TEACHING PRACTICUM REPORT
SKILL: IC WRITING CLASS
(October 15th – 27th, 2021)
CONTENT: Kewirausahan Bahasa dan Seni
(October 26th – November 16th, 2021)
By
MAGHFIROH AGUSTINASARI S
NIM 200221855502
Host Lecturers:
Dr. Lestari Setyowati, M.Pd.
Drs. Arif Subiyanto, M.A.
UNIVERSITAS NEGERI MALANG
PROGRAM PASCASARJANA
FAKULTAS SASTRA
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
TABLE OF CONTENTS
COVER
TABLE OF CONTENTS ..................................................................................... ii
INTRODUCTION ................................................................................................ 1
SKILL: IC Writing ............................................................................................... 2
A. Meeting 1 ................................................................................................2
B. Meeting 2 ................................................................................................3
C. Meeting 3 .................................................................................................4
D. Meeting 4 .................................................................................................5
CONTENT: Kewirausahaan Bahasa dan Seni ................................................. 7
A. Meeting 1 ................................................................................................7
B. Meeting 2 ................................................................................................8
C. Meeting 3 ................................................................................................8
D. Meeting 4 ................................................................................................9
REFERENCES ................................................................................................. 10
APPENDIX ....................................................................................................... 11
ii
INTRODUCTION
Teaching is an activity where a person or a teacher as a mentor or a tutor and facilitator
gives or shares the knowledge to the students to learn well. According to Desmita (2009, as
cited in Aqli, Padmadewi and Suarnajaya 2013), teaching is an activity that organizes student
events and offers learning opportunities so the students can learn very well. Moreover,
teaching not only conveys the subject matter, but teaching is a process of changing student
behaviour according to the expected objectives, Yamin (2017). So, the teacher must have the
capacity to design and implement various teaching activities, techniques, material, etc., in their
teaching practicum.
UKEssays (2017) stated teaching practicum is defined as those periods of continuous
practice twelve weeks (depending on the particular teacher training college or university) in
school constitute an obligatory part of the course in colleges or universities of education. This
period of practical experience is also called by various terms, clinical experience, student
teaching, teaching practice, and practicum. During the teaching practicum, the student-
teacher conducts classroom lessons and performs the duties of a teacher in school. Based on
this explanation, I strongly agree that if teaching practicum is a practice that must be carried
out and taken by a university student, its use is for students to understand directly how to run
a class, to design a lesson plan directly which will later and should be used during teaching
and not only understand the concept of the material.
The teaching practicum conducted by the author is divided into two parts, namely
teaching skills and content. The teaching and learning process was carried out in four
meetings each. And a maximum of one month. The methods, techniques, assignments, and
others are left entirely to the practical students for the material to be taught.
The obstacles I experienced while teaching in the two classes were several things,
such as the silent mode experienced by students. Finally, it required me to ask students
whether or not they understood the material I was teaching. Then, sometimes I also have to
combine the two languages when I am teaching. This is because there are several lesson
points that students still do not understand after I re-explained them twice. And sometimes
also, problems such as disconnection, robotic voice due to the unstable network become
obstacles during the teaching and learning process. However, apart from the things I
mentioned above, everything was carried out according to the lesson plan that I had prepared.
1
SKILL: IC Writing
Class Intensive Course/ Writing (Class C)
Theme Logical Division of Ideas
Schedule Wed/Friday (1-2 period)
Time 90 minutes
A. Meeting 1
Teaching Activity
Pre-activity 20’
(Greets + checks the students’ attendance)
Main Activity 65’
- Explains about today’s material (Organization and Coherence of
Logical Division of Ideas),
- Gives a simple assignment to the students to make a sentence by
using “sample topics followed by supporting sentence” in ZOOM
(chat box) or choose 3-5 students to make it,
- Analyses the sentence together with the students.
- Gives an exercise (PART A) toward GC and asks them to answer it.
Post Activity 5’
(Closes + gives the assignment to the students)
Teaching Material
1. Oshima, A. & Hogue, A. (2007). Introduction to Academic Writing. New York: Pearson
Education. Chapter 5 page 78-79.
2. Power Point:
https://docs.google.com/presentation/d/1cr2qGB5kf_mAxkgE3q2yPBWQ1D7AXlFs/e
dit?usp=sharing&ouid=115962067969988569022&rtpof=true&sd=true
Screenshot of Teaching Sample of Student’s work
2
Class Attendance
100% (31 students) present, 0 absence.
B. Meeting 2
Teaching Activity
Pre-activity 20’
(Greets + brainstorms about the previous material)
Main Activity 50’
- Explaines about “noun & pronouns”,
- Makes a short discussion together with the students about the material
by using PPT,
- Starts the material,
- Shows the examples of paragraph “using nouns and pronouns
consistently”,
- Explains briefly about Transition Signal, and show an example of it, and
- Shows PPT, and several videos of all today’s material.
