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FIELD EXPERIENCE PROGRAM ( FEP ) REPORT
1- MICROTEACHING
GROUP C
BY :
NAME : I KOMANG BAGUS
STAMBUK : 100 250 302 074/101025032311090074
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
TOMAKAKA UNIVERSITY OF MAMUJU
IN ACADEMIC YEAR 2012 / 2013
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CERTIFICATE
HAS COMPLETED FIELD EXPERIENCE PROGRAM 1-
MICROTEACHING
The undersigned :
Name : RAPI HAMDI NUR, S.Pdi
NIDN :
Address : PURE, MAMUJU
Hereby certify that the student who is named below :
Name : I KOMANG BAGUS
Stambuk/Nim : 100250302074 / 101025032311090074
Group : C
Department/Program of study : Language and English Literature
Properly has implemented The Field Experience Program through the
implementation of microteaching learning, with subjects that was delivered is a
English Language on plan Grade X semester 1 by the number of teaching hours
have been realized as much as 4 X 25 Minutes ( twice meeting )
Such a statement was made to be used as appropriate.
Mamuju, 14 th of February 2013
Which states :
The supervisor of 3 rd group
RAPI HAMDI NUR,S.Pdi
NIDN :
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THE IDENTITY OF STUDENT
PARTICIPANT IN THE FIELD EXPERIENCE PROGRAM
I MICROTEACHING
NAME : I KOMANG BAGUS
STAMBUK/NIRM : 100250302074/101025032311090074
DEPARTMENT : English Education Study Program
PLACE/DATE OF BIRTH : Bebandem/October 31 TH, 1990
GENDER : Male
ADDRESS/HP : Andi Depu Street No. 11, Mamuju
: 082 290 401 988
PPL THAT FOLLOWED : PPL 1-Microteaching
Stated That :
1. Willing to follow the rules and regulations in implementing of The Field
Experience Program 1- Microteaching
2. Willing to carry out the stages of The Field Experience Program 1-
Microteaching sincerely and with a sense of responsibility.
3. Willing to accept the logical consequence for the unloyality to the rules
of The Field Experience Program 1- Microteaching
Mamuju, 10 February 2013
The Participant of FEP
I KOMANG BAGUS NIM. 100 250 302 074
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ACKNOWLEDGEMENT
God almighty who has given grace and gift, so the report of The Field
Experience Program 1- Microteaching can be properly resolved that the material
requirements for the implementation of Field Experience Program on the Faculty
of Teacher Training and Education Faculty at the Tomakaka University of
Mamuju.
This report provides an overview of how the implementation of The Field
Experience Program 1- Microteaching are of the debriefing, counseling process,
until the implementation of The Field Experience Program 1- Microteaching. The
writing is not independent of the executive committee support, supervisor, and the
administrators of Tomakaka University of Mamuju.
The writer also sat many thanks for all of my friend compatriots, who
gave their support to me. The author would like to say many thanks for the
amount to :
1. Mr. SAHRIL. S.Pd, M.Pd as The University Rector of Tomakaka
Mamuju2. Mr. BUSTAMIN SADIYAH, S.Pd.,M.Pd as The Dean of English
Training and Education Faculty of Tomakaka University of Mamuju
3. Mr. BONGGA PASILONG as the first Vice Dean, and Mr. FADLI as
the second Vice Dean of English Training an Education Faculty,
chairman of the Literary Study Program, BAK, and their associated
staffs as the administrator and the executive committee of the field
experience program, which always controls the process of the fieldexperience program.
4. Mr. HAEDAR HARUN, S.Pd.I as the third Vice Dean who always
gave us support to finish this activity.
5. And especially for Mr, Rapi Hamdi Nur, Spd as The Supervisor who
always guide and give his input to this report.
Do not forget also the writer say many thanks to both of my beloved
parents who always gave support to the author so that the author can finish this
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report, either directly or indirectly that have they given like material and prayer.
The writer also recognize that the practice of reporting is still very far
from perfection,this is due to my limitations as a human being is inseparable from
the error because only God belongs the perfection, therefore the author expect the
correction.
