Procedures of Teaching

Before the teaching and learning activities began, I first prepared all the necessary materials together with the coordinator teacher and the teaching assistant. The preparation included getting the markers ready, cleaning the blackboard, setting up the LCD, preparing the laptop, and arranging the HDMI cable to connect the devices. In addition, I also prepared the lesson plan and student worksheets.

When the lesson began, I opened the class with a greeting. After that, I immediately started the opening activity with a simple game as an ice breaker. This activity was designed to capture students’ attention, increase their participation, and create a more enjoyable and relaxed learning atmosphere. In the game, I involved all students so they could actively interact with one another. In addition, the activity was related to the lesson topic, which helped students become more prepared to understand the material. The students appeared enthusiastic and more focused after participating in the activity. Afterward, I checked attendance by asking which students were absent and then asked one student to write down the names of those who were not present. Through this opening activity, the students became more motivated, prepared, and ready to engage in the learning process.

I conducted the teaching and learning process by following the steps outlined in the lesson plan. In the presentation stage, I explained the types of sentences, namely simple, compound, and complex sentences, including their structures and examples. During this stage, I used the blackboard and PowerPoint presentation through the LCD as teaching media to support the explanation. I also engaged students through a group activity called Fast Sentence Race, where they actively identified sentence types in a fun and competitive way.

In the application stage, students were asked to write their own sentences, specifically one compound sentence and one complex sentence, and explain them briefly in front of the class. Some students were selected to write their answers on the board and present them. After that, in the generalization stage, students reflected on the lesson by completing statements about what they had learned regarding sentence types.

In the evaluation stage, students were given a writing task as an exit ticket, where they created sentences based on different sentence structures using a specific theme to assess their understanding. Finally, in the assignment stage, students were instructed to complete exercises from the textbook and submit them in the next meeting through Google Classroom. After all activities were completed, the lesson was closed.

Time Management and Organizing Activities 

During my teaching practice, I realized that time management and the organization of classroom activities can be quite challenging, especially during group discussions. These discussions often took longer than planned because students actively exchanged ideas and needed additional time to reach agreement within their groups. As a result, I had to adjust the time allocation that had been previously planned. In such situations, I tried to remain flexible in managing the flow of the lesson without compromising the learning objectives. This experience helped me become more skilled in managing time and organizing classroom activities effectively.

Classroom Management

Classroom management is crucial, especially when learning time is limited. In practice, I use a timer to regulate the duration of each student activity to ensure it adheres to the allotted time. This method has proven effective, as students become more disciplined and are able to complete assignments even before time runs out. This strategy helps create a more organized and efficient classroom atmosphere, allowing the learning process to run smoothly and achieving learning objectives on time.

Problem Solving

Throughout my teaching practice, I encountered several challenges that required practical and creative solutions. One of the main problems I faced in the school was limited signal access, as the Wi-Fi connection could not reach the classroom and the mobile signal was also very weak. To address this issue, I shifted the learning activities to more conventional methods by using paper, the blackboard, and other basic materials as the main tools. This approach turned out to be effective, as students became more focused and actively engaged in the lesson. Without relying on technology, they were less distracted by their phones and could concentrate better on completing their tasks.