Post Activity 20’
(Closes + gives the assignment to the students)
Teaching Materials
1. Oshima, A. & Hogue, A. (2007). Introduction to Academic Writing. New York: Pearson
Education. Chapter 5 page 79-81.
2. Power Point:
https://docs.google.com/presentation/d/1U_Q9Lrw1oPXgO12TcIDBkqgItV1-
FgBn/edit?usp=sharing&ouid=115962067969988569022&rtpof=true&sd=true
Screenshot of Teaching Sample of Students’ Work
3
Class Attendance
100% (31 students) present, 0 absence.
C. Meeting 3
Teaching Activity
Pre-activity 20’
(Greets + brainstorms about the previous material)
Main Activity 50’
- Teacher will immediately continue with the material about transition
signal using the PPT that has been provided,
- Teaches about a new way to use the transition signals itself,
- Conducts a short discussion about the use of the Transition Signal by
showing the example,
- Asks the students to answer (filling the blank) a paragraph by using TS,
then discuss it after they finished it.
Post Activity 20’
(Closes + gives the assignment to the students)
Teaching Material
1. Oshima, A. & Hogue, A. (2007). Introduction to Academic Writing. New York: Pearson
Education. Chapter 5 page 81-87
2. Power Point:
https://docs.google.com/presentation/d/1H3MhUgYn1YumBdMW16A9-
olU_4U1n9Pa/edit?usp=sharing&ouid=115962067969988569022&rtpof=true&sd=true
Screenshot of Teaching Sample of Students’ Work
4
Class Attendance
100% (31 students) present, 0 absence.
D. Meeting 4
Teaching Activity
Pre-activity 5’
(Greets the students)
Main Activity (REVIEW) 20’
- Gives a worksheet (questions of logical division of ideas) to know the
students knowledge regarding those material.
- Gives a worksheet to the students to make paragraphs (it can be
narrative or descriptive text) by using logical division of ideas.
Post Activity 15’
- Say thank to the students toward 4 meetings.
- Tell the students about the assignment submission.
- Close today’s meeting.
Teaching Materials
1. Oshima, A. & Hogue, A. (2007). Introduction to Academic Writing. New York: Pearson
Education. Chapter 5.
Screenshot of Teaching
5
Sample of Students’ Work
Class Attendance
100% (31 students) present, 0 absence
6
CONTENT: Kewirausahaan Bahasa dan Seni
Class Kewirausahaan Bahasa dan Seni
Offering G
Schedule Tuesday (7-8 period)
Time 90 minutes
A. Meeting 1
Teaching Activity
Meeting 9 Greeting (Check student attendance list)
- Introduction to students,
- Teacher tells CO for 4 meetings,
90’ Synchronous
- The teacher asks students to make discussion
groups,
- Showing examples of entrepreneurship
proposals to students.
Closing
Teaching Material
1. Course Outline
2. Point Point (Susunan draft proposal usaha)
https://docs.google.com/presentation/d/1ll8kWRk-
2lLhtH_fC6J5dCS2I6lx4g7G/edit?usp=sharing&ouid=115962067969988569022&rtpof=t
rue&sd=true
Screenshot of Teaching Sample of Students’ Work
At this first meeting, as a teacher, I
had not given any assignments and
only divided the class into several
groups. This group will last until the
end of the semester.
7
Class Attendance
(28 students) present, 1 absence
B. Meeting 2
Teaching Activity
Meeting 10 Midterm Test 100’ Synchronous and
Opening Asynchronous
- The teacher gives the UTS link
directly to the students at the zoom
meeting, and asks the students to
immediately work on the UTS, after
closing.
Closing
Teaching Material
1. Link Google form (Midterm test): https://forms.gle/xQh2t7bKKAkmivcc6
Screenshot of Teaching Sample of Students’ Work
Class Attendance
100% (29 students) present, 0 absence
C. Meeting 3
Teaching Activity
Meeting 11 Greeting (Check student attendance list) 10’ Synchronous
- Presentation + Q&A Section (Group 1)
- Presentation + Q&A Section (Group 2) 75’
- Presentation + Q&A Section (Group 3)
Closing 5’
8
Teaching Material
1. Students’ group power point (Entrepreneurship Proposal)
Screenshot of Teaching Sample of Students’ Work
Class Attendance
100% (31 students) present, 0 absence.
D. Meeting 4
Teaching Activity
Meeting 11 Greeting (Check student attendance list) 10’ Synchronous
- Presentation + Q&A Section (Group 4)
- Presentation + Q&A Section (Group 5) 75’
- Presentation + Q&A Section (Group 6)
Closing 5’
Teaching Material
1. Students’ group power point (Entrepreneurship Proposal)
Screenshot of Teaching Sample of Students’ Work
Class Attendance
100% (31 students) present, 0 absence.
