- The students have to do the assignments by themselves.
- After all the students finish, they have to submit their assignments
Closing
Closing functions to close the teaching-learning activities. Activities
- Giving homework related to the material
- Saying thanks and good bye
4. Classroom Teaching-Learning Practice
The writer had to finish one topic for a month. The topic was “In the Kitchen”. There were four meetings.
a. The first meeting of the teaching-learning practice After the writer finished the observation, she was asked to do the teaching-
learning practice. This time she was rather nervous since the students were very crowded. Some of them run, screamed and laughed in the class. She started to say
“Good morning students…..”, but there were only some students responding. Then she repeated again “Good morning students and this time she spoke louder.
After that all students said “Good morning Mom”. She smiled because she got some responds from the students. Then she tried to introduce herself.
After the writer introduced herself, she began to teach. She asked the students to open their books. The topic was “In the kitchen”. Before she explained
the material, she asked them to observe the pictures in their hand books. Then she asked the students in the mother tongue Indonesian the mean of “kitchen”.
Nobody answered the question. She tried to give the clue. A kitchen is a place used for cooking. Then some of them said “dapur”. She asked them to mention the
objects found in the kitchen. All students could answer the questions. While they were mentioning the names of the objects in the kitchen, she wrote them on the
blackboard. Then she translated them into English. After that she read the words one by one and the students repeated together. She asked the students to write
them in their note books. This activity could practice their writing skill. A song was provided in teacher’s book to make the students easy to
memorize the vocabulary about objects in the kitchen. This is the song about objects in the kitchen.
This is a bottle That is a pan
This is a stove and that is a fridge This is a fork
That is a spoon This is a plate and that is a knife
The students looked very happy and enthusiastic after they sang together. Then, the students got a homework to memorize the song. They had to sing the
song for the next meeting in front of the class. b. The second meeting of the teaching-learning practice
In this meeting, the writer did not feel nervous anymore. She could control the classroom. It was like the previous meeting, the writer said greeting.” Good
morning students…” and all students responded Then the writer asked the students about the topic of the last meeting. Only
some students could remember the topic. She repeated again her question and
asked to the students to open their note book. After they opened their books, they could answer her question. “Kitchen Mom……..”All students spoke loudly.
After the students could remember the topic, the writer continued her question. She asked to the students to mention the objects in the kitchen. Some of
them could mention all objects well but others still looked their note books. Suddenly, one of the students raised his hand and said “There is a home work
Mom”. She smiled and said” thank you for remembering me”. The home work was singing a song in front of class.
The writer opened the presence book and called some students to sing in front of class. Some of them could sing well. Unfortunately, there were some
students did not want to sing in front of class since they did not study to sing before the class began.
Closing the lesson of the second meeting, the writer asked the students to sing together. Singing a song could practice the speaking skill of the students.
c. The third meeting of the teaching-learning practice In the last meeting the students were able to mention the objects in the
kitchen and sang a song. In this meeting, the writer gave pair and individual assignments.
The writer asked the students to read a short conversation with their pairs. Then they practiced in front of class. She corrected the pronunciation mistakes.
Some of them were difficult to say “knife”. The next assignment was individual assignment. The writer asked the
students to do the draw line task. They had to match the pictures and the words by
drawing the line. It was used to check the students’ comprehension about the objects in the kitchen.
These are the examples of the assignments.
After the students finished doing their individual assignment they collected their assignments and submitted them to her.
d. The fourth meeting of the teaching-learning practice. The fourth meeting was the last meeting of the teaching-learning practice. In
this meeting, the students got a test. The material of the test was that which had been given from the first until the third meeting.
Before the writer started to give the test, the teacher gave a chance to the students to study for 10 minutes. When the time was up, the students prepared a
piece of paper. It was used for answering the test. They were not allowed to open their note book or dictionary and neither to ask their friends. The students had to
do the test by themselves. When the time was over, the students collected their papers and submitted them to the writer. The writer felt proud and happy because
she found out that some students could answer all questions in the test.
C. Discussion 1. The difficulties during the process of teaching learning English at the 1
