method, where students more easily receive lessons with the game. Besides not boring, the game is used for all students to be actively involved in learning activities. So that all students follow the learning and learning objectives can be achieved.

2.2 Learning Materials and Innovation

       Based on the observation, the teacher used many learning materials and innovation. They usually uses power point, manila paper, or just explaining in front of the class if their topic is about speaking. The teacher usually uses a game in their motivation in the very beginning of the learning.

2.3 Sources of Learning

       References book:

  1. Student guidebook: Miranda A., Mendoza L., Gasulas A., “Anglo-American Literature” p.

 2.4 Authentic Assessment

                        In assessing the student, the teacher usually use a rubric assessment and also assess the students based on their participation in the classroom when the teacher gives the short quiz, long quiz or group activity. In group activity, the teacher will notice the student that is active and also cooperative in the classroom.

2.5 Others

                        In the observation, the teacher also gives the assignments individually in the classroom to measure their knowledge.

CHAPTER 3

TEACHING PLAN

Lesson plan is the heart of the teaching activities that shows about what the teacher should do in the classroom. Lesson plan contains steps of teaching, learning objectives, materials, topic, and also the activities in the classroom such as group activities or individual activities.

3.1 Curriculum

PSU Integrated schools use K to 12 as the newest curriculum. As the curriculum used by the school, here is the English curriculum used in PSU:

3.2 Teaching Plan Related to Your Major

      3.2.1 Lesson Plan for the Solo Demonstration (Using Indonesian Lesson

               Plan)

A. CORE COMPETENCIES

1.  To live and practice the teachings of the religion they hold.

2. Demonstrate honest behavior, discipline, responsibility, care (mutual cooperation, tolerance, peace), polite, responsive and pro-active as part of the solution to various problems in interacting effectively with the social and natural environment and placing oneself as a reflection of the nation in the world association.

3. Understanding, applying, analyzing factual, conceptual, procedural knowledge based on his curiosity about science, technology, art, culture, and humanities with human, national, state, and civilization insights related to the causes of phenomena and events, and applies procedural knowledge to specific fields of study according to their talents and interests to solve problems.

4. Processing, reasoning, and serving in the realm of concrete and abstract related to the development of the school he studied at school independently, and was able to use methods according to scientific principles.

B. BASIC COMPETENCIES

C. LEARNING OBJECTIVES

1. Students will read and identify the social function and linguistic elements of essay text carefully according to the materials written in the guidebook after being given instructions to read and to understand the essay.

2. Students will identify the basic parts of an essay after being given an example of an essay.

3. Students will discuss the correct answer in working on the questions correctly after being given examples of an essay.

4. Students will make an essay appropriately after being given a written material.

D. LEARNING MATERIAL

1. Materials:

    Basic Parts of an Essay

a. Title

It usually gives hints about the topic or content of the essay a good title should readily stimulate the reader’s interest.

b. Introduction

It states the main idea of the whole essay. It is expressed through the thesis statement. The introduction gives the readers an overview of what the essay will discuss. It may also contain catchy statements in the form of trivia or questions (to keep the reader’s attention) and state briefly the purpose for waiting the essay. A lengthy, wordy, or detailed introduction should be avoided. Therefore, an essayist must be precise and concise to write an effective introduction.

c. Body

The body gives life to the essay. This is where all the details that support the thesis presented in the introduction are found. These are called supporting details. Each body paragraph usually consists of a sub-main idea that gives information about the thesis. Each body paragraph is then backed up with supporting details such an explanations and examples. Ideally, the number of paragraphs in the body depends on how the author intends to “flesh out” the essential parts of the thesis statement. The best way to give substance to each point of the thesis is to provide evidence taken from reliable data. These data are acquired through careful research and use of appropriate reference materials.

d. Conclusion

It refers to the final paragraph of the essay. In the conclusion, the author restates the statement and sums up the major points of the essay. This helps put the reader’s perspective and understanding of the text in the right track. Also, the conclusion usually ends with a statement or question that leaves a lasting impression to the reader.

There are two major types of essay: formal and informal essay. The elements vary according to the type of essay used:

E. LEARNING METHOD

The teaching method uses Inductive learning methods that are based on a scientific approach and that contain Genre-Based Approach (GBA) techniques.

F. ACTIVITIES

1. Starting Activities

a. The teacher greets the students.

b. Encourage the students’ knowledge by giving an example of essay text in power point.

d. The teacher shows the material of basic parts of an essay.

e. Students receive information about basic parts of an essay.

2. Core Activities

a. Observe

1) Students observe the social function, text structure, and linguistic

    elements of the essay given by the teacher.

b. Questioning

1) Students make questions about the structure of essay text.

2) Participants ask about the characteristics of essay text.