Finally with all the limitations of this practice report the author offers as
one of the evaluation to be better, and become water for the people that are thirsty
of knowledge.
Mamuju, 9 th of February 2009
The Participant of PPL-1
I KOMANG BAGUS
NIM. 100250302074
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TABLE OF CONTENTS
COVER PAGE.........................................................................................................
APPROVAL PAGE.................................................................................................
STUDENT IDENTITY............................................................................................
ACKNOWLEDGEMENT.......................................................................................
TABLE OF CONTENTS.........................................................................................
CHAPTER I INTRODUCTION
APPENDIX
Identity of Participants of PPL I Microteaching...................................
Plan The Implementation of Learning (RPP) and Syllabus that have
been made..................................................................................................Journal of Learning Activities...............................................................
Sheets of Coaching Assistance..............................................................
Scheme/Position during PPL I ..............................................................
Attendence Class...................................................................................
The Pictures of Activities......................................................................
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CHAPTER I
INTRODUCTION
1.1 Background
As time continues to bring us to the fact that the life or the role of a
teaching staff that takes skill, in his profession. We can see the reality on the
ground now, we still find a lot of teachers, learners are still awkward, but we
know a teacher must be prepared to take responsibility of the profession who
wrestled yes. Many things to be done so that we can get out from behind, out of
the cycle of ignorance, and lack of mental preparation to face the students, and
eventually be able to compete competitively.
Logical improvement and upgrading of skills to improve the quality of
the profession who are oriented to anticipate the changes that occur in the field
along with the development of technology. Education program does not only
focus on the preparation of human resources that ready to use, but it is also
expected to produce human resources that are adaptive, able to accept the change,
adapt and develop themselves in accordance with the demands of the workplace
environment, both nationally and globally. One way that can be achieved is
through the preparation of the quality improvement program of human resources
through improving of speaking skills to consider:
1) Evident in the school are still many teachers who are less adept at
communicating to manage the class is not the maximum
2) Development of human resources who have the competence to
compete with other workers in the district and national levels
Other than that there are many ways to develop the potential of adding to
the confidence of the profession that we are wrestled. It may mean that the quality
of a teacher can more forward with setting up a reliable and skilled man who later
became a locomotive in use and manage higher quality education of international
standard education as a maturing process in which the heart of the matter as well
as the key to success or solution that must be met in education, both from within
and from outside, the substance must be met to solve the main problem in
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teaching and learning adult educators is a very important role in the development
of an area, which should be responsibled to educate students and their children to
become better and more useful to the nation and country. To be headed in the
direction in question, a teacher is required to be able to do their job professionally,
both in delivering social values, religion, culture, in providing training to achieve
the desired competency.
The writer is very grateful for the educational institution in West
Sulawesi. The University of Tomakaka as a young printer in building a better
Mamuju particulary in the field of education, so the future is not less a province in
Indonesia. I am also proud of the faculty of teacher training and education faculty.
The University of Tomakaka before dealing directly with the community as we
know the background of the educators, implementing The Field Experience
Program with the Microteaching method as the beginning of the profession in the
future. As well as one of the early simulation educators a boat sailing to the east
and one west, when actuated by the same wind. It is our stretch of the screen, and
not the wind direction that determines what direction we are when going through
life, we who determine the stretch of soul purpose, and not the calm or the hustle
and bustle. the above sentence likens this life is a voyage, in which way a
sailboat will take us, we decide it.
1.2 The Purposes Of The Field Experience Program 1-Microteaching
As for the objectives to be achieved from the implementation of The
Field Experience Program 1- Microteaching so far as a replacement field
experience program I at the school as follows :
A. General Purposes
That students, especially in English Training and Education Faculty
can improve the quality, and understanding as well as the shape and the way
the teaching and learning in school to senior high school education level /
equivalent to the next practice. Beside that the purpose also to give chenge
to the student to practice their ability in teaching to their friend.
