UNIT 1
SCHOOL: GENERAL INFORMATION
AND ACADEMIC ADMISTRATION
1. School profile
Telkom Schools
Telkom Schools are a brand that is used for PAUD to Middle level education institutions. Launching of the Telkom School Brand (Previously Sandhy Putra Telkom School) was held on January 23, 2014 by the Director General of Primary and Secondary Education of the Ministry of Education and Culture of the Republic of Indonesia Prof. Dr. Ir. Achmad Jazidie along with the Board of Trustees and Trustees of the Sandhykara Putra Telkom Foundation (YSPT).
Starting January 1, 2016, as a follow-up to the direction of the PT.TELKOM Board of Directors as the Board of Trustees of the Telkom Sandhykara Putra Foundation (YSPT) merged into the Telkom Education Foundation (YPT) and subsequently the PAUD to Middle educational institutions under the management of the Telkom Education Foundation (YPT).
Furthermore, starting on March 21, 2014 based on directives from the Board of Directors of PT Telkom as the Board of Trustees, Telkom Sandhykara Putra Foundation was officially merged with the Telkom Education Foundation (YPT) and changed its name to the Telkom Foundation. So that the Telkom Foundation subsequently becomes the Telkom Schools management foundation for Primary and Secondary education levels as well as Telkom University for higher education level.
Currently (2017) Telkom Schools Education Institutions number 32 Early Childhood Education (PAUD), 3 Primary Schools (SD), 3 Junior High Schools (SMP), 1 High School (SMA), 10 Vocational Schools (1 Cooperation) spread in 36 cities and 22 provinces in Indonesia.
Vision:
Become a quality education foundation by international standards, to form human beings have superior character, in building national civilization.
Mission:
1. Organizing international standard education.
2. Develop a coaching system, for formation human beings with superior character, in building civilization nation.
3. Develop funding sources, through creation opportunity, innovation, and creativity.
Core values: Integrity, harmony, excellent
Elementary Telkom school Makassar:
The Elementary of Telkom School have only 3 provinces in Indonesia consist of:
1. SD SANDHY PUTRA BATAM
2. SD TELKOM MAKASSAR
3. SD TELKOM PADANG
SD Telkom School Makassar
Address:
JL. ANDI PANGERAN PETTARANI NO 4 MAKASSAR, RT/RW 0/0, Dsn. , Ds./Kel Gunung Sari, Kec. Rappocini, Kota Makassar, Prov. Sulawesi Selatan
Head Master: Mr. Mukhlis Mustafa
Mentor Teachers:
1. Ms. Nur Fadlia
2. Ms. Yu Linda
Vision:
"Making SD Telkom Makassar become the best elementary school in terms of character and ICT in eastern Indonesia"
Mission:
Based on the vision above, the Mission of the Makassar Telkom Elementary School is as follows:
1. Improving the quality of facilities and infrastructure as well as human resources
2. Improving the quality of work and the welfare of employees and teachers
3. Development of learning innovations, especially on ICT-based ones
2. Academic support system
SD Telkom School Makassar have Specialized teaching in the evening and Saturday from 8.00 am. - 12.00 am. and have educational facilities consist of the library, the computer room.
3. Teaching system
The beginning of the Academic Year is the time of commencement of the learning activities at the beginning of the school year in every academic year. The beginning of the school year has been set by the government that is in July of each year and ends in June the following year.
The learning system of SD Telkom School Makassar have thematic learning characteristics are:
1. Student-centered
2. Provide direct experience
3. Separation of subjects is not very clear
4. Presenting concepts from various subjects
5. Learning outcomes in accordance with the interests and needs of students
6. Focusing on the principle of learning fun (Joy learning)
This thematic learning can influence the following:
1. Against the Teacher
Because thematic learning requires creativity in preparing learning activities, the teacher will be more motivated in preparing meaningful, interesting and fun teaching materials as well as intact.
2. Against Students
Students will be more passionate about learning because the learning methods used are varied, simple, flexible and fun, allowing students to learn individually, in pairs, in groups or in classics.
3. Against Room Arrangement.
In developing PAIKEM GEMBROT learning in thematic methods, the room is no longer rigid, student seating arrangements can be arranged based on teaching themes.
Learning can be done inside or outside the room according to learning needs.
Displaying students' work can be installed on the walls of the room and this activity really appreciates the efforts that have been made by students.
