4th reflection: Maintaining Students at Regina Pacis Senior High School

Meeting with students, preparing material and lesson plan for teaching, and also teaching aids are the activities I have to do during school experience program. In this 5^th semester, I have to conduct school experience program at Regina Pacis Senior High School. This school is often called by ReCis. Actually, my school experience program has just done already on last Monday, November 19^th 2012. This condition is really different from my friends’ school experience program since they are able to finish their activity for two weeks.  In simple words, my school experience program has just done at the first day of SSE’s Mid-term examination.

When conducting teaching and learning process, I taught for first grade and second grade. For the first grade I needed to teach on narrative text which was focus on reading and writing skill. While for the second grade I needed to teach on Gerund and to infinitive, and spoof text. For teaching gerund and to infinitive I needed to focus on practice since my mentor teacher told me that the students would get the test on gerund and to infinitive. On the other hand, teaching spoof text would focus on reading and writing as accordance with teaching narrative text. The total of the class I taught was four classes namely X3, X4, X1 science 1, and X1 science 2.

Every student is unique. This view represents my students at Regina Pacis Senior High School. When I conducted teaching and learning process at four classes, there was different experience for each class. This is about how to maintain them, to manage them, and to share knowledge to them. Before I taught in each class, I began with simple questions. These questions were to lead them before they learned the material. For instance when I taught narrative text, at that time I asked them whether they had ever known or heard about folktale or fable. Afterwards, I would ask them by next question to elicit their prior knowledge and to know their understanding about narrative text. I asked them about the characters and the content about the story for example story about Cinderella or The legend of Tangkuban Perahu Mountain. I had to lead them to able to know what the main point of narrative text which was different from other for example recount text. I asked them whether there was problem and solution or not in Cinderella story. They answered that there were problem or complication and solution in Cinderella story and the legend of Tangkuban Perahu Mountain. From this step, the students had achieved what I wanted to. They had known on complication and resolution structures in the story. It meant that they had abled to differ between narrative text and recount text. After this step, I moved the focus on the slide and lecturing them or gave them games until practicing exercise and evaluation as the last step of the teaching and learning process.

On the same hand, I showed video to elicit their prior knowledge. This is different style to grab students’ attention and to lead them to understand what they had to learn regarding to the topic. I showed them video on the legend of Tangkuaban Perahu mountain. Afterwards, I asked them on what they have seen about. After this step, I moved the focus on the lecturing as accordance with lesson plan. This activity happened when I taught for narrative and spoof text class.

On the other hand, when I taught for gerund and to infinitive class, I did not use video to elicit their prior knowledge but I only used the statements from actress or actors. I showed the statements on the slide and they needed to analyze what the differences between one statement with other statements. They would answer that for the one statement there was suffix “ing” in the end of some words, while the rest of statements did not have it. This way was really helpful for them to lead them to understand about gerund and to infinitive. After showing the statements, I began to explain to them through slide presentation until doing exercise and evaluation.

Maintaining the students when teaching and learning process was not easy as what I thought, because I should know what their level and what their interest. Maintaining the students needed creative and innovative thinking. Besides, it did not only talk about elicit students’ prior knowledge but also how to manage them during the class and how to involve them into the learning process. In other word, maintaining the students consists of some aspects. Some of them are eliciting students’ prior knowledge in the beginning of the class and classroom management.

Jajang Fauzan Muhafidh-2010120045

Section C-MMSEL