B. Specific Purposes
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While the specific purpose of implementing the activities of
this Field Experience Program 1- Microteaching are as follow :
a) To build up the students self confidence
b) So the students know about the duties and responsibilities of a
teacher that will be their profession.
c) So that students can learn the procedure how to make syllabus,
lesson plans, and understanding of student knowledge about
teaching methods, classroom management, plan the
implementation of learning, teaching, teaching programs,
evaluation systems, as well as learning and teaching senior high
school level.
1.3 The Useful Of The Field Experience Program 1- Microteaching
The useful of the implementation of The Field Experience Program 1-
Microteaching followed by the fifth semester students are :
1) Create a high morale and motivation and confidence to continue to
hone students in teaching and communicating with learners in the
face of a more serious reality demanding profession
2) That students have a basic concept as an ideal reference that
teachers, professional and competent as educators in the future.
3) That students are not awkward anymore when dealing directly with
students in the second field experience program.
4) Students can apply the method in accordance with the material to be
taught and can continue to the secon field experience program.
5) This practice may be the initial vehicle for teachers to be able to
know the extent to which we can teach and as a correction and
personal input to decision making in efforts to improve educational
services to students both in the community
6) As one step evaluation of the achievement of educational programs
and materials evaluation in second field experience program.
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CHAPTER II
THE IMPLEMENTATION OF THE ACTIVITY
2.1 TIME
2.1.1.Debriefing Of The Field Experience Program 1- Microteaching
The debriefing process of the fifth semester was held on the second
floor of the hall of the Tomakaka Mamuju University on Sunday on 18 th of
November 2012. This briefing was started at 08.00 am 04.00 pm with four
materials. The first material was about Microteaching that brought by Mr.
Bustamin Sadiyah, the second material was about basic competence of
learning by Mr. Jamaluddin Asis, the third material was about method and
design of learning that brought by Ms. Wahidah and the last material or the
fourth material was about the media of learning that brought by Mr. Haedar
Harun.
2.1.2.Technical Coaching Of PFE I Microteaching
Coaching activities of the Field Experience Program 1-
Microteaching practices guidance activities was carried out for three times.
The first day on Thursday on 20 th of December 2012 with guidance material
how to make a great implementation plan of learning and syllabus in Mr.
Rapis office and then continued on Monday on 7 th of January 2013 in C.1.1
with material consultation about the implementation plan of learning and
syllabus and the last on Wednesday on 9 th of January 2013 in C.1.1 with
guidance material was about consultation about the implementation plan
of learning and syllabus .
2.1.3.Process Of The Practice In The Field Experience Program 1-
Microteaching
The process of the The Field Experience Program 1- Microteaching
activities was hold on Sunday on 13 th of January 2013 until Monday on 11 th
of February 2013 at Tomakaka University Mamuju in B.1 Room and
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seminar room suitable in the format of the training book in college students
hand.
2.1.4 The Final Report of Field Experience Program I - Microteaching
The implementation process of The Final Report of Field
Experience Program I Microteaching was begun since the briefing Field
Experience Program IMicroteaching, technical coaching of Field
Experience Program I Microteaching, the teaching practice process of
Field Experience Program I Microteaching, until the completion of the
activities of The Field Experience Program I Microteaching ended.
2.2 The Kind Of The Activities
There are many kind of activities that we have done in The Field
Experience Program 1- Microteaching. That are :
No Kind Of Activity Time Of Activity Target
1. Giving introduction (
Debriefing ) of the
Field Experience
Program 1-
Microteaching
Sunday on 18 th of
November 2012
So that the students know
how the procedure of
activity in teaching, can do
the process of teaching
with the structure, know
the situation of the
teaching in the field and
the student can make some
media and design in
learning activity
2. The coaching of the
Field Experience
Program 1-
Microteaching
1. How to make
Thursday at 20 th of
December 2012
until Wednesday at
9 th of January 2013
Thursday at 20th
of In order the students can
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a great
syllabus and
implementati
on plan of
learning
2. Consultation
about the
implementati
on plan of
learning and
syllabus
3. Consultation
about the
implementati
on plan of
learning and
syllabus an
ACC of it
December 2012
Monday on 7 th of
January 2013
Wednesday on 9 th
of January 2013
know the steps how to
make syllabus and make
the teaching suitable with
the calendar of the
education of the years. And
know what the structure of
RPP and Syllabus is.