4. Against Facilities and Infrastructure
Learning facilities and infrastructure can be specifically designed to follow the teaching. theme (by design) and learning resources (by utilazation).
The use of textbooks can be used as an integrated source, it is endeavored to use thematic textbooks in their presentation or workbook in achieving the basic competency and competency standards that students must have from class I to VI.
4. Materials and other learning sources
1. Projectors
2. Computer rooms
3. Library
4. Gym (Badminton court)
5. Basketball court
6. Futsal Court
7. Mosques
5. Measurement and evaluation system
The measurement and evaluation are focused on the standards in the curriculum. When the teacher finished each classes they have to evaluate students knowledge, skills and affective with the tables according in lesson plan. The teacher also evaluate the students by test at the end of lesson.
The test consists of:
1. Written test
2. Oral tests
3. Test action
4. student development diary
5. Portfolio
6. Curriculum
SD Telkom School Makassar use the curriculum, 2013 and the curriculum development and improvement of curriculum content is held every year to match the changes in the ability of learners and the education department policy adjustments, so that the quality of elementary education Telkom Makassar can be assured.
The 2013 curriculum was developed based on the theory of "standard-based education" and competency-based curriculum theory. Education based on standards stipulates the existence of national standards as a minimum quality of citizens which are detailed into content standards, process standards, graduate competency standards, standards of educators and education personnel, facilities and infrastructure standards, management standards, financing standards and educational assessment standards. Competency-based curriculum is designed to provide the widest learning experience for students in developing the ability to behave, be knowledgeable, skilled and act.
The 2013 curriculum adheres to: (1) the learning done by the teacher (taught curriculum) in the form of a process developed in the form of learning activities in school, class, and community; and (2) students' direct learning experience (learned-curriculum) in accordance with the background, characteristics and initial abilities of students. Individual direct learning experiences of students become learning outcomes for themselves, while learning outcomes of all students become curriculum results.
A. Curriculum structure 2013
1. Core competence
The Core component is designed along with the increasing age of students in certain classes. Through the core components, vertical integration of various basic competencies in different classes can be
maintained.
The formulation of core competencies uses the following notation:
1) Core competence-1 (KI-1) for the core competency of spiritual attitude;
2) Core competence-2 (KI-2) for competencies in social attitudes;
3) Core competence-3 (KI-3) for competencies of knowledge;
4) Core competence-4 (KI-4) for competency skills.
2. Curriculum subjects 2013
Based on core competencies, subjects are compiled and time allocations are in accordance with the characteristics of the education unit. Subject structure and time allocation for primary school / Islamic elementary school
Information:
Languages
curriculum structure above, there are also extracurricular activities secondary school/Madrasah Ibtidaiyah, among others, Scouts (mandatory), the School Health Efforts (INFIRMARY) and the Red Cross youth (PMR).
School Health Unit, Red Cross Youth and the other is to support the establishment of social attitudes competence of learners, especially is a caring attitude. Besides, it can also be used as a forum in strengthening observation-based learning as well as in efforts to strengthen the competency skills in the realm of the concrete. Thus the extra-curricular activities can be designed to support curricular activities.
developed by the center. Subjects of Group B consisting of subjects Arts and crafts as well as Physical Education, Sport and Health is a group of subjects whose content developed by local governments.
integrated manner with the Cultural Arts and crafts lesson taught separately or if the area feels the need to separate them. Education units can add hours of instruction per week in accordance with the needs of the educational unit.
hours of instruction per week for each subject is relatively. Teachers can customize it according to the needs of learners in achieving the expected competencies.
class are the minimum amounts that can be added according to the needs of learners.
School can be developed in accordance with the requirements set by the Ministry of Religious Affairs.
2. Basic competence
Basic competence is formulated to achieve core competence.
Outline of the basic competencies developed by observing the characteristics of the learner, the ability of the early as well as the hallmark of a matapelajaran. Basic competencies are divided into four groups in accordance with the classification of the following core competencies:
a. Group 1: basic competence group spiritual attitude in order to describe the KI-1;
b. Group 2: Group competence basic knowledge in order to describe the KI-2;
c. Group 3: competency group basic knowledge in order to describe the KI-3;
d. Group 4: basic skills competence groups in order to describe the KI-4.
The grouping of basic competencies as mentioned above is presented in a separate appendix in accordance with the contents of the Attachment of the Minister of Education and Culture Regulation Number 67 of 2013 concerning the Basic Framework and Curriculum Structure of Primary Schools / Madrasah Ibtidaiyah.