9
REFERENCES
Aqli, B., Padmadewi, N., & Suarnajaya, W. (2013). The Practice of English Language
Teaching and Learning in Sekolah Buin Batu Pt. Newmont Nusa Tenggara, West
Sumbawa, Ntb Province. e-Journal Pascasarjana Universitas Pendidikan Program
Studi Pendidikan Bahasa Inggris. 1(3), 1–17.
UKEssays. (November 2018). The Concept of Teaching Practicum. Retrieved from
https://www.ukessays.com/essays/education/the-concept-of-teaching-practicum-
education-essay.php?vref=1
Yamin, M. (2017). Metode Pembelajaran Bahasa Inggris di Tingkat Dasar. Jurnal Persona
Dasar, 1(5), 82–97.
10
APPENDIX
A. Students’ Score
1. IC Writing
SCORE
NAME
Ass1 Ass2 Ass3 Ass4
Irshanda Febryania Sari 87 98 87 90
Keiko Chiquita Amadea Tea A. 78 82 95 86
Khoirun Nisa' Septi Sania 92 85 96 97
Lucky Salsabilla Sari 100 86 97 92
Meyliana Divi S 99 95 97 100
Miftahul Afinda 98 95 95 91
Mochamad Dilan Fajrul Falah 87 84 100 98
Nabilah Qanitah 90 97 99 96
Nada Afcorina 95 97 100 75
Nanda Putri Islami 75 98 99 94
Natania Berliyan M. P. 87 100 100 99
Nisrina Nabila Salma 82 91 100 97
Pratiwi Bekti Pakerti 88 83 77 75
Ragil Yulia Ulfa 86 99 84 86
Regi Nur Marita 89 94 100 98
Ristiar Khafshoh Veliasari 87 99 100 97
Rizqiana Imarotul Ainiyah 84 70 85 72
Sarah Della Almira Nabilah 92 100 97 100
Sayiddah Erfina 76 98 99 98
Sharla Febriana Mutia Yahya 84 77 85 85
Silvi Nadilla 79 97 85 100
Sinta Laili Istiwa 76 89 87 93
Siti Arifah 83 97 97 100
Sofiatuz Zahro’ 78 97 85 94
Stevani Angel Kurniawati 75 94 84 93
Tantri Oktaviandini Suherman 75 100 99 100
Tarisya Rossa Mellyanda 76 76 77 93
Tsania Fitri Ishmah Fillah 82 95 97 93
Vanesha Nova Subandi 86 90 96 90
11
Wiji Lestari April Liya 76 78 97 98
Winda Nur Rahmania Iskandar 86 100 100 95
2. Kewirausahan Bahasa dan Seni
SCORE
No. NAME
Midterm Test Presentation
1. AHMAD MUKTI WIBOWO 83 93
2. AHMAT RIZAL MUSLIM HIDAYAT 87 90
3. ALYAA SAVINA 90 83
4. ANDHYYANA PUTRI CAHYA WIJAYA 88 86
5. ANDINI RISMA LARASATI 81 81
6. ANGELIA PUTRI WULANDARI S 83 81
7. BAGUS SETYA CAHYADI 87 93
8. DANDIN AKMAL RAFI UTOMO 90 83
9. DELIA GADIS DIAZ 90 90
10. DEVIE VYATRI PERMATA CAHYADI 84 93
11. DIMAS ARY KRESNA MUKTI 82 86
12. DRIZKA AZIZAH PRAMUDITA ROSYIDI 85 81
13. EKA FADHILA KHARISMA PUTRI 86 93
14. ELLY NURHALIZA PUTRI 82 81
15. EVELYN MARINTAN SALSABILA 83 85
16. HIDE ARDANA JANAKI DAOSTI 89 85
17. KAYSA INDYRA GHADA HAFZARI 89 83
18. KIKI VIRENANDA PITALOKA 83 85
19. MOCHAMMAD WAFI HASAN MUSTOFA 81 83
20. MUHAMMAD ICHSAN HIDAYAT 86 86
21. NUR ALFIN 90 81
22. RAHMA DITA WIDYASIH 87 86
23. REZA AHMAD ZAHID 87 85
24. SABRINA NUR ISNAYNI AFIDA PUTRI 89 90
25. SAMUEL DWI PRASETYO 80 86
26. SETYO WAHYU DIGDO 80 83
27. SHERLITA RANIA RAHMA 82 90
28. SYAIF ALI RAUF SANJANI 85 93
29. YUNITA YASMINE SALSABILLA 84 90
12