The students can know
about the truth of their job
about making syllabus and
RPP
The students can know
about the truth of their job
about making syllabus and
RPP`
3. The Practice proccess of teaching
in the Field
Experience Program
1- Microteaching
Sunday on 13th
of January 2013 until
Monday on 11 th of
February 2013
In order the students canknow all of the estimation
forms, the technical of the
teaching, character of the
students that faced, model
and how to arrange the
classmate greatly. So that it
can help the student to add
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their knowledge of the
collage student before go
to the real student in the
future.
4. The arrangement
process of the end
report of the Field
Experience Program
1- Microteaching
Start from
Debriefing until
arrangement of the
report ( Sunday
on18 th of
November 2012
until 14 th of
February 2013 )
As the first step of the
teaching process it can
make us to know how to
teach an how to make a
good report
2.3 Technique, Method, And Helping Tool Of The Activity2.3.1 Technical activities
2.3.1.1 Debriefing
The participants in The Field Experience Program 1-
Microteaching of debriefing activities attended by all of the
participants of The Field Experience Program presenters, lecturers,
rector, practice administrator and the committee of The Field
Experience Program 1- Microteaching are:
1. The participants of The Field Experience Program 1-
Microteaching ( students of Teacher Training and Education
Faculty of 5th semester )
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2. The Brazing (Vice Dean III of student affairs and head of
studies program)
3. Supervisor of the third group ( Rapi Hamdi Nur ) and
guides other groups
4. The Dean of English Training and Education Faculty
(Bustamin Sadiyah, S.Pd., M.Pd)
5. Administrator and committee
2.3.1.2 Guiding of The Field Experience Program 1- Microteaching
1. The Making The Implementation Plan of Learning (
Thursday on 20 th of December 2012 )
2. The Making syllabus( Thursday on 20 th of December
2012 )
3. Consultation The Implementation Plan of Learning and
syllabus ( Wednesday on 9 th of January 2013)
4. Re- Consultation The Implementation Plan of Learning and
syllabus ( Monday on 7 th of January 2013 )
5. Practice Material ( Sunday on 13 th of January 2013 until
Monday on 11th
of February 2013 )
2.3.1.3 The Teaching Practice of The Field Practice Program 1-
Microteaching
Teaching and learning process carried out in accordance
with the schedule in the student manual of The Field Experience
Program 1- Microteaching give the committee and was accompanied
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by the implementation of each supervisor as counselor in third
group. The practice is tailored to the diagram or scheme that has
been designed by committee and every student in attendance will be
different positions.
2.3.1.4 The process of preparing the final report of The Field
Practice Program 1- Microteaching
In process of preparing to make the final report all of the
student must not go out of the control and guidance that the
supervisor has given to us. The process is starting from consultation
about the report until ACC of the report.
2.3.2 Methods of the activity
2.3.2.1 Question & Answer Methods
Question and answer method is a way of presenting
the learning materials through a variety of questions answered
by students. This method can be a stimulus for students to
conduct further search on a variety of learning resources.
Question and answer method is a way of managing the
learning result in the questions that lead students to understand
the material. Question and answer method will be effective
when the material of the discussion topic is interesting,
challenging and high-value applications.
Strongness :
Question and answer method to attract and
focus students' attention. By asking questions that
focus, students will be interested in developing the
intellect. Thinking skills of students in expressing
their points of mind can be detected when answering
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the questions so the teacher can gauge the extent of
students' understanding of subject matter.
Weaknesses:
Most students will feel to be depressed
because their lack of confidence to answer the
questions that the result from the fear and lack of
confidence is to be ignorant and lazy for students to
answer questions.
2.3.2.2 Assignment Method
Method of delivery is the task of teaching or
presentation of the material through the assignment of
students to do a job. Method of assignment gives students the
chance to carry out duties under the direct guidance of
teachers who have been prepared, so that students can
experience real. Tasks can be given in groups or individually.
