The teaching procedures followed a clear and structured lesson plan designed around the Present Perfect Tense. The lesson began with an opening activity to set the tone and prepare students for learning. This included greeting the students, checking attendance, reviewing classroom rules, and activating prior knowledge through questions about the Past Simple and Present Perfect tenses.

In the main activities, the teacher used the Presentation-Practice-Production (PPP) approach. First, the teacher explained the differences between the Past Simple and Present Perfect tenses, including the usage of “since” and “for.” This was followed by guided grammar exercises through worksheets, and finally, students were asked to apply what they had learned by creating and transforming their own sentences into affirmative, negative, and interrogative forms.

The lesson concluded with a feedback session and a class prayer, reinforcing both academic and character education.

Classroom management was handled positively and effectively. The teacher established clear rules at the beginning of the lesson and used a calm, respectful tone throughout the session. Students were engaged through interactive questions and random selection for answers, which encouraged attentiveness.

The physical classroom setting was orderly, and the teacher utilized a variety of tools—such as the whiteboard, textbook, PowerPoint slides, and printed worksheets—to keep students on task. Additionally, the use of technology (e.g., Google Classroom, WhatsApp) supported communication and access to materials both during and after the lesson.

Peer work was encouraged during the practice phase, promoting collaboration and reducing disciplinary issues. The teacher monitored student work actively, providing on-the-spot assistance and managing any distractions quickly and constructively.