My Report Real

7/28/2019 My Report Real

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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


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_projector


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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


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 :

Appendix 3


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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

Appendix 4


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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

Appendix 5


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The Second Meeting

Explanation :

G : teacher

S : student

O : observer

Sv : suvervisor

Note :


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 :


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 :


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

Appendix 6


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The photos of the learning activity

Appendix 7


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My Report Real

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