Through this method a variety of skills in students can bedeveloped.
This method means that the teacher gives the student
a specific task to perform learning activities. But this method
is difficult to keep an eye on the possibility of students do not
work independently.
Strongness:
This method can develop students'
independence, stimulating to learn more, develop
discipline and responsibility of students, and foster
and cultivate the habit of seeking their own
information.
Weakness :
In using this method, a teacher would be
difficult to conduct supervision of the possibility of
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students do not work independently. And it is
precisely this method could also lead students always
expect an answer from other students.
2.3.2.3 Discussion Method
Method of discussion is the manner in which the
teacher lesson material provide opportunities for students to
conduct scientific discussions, express opinions and make
conclusions or find alternative solutions to problems.
Discussion method is often interchangeable in usewith the method of question and answer. In the discussion of
the question may arise, but the question is not planned in
advance.
Strongness:
This method was chosen because it is easily
implemented and teachers do not require special tools
and no need to design the activities of students.Weakness :
In the lecture method of teaching that there is an
element of coercion. In this case students are only
required to see and hear and record the important
information without comment from a teacher who is
always considered to be true. Though there are students
in psychological mechanisms that enable it to resist in
addition to receiving information from the teacher. This
is called the ability to manage and direct themselves.
2.3.2.1 Speech Method
Speech method is a way to do the teaching that done by
the teacher with monolog way and the relationship with in way
communication, this method is viewed the effective one to
overcome the less of literature that fit with the students ability.
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Strongness :
There are some strongnesses of this method :
1. The class runs quietly, because the students do the
same activity, so that the teacher can monitor the
students as well as comprehensive.
2. Does not require a lot of energy and time, with the
short amount of time students can receive
instruction at the same time together.
3. Lessons can be implemented quickly, because
within a few can be described a lot of material.
4. Training students to use their hearing properly so
that they can capture the contents of the material
quickly and precisely.
Weakness :
1. The teacher as the centre of the learning
2. Teachers are less able to know with certainty the
extent to which students have mastered the lecture
material.
3. Perhaps students obtain other concepts that are
different from what the teacher intended.
4. Students lacking captures what is meant by the
teacher, if the speech contains the lectures that are
less or not understood by students and ultimately
lead to verbal.
2.3.3 The helping tools
Learning tools is a set of tools that are used in order to facilitate the
learning process. In every teaching process that are some components that can
help the teacher to teach more better. One of those is helping tools . The
tool the I used when I thought in Microteaching are like:
2.3.3.1 Handbook
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Handbook is a type of reference work , or other collection of
instructions, that is intended to provide ready reference. In this
learning the writer use some handbook like Go Ahead for Senior High
School, Interlanguage and etc.
2.3.3.2 Projector
An LCD projector is a type of video projector for displaying
video, images or computer data on a screen or other flat surface. It is a
modern equivalent of the slide projector or overhead projector .
2.3.3.3 RPP
The syllabus is a learning plan and / or a group of subjects /
themes covering certain standards of competence, basic competence,
subject matter / learning, learning activities, indicators, assessments,
allocation of time and resources / materials / learning tools.
2.3.3.4 Syllabus
According to the UU NO. 19 in year 2005, Lesson plan is A
set of plans that describe the processes and procedures for the
organization of learning activities to achieve a basic competence (KD)
specified in the standard and content outlined in the syllabus.