3) Learners ask questions and try to answer questions related to essay text.

c. Explore

1) Learners read examples of essay that have been given by the teacher

d. Associate

1) Students try to make essay text written individually.

3. Closing Activities

a. The teacher closes to end the class.

G. MEDIA AND LEARNING SOURCES

1. Media

a. Visual: LCD Projector/TV, power point

b. Print: Textbooks

2. Learning Resources

a. Student guidebook: Miranda A., Mendoza L., Gasulas A., “Anglo-American Literature”  

    p.

b. https://libguides.westsoundacademy.org/ee/informal-formal-essays

c. power point

H. ASSESSMENT

a. Knowledge Assessment

1. Practicing to write an essay with the topic given by the teacher.

3.2.2 Lesson Plan for the Grand Demonstration

I. Objectives

At the end of the discussion, the students shall be able to:

a. Identify an outline of an essay;

b. Make an outline of an essay that is given by the teacher;

c. Recognize the way how to make an outline and analyze the outline of an essay.

II. Subject Matter

A. Topic: Outlining

B. Materials:

LCD Projector

Screen View

Manila paper

c. References

https://academicguides.waldenu.edu/writingcenter/writingprocess/outlining

https://writingcenter.gmu.edu/guides/outlining

https://www.examples.com/education/formal-essays-samples.html

III. Learning Procedure

A. Motivation

  1. Raising motive question

Have you tried to outline your agenda in a week? An outline, maybe you make an agenda about your schedule and separate it like this:

  1. Sunday: Doing an exercise, Going to the church, Watching a movie with my friend
  2. Monday: Going to school, Going to the piano course after school

B. Presentation

The teacher will show the topic on the power point and will communicate the lesson objectives in a conversational manner.

C. Development of the Lesson

The teacher will show the procedure of how to outline an essay.

  1. Deciding on  Basic Outline Structure

a. An alphanumeric outline is the most common, easily recognized outline type, and each subdivision is identified by Roman numerals, capitalized letters, Arabic numerals, and lowercase letters, in that order. Roman numerals (I, II, III, etc.) are used to mark each major heading or section. You will typically have three for an essay outline: one for your introduction, one for your body, and one for your conclusion. 

b. Capitalized letters (A, B, C, etc.) mark each primary point within a major section.

c. Arabic numerals (1, 2, 3, etc.) are used to flesh out primary points. 

d. Lowercase letters (a, b, c, etc.) are used if further detail is still required. 

2. Choose a Decimal Outline Structure to Show Your Ideas are Related.

A decimal outline is similar in structure to an alphanumeric outline, but it only uses a series of numbers to identify each subsection. Some people prefer this structure because it shows how each section contributes to the essay as a whole.

3. Determine whether to use full sentences or brief phrases in your outline.

For most outline essays, full sentences will prove more useful because they allow you to provide more thorough information. This is especially true if your outline must be handed in to an instructor.

4. Use parallel structures for outline sections

For example, if one section of your outline begins with a verb that uses the present tense, then the next section should also begin with a verb that uses present tense.

5. Coordinate section titles and subordinate subsections

Each section title should feature information that is equally important to other section titles and subsections should contain information that is less important than your main section titles.

6. Divide each heading into two or more parts.

In order to provide adequate information for each section, you will need to divide each section into two or more parts.

Then, the teacher will show the example of a simple essay

Outline:

Topic:

Title:

Catchy line:

First,

Second,

Third,

Conclusion,

D. Enrichment Activities

The teacher will divide the students into 3 groups as group “Aku”, group “Kamu”, and group “Kita”. Then, the teacher will post an essay on power point and let the students to make an outline from that essay.

Essay:

The Facebook monster

While almost everyone, those individuals who wanted to be seen as erudite, passionate, un-apathetic, a rebel-with-a-definite-cause, or those who are genuinely involved and are wanting to voice their opinions out on this divisive debate, rants about the perceived lack of insight the Catholic Church in the Philippines is making rather too obvious as regards its stand on the RH Bill, although not a few are inundating the site with remarks that border from the harmlessly banausic to the noxiously annoying.

But all of us being, members of this free virtual site, are left with no option but to ignore the refuse some people mindlessly spew on the walls, or because we have relations with these people that is beyond the virtual, connections that bleed to the real, we obligate ourselves to click ‘like’ button even though we know in our greenest gut that this is an act as horrendous as devouring somebody’s puke.

While these social networking sites, Facebook and its countless copies are giving us ‘choices’, these are as artificial as artificial can be, a consolation for our being subject to their surreptitious manipulation, artificial choices that they can easily take away at a whim. And we, being too accustomed to their presence, would rather make do with what they provide than to wallow haplessly like heroin addicts deprived of its paradisiacal kick.

First, it was television that I slowly, steadily, and successfully eliminated from my routine, but with some symptoms of difficult withdrawal syndrome. Now, this Facebook thing, an entity that initially presented itself as a benign diversion, is now turning into a malevolent monster eating anyone it has lodged itself in from the inside out, including me.