A. Curriculum content
a. Learning content of curriculum 2013
The implementation of the 2013 Curriculum for primary Schools / Islamic primary schools was conducted through learning thematically-integrated approaches from Class I to Class VI. The subject of Religion and Character Education is excluded from using thematic-integrated learning. Thematic-integrated learning is a learning approach that integrates various competencies from various subjects into various.
b. Local content
Local content is a curricular activity to develop conferences that are tailored to the characteristics and potential of the region, including the superiority of the area whose material is not accommodated to be part of other subjects and / or too much so it must be its own subject. The substance of local content is determined by the education unit, not limited to skills subjects. Local content is a subject, so the education unit must develop Basic Competency and Competency Standards for each type of local content held. The education unit can hold one local content subject every semester. This means that within one year the education unit can organize two local content subjects.
Based on this approach, the local content developed at SD Telkom Makassar is as follows:
1) Tahfiz
2) English
3) Deepening of the religion of Islam
7. Teaching plan (of my major)
1. Title
2. Unit Description/Concept
3. Student Objectives
4. Content
5. Task
6. Materials and Resources
7. Procedures
8. Criteria
9. Post – Teaching Feedback
UNIT 2
PEDAGOGICAL CONTENTS
1. Teaching methods
The teacher usually use 3 process in teaching are:
1. Preliminary
2. Core
3. Cover
The methods that the teacher usually use are:
1. Child – Center
2. Game
3. Integration
2. Learning material and innovation
SD Telkom school Makassar have the target to develop the school for modern students by development of learning innovations, especially on ICT-based ones.
Every students in SD Telkom school Makassar have to use the tablet for learning. They can download the content of lesson into their tablet or search the information what they want to know on the internet. And the teacher also use the laptop with the projector for teach.
3. Sources of learning and technology
The school’s library have many types of books such as history, languages, comics, etc.
The computer room have the computer for using one by one. Absolutely, the students can learn better because they can practice by themselves.
Have the wireless fidelity – signal around the school area. So the students and the teachers can use.
4. Authentic assessment
Thematic lesson assessment system is an effort to obtain various information on a regular, continuous and comprehensive basic about the process and results of the development that has been achieved by students in learning activities.
This assessment aims:
1. Knowing the achievement of the indicators that have been set.
2. Knowing the effectiveness of the learning that has been done.
3. Obtain an overview of the development of knowledge, skills and attitudes of students.
4. As a reference for teaching follow-up plans (remedial-enrichment and consolidation).
The tools used are tests and non tests.
The test consists of:
1. Written test
2. Oral tests
3. Test action
4. Student development diary
5. Portfolio
Non tests include observing students' development recorded on a bench book or special notes designed by the teacher to determine the level of student mastery and behavior change.
The assessment function of the activity is to assess the achievement of basic competencies and indicators of each subject contained in the theme. Thus the assessment is no longer glued to the theme but has been separated according to the basic competencies of learning outcomes and learning indicators.
UNIT 3
TEACHING PLAN
1. Curriculum
Curriculum content
a. Learning content of curriculum 2013
The implementation of the 2013 Curriculum for primary schools / Islamic primary schools was conducted through learning thematically-integrated approaches from class I to class VI. The subject of religion and character education is excluded from using thematic-integrated learning. Thematic-integrated learning is a learning approach that integrates various competencies from various subjects into various.
b. Local content
Local content is a curricular activity to develop conferences that are tailored to the characteristics and potential of the region, including the superiority of the area whose material is not accommodated to be part of other subjects and / or too much so it must be its own subject. The substance of local content is determined by the education unit, not limited to skills subjects. Local content is a subject, so the education unit must develop basic competency and competency standards for each type of local content held. The education unit can hold one local content subject every semester. This means that within one year the education unit can organize two local content subjects.
Based on this approach, the local content developed at SD Telkom
Makassar is as follows:
2. Teaching plan related to my major
The lesson plan in Thai forms consist of:
1. Title:
- Subject
- Semester / Academic Year
- Unit title
- School
- Class
- Lesson Duration
- Date
- Teacher
2. Unit description/Concept:
Describe about the concept of content of lesson
3. Student objectives:
Learning objectives are brief statements that describe what students will be expected to learn by the end of lesson
4. Content:
The