2.4 The Material Of Mikroteaching Learning
2.4.1 Learning Implementation Plan
We can see Learning Implementation Plan in the second appendix
2.4.2 Syllabus
We can see syllabus in the second appendix
http://en.wikipedia.org/wiki/Reference_workhttp://en.wikipedia.org/wiki/Video_projectorhttp://en.wikipedia.org/wiki/Slide_projectorhttp://en.wikipedia.org/wiki/Overhead_projectorhttp://en.wikipedia.org/wiki/Reference_workhttp://en.wikipedia.org/wiki/Video_projectorhttp://en.wikipedia.org/wiki/Slide_projectorhttp://en.wikipedia.org/wiki/Overhead_projector7/28/2019 My Report Real
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CHAPTER III
THE FOLLOW UP OF THE EVENT
3.1 Identification of Problems
Implementation Of The Field Experience Program 1-Microteaching
implemented in the first half running the semester (five) with execution time for 1
(one) semester and have concluded the subject matter appropriate lesson plans /
syllabus which has been prepared and approved by their supervisor. During the
implementation of the Field Experience Program 1- Microteaching that took placesince the briefing until the practice ended in Campus at The Tomakaka University
of Mamuju, there are some important things that a problem for us, among other
concerns:
3.1.1 Campus facilities that ownedby Unika
The facilities that owned by the Tomakaka University of
Mamuju somewhat inadequate and lacking support in the learning
process the students of the Field Experience Program 1-Microteaching.
Uncomfortable with such a hot room, the room is only one practice, as
well as tools such as projectors we have conditioning with other college
students. And I expect the future have more than one special room and
adequate facilities every of the Field Experience Program 1-
Microteaching conducted, so that the optimal teaching and learning
practices, effective, and conducive.
3.1.2 Human Resources that owned
Talking about the human resource that is owned, of course
talking about the quality and capabilities of students participating in the
Field Experience Program 1- Microteaching, supervisor, manager,
executive committee, as well as related parties. The problems
encountered during the Field Experience Program 1- Microteaching had a
concern with Human Resource like there are still many students who
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have not been able to create a fun learning atmosphere, and the more
ironic is speaking in front of the teacher is still awkward, less confident,
less preparation, and lack of classroom management is maximized.
3.1.3 Learning Process is Carried Out
There are various problems related to the learning process is
carried out, among other things:
a. Lack of teaching aids provided by the campus
b. Learning Implementation Plan is sometimes not in
accordance with the specified time.
3.1.4 The Implemented Curriculum
Curriculum which is a reference for us as participants in the
practice of the Field Experience Program 1- Microteaching which
became the main substance in syllabus development and implementation
tailored to the needs of students. Especially for our group carried out the
will of students of teaching materials as well as what will be done
depending on class selection of students. However, my reference
materials are a class lesson at 1 and 2 in the senior level / equivalent with
Education Unit Level Curriculum (SBC) which is currently imposed by
the Government. With the implementation of curriculum, the school is
authorized to process the structure and content of curriculum, educational
calendar, syllabus and the implementation process of learning all in tune
with the school environment.3.2 Analysis of Problem Solving
Of the various problems that arise, of course, the college should pay
more attention to the needs of the above, although in practice FEP I Microteaching
will next be less than the maximum but we have great hopes that changes occur in
the future, amen. Both in terms of facilities, as well as human resource
development students.
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Then concerns about the learning, the college must evaluate both existing
and educational personnel in terms of student capabilities. to make various efforts
to overcome them, among other things:
a. Improve the effectiveness of existing educational personnel,
discipline in time, so that learning is expected to be more optimal.
b. To supervise the existing educational personnel and students who
are negligent in their responsibilities.
3.3 Follow-up Troubleshooting
In pursuing the normalization of the various problems faced, there are
some recommendations on follow-up to solving problems related to the parties as
follows:
A. The College
The college is expected to consider the availability of
educational facilities located on campus, providing supervision as well as
possible in terms of implementation of the lecture / learning. Of course,
learning the process of implementation will perform better if supported in
terms of lecturers who are able to account for its work as it should,
facilities, and attention to students. And can work with government to
meet all of the above.
B. Lecturers and Students
Facilities and infrastructure in order to be fulfilled in a
relationship it is hoped that better cooperation with the campus, and
establish effective communication, so the above needs a little unfulfilled.
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CHAPTER IV
CLOSING
4.1 CONCLUSION
After we implement the Field Experience Program I - Microteaching in
brackets the scheduled time with a variety of experiences and observations are
very valuable for us. And according to my experience and the observation that I
had explain in the report above I can conclude some things, that are :
1. There are several factors that influence the achievement of desired
learning, among others:
a. The conditions and the facilities must be adequate
b. Quality, the spirit of faculty and students have to more leverage
c. Campus management must be optimized.
2. To achieve a conducive learning process then there are some very
influential factors to be considered by a student and lecturer, as well
as the college and the government are:
a. Sense of responsibility must always be embedded in our minds
b. Pay attention to what needs to be further developed.
c. Must be able to set an example that can be used as reference.
4.2 SUGESTIONS
1. For Students
a. Using your free time to keep learning and more learning about the
environment. So that, we can control the situation, including the
character of teachers, students, and other facilities.
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b. For students who will carry out the FEP would be better prepared
and well planned and matured to what can be achieved. So that, the
practice is more needed.
2. For Educators
a. Expected to further enhance the sense of responsibility as a leader
us.
b. Provide additional guidance related to our way of good teaching.
c. For the supervisor u must give your attention more. Dont leave me
alone. Dont be buy just for your business because we need your
attention to guide us.
3. For Education Organizers / Campus
a. Have to pay more attention to the facility as a support in the learning
process and increase the practice time so that we can get more
leverage again.
b. Looking at both of students and teaching staffs are there to provide
an award for high achievers in their responsibilities so as to motivate
us more than what is reality now.
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Appendix 2
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JOURNAL OF LEARNING ACTIVITIES
NAME : I KOMANG BAGUS
STAMBUK/NIRM : 100250302074/101025032311090074
DEPARTMENT :Language education and english literature
GUIDANCE TEACHER : Rapi Hamdi Nur, S.Pd
SUBJECT : English
Meeting Day/Date Learning Activity The Signature
Of The
Supervisor 1. A. Main subject :
B. Sub main subject :
C. Class/semester :
D. Time allocation :
E. Amount of the student :
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The Leadership Assistance Of The Field Experience Program
PPL 1 - Microteaching
Name of the student : IKOMANG BAGUS
Stambuk/nirm : 100250302074
Department : Language education and English Literature
Guide lecturer : Rapi Hamdi Nur, S.Pd
NO Day/date The leadership material The signature of
the gude lecturer
1
2
3
Thursday at
20 th of
December
2012
Monday at 7 th
of January
2013
Wednesday at9th of January2013
How to make a great syllabus and
implementation plan of learning
Consultation about the implementation
plan of learning and syllabus
Consultation about the implementation
plan of learning and syllabus an ACC of it
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Scheme/Position of the student during FEP 1-Microteaching
The First Meeting
Explanation :
G : teacher
S : student
O : observer Sv : suvervisor
Note :
The orange color show my position in learning process
G.1
Sv.1
Lecture
Sv.2 Sv.3G.2 G.3
S1 S2 S3
O.1 O.2 O.3 O.4 O.5 O.6
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The Second Meeting
Explanation :
G : teacher
S : student
O : observer
Sv : suvervisor
Note :
The orange color show my position in learning process
G.1
Sv.1
Lecture
Sv.2 Sv.3G.2 G.3
S1 S2 S3
O.1 O.2 O.3 O.4 O.5 O.6
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The third meeting
Explanation :
G : teacher
S : student
O : observer Sv : suvervisor
Note :
The orange color show my position in learning process
G.1
Sv.1
Lecture
Sv.2 Sv.3G.2 G.3
S1 S2 S3
O.6O.1 O.2 O.3 O.4 O.5
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The fourth meeting
Explanation :
G : teacher
S : student
O : observer
Sv : suvervisor
Note :
The orange color show my position in learning process
G.1
Sv.1
Lecture
Sv.2 Sv.3G.2 G.3
S1 S2 S3
O.6O.1 O.2 O.3 O.4 O.5
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The attendance list of the third group
No Stambuk Name DescriptionPresent Absent
1 I Komang Bagus2 Al-Imran Lukman3 Baiq Dani Sartika4 Umi Kalsum5 Riswati6 Irmayanti7 Siti Amanah8 Seriana H9 Firmawati
10 Mardiani11 Hariati Daeng Pasangka12 Ali Fachruddin13 Dewi Kamaluddin14 Sarce15 Rahmawati
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The photos of the learning activity
Appendix 7
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