Tell me, how do I get out of here?

E. Generalization

The teacher will tell the students to make a clear and accurate reported question to avoid misunderstandings by asking them about the lesson in that day.

IV. Evaluation

The teacher will give a paper and ask the student to make an essay and include an outline from the essay.

CHAPTER 4

OBSERVATION ON TEACHER(S)

4.1 Planning for Teaching

Based on my observation, the teacher always use power point in order that the student will understand easily if there is a visual contents that is showed. Then, if there is no screen view for the teacher to show a power points, the teacher usually use a brown manila paper that have been prepared before the class if there is no screen view. The teacher usually uses both of the media to make the students will be really understand about the topic. The teacher usually makes a group activities that is very interesting for the students and make them enjoy in the class. it is sometimes very effective; if the teacher explain it clearly and does not make the students confused. The students here is very respectful, kind, friendly, and always pay attention to the teacher.

4.2 Preparing Lesson and Materials

The topic is based on the contents on the guidebook. But, the teacher can also add many references from the internet or other books that could enrich the student’s knowledge. The teacher usually uses a power point, play a video or other object that is related to the topic such as using a brown manila paper with the topic on it.

4.3 Teaching in Class

The teacher conducts a class based on the activities steps made in the lesson plan and also should end the class on time. If the teacher ends the class late, the next teacher will be made of that because the teaching-learning here is very on time and good in managing time.

4.4 Measurement and Evaluation

The measurement usually comes from the group activities and also the individual quiz in enrichment activity to measure the student’s knowledge about the topic in the end of the class.

CHAPTER 5

    TEACHING PRACTICE

5.1 Procedures of Teaching

 a. Students do the greeting and introduce their self.

 b. Students’ attendance checked by teacher.

 c. The teacher reviews the last topics and then gives to motivational  

     activity.        

 e. Students do the activity in a group 

 f. The teacher explains about topics and asks the guided questions to

    students.

 g. Students answer the question 

 h. Students do short quiz in the last lesson individually.

5.2 Time Management and Organizing

a. 10 minutes for preliminary activities (greetings and motivation activity). 

b. 25 minutes for developmental activities (teacher’s explanation, discussion, problem solving). 

c. 20 minutes for evaluation (assessment, quiz)

d. 5 minutes for conclusion and generalization from the lesson. 

5.3 Problem Solving

                 The students are divided into three groups and then analyze the given essay and identify the outline that fits with the paragraphs in that essay. Then, they should answer with the given green paper.

5.4 Classroom Management

                 Classroom management is handled by the teacher based on lesson plan. It will be the teacher’s responsible if the classroom management does not match with the planned time. The teacher is also the one who is responsible to make the students enjoy with the learning activities and contribute actively in the classroom.

CHAPTER 6

SUMMARY AND SUGGESTION

6.1 Purpose of Practicum

The purpose of this practicum is to improve the teacher’s skill exactly in teaching to be a future professional teacher and could apply many good things got from the teaching practicum. The purpose of the practicum also can be used as the experience about how the teacher should be able to teach in every condition, situation, different culture, language and different education system. It also will enrich the teacher’s knowledge and skill.

6.2 Procedures of Practicum

a. Know and search the topics that going to be taught 

b. Make lesson plan according to the topics 

c. Consults with supervising instructor about the lesson plan 

d. Revise and prepare the lesson and materials 

e. Practice teaching in class 

f. Evaluate/post conference with supervising instructor

6.3 Outcomes of Practicum

After conducting a teaching practice, the teacher will know about how to apply the lesson plan well in the classroom. The teacher also will know how to manage the classroom in order that the teacher will not be nervous in the next teaching practice. Good in managing time is one of the important benefits after conducting teaching practice. The teacher will know how important time is in classroom management.

6.4 The Challenges of Practicum

There are many challenges that are faced by the teacher in conducting the teaching practice in the classroom. First, the teacher is worry if the students don’t understand about what the teacher has explained because of the different language and nationality. Second, the teacher should prepare the mental if there is something happen out of the plan for example when their computer could not be connected to the projector while time flies fast. Last, the teacher should organize the time well in order that all the contents of the topics delivered to the students.

6.5 Overall Impressions

The teacher is very happy when the students understand about what the teacher has explained in front of the classroom and also paid attention in the classroom. The teacher will be so impressed if the management time runs very well as the plan.

6.6 Suggestions for Further Improvement

For the next improvement, the important thing is to develop the English speaking skill for teaching, mastered the topics, can manage the class and time, and establish the teaching methods will be used in class so that the objectives of learning can be reached maximally.

APPENDIXES

1.1 Teaching practice for the solo demo

1.2 Teaching Practice for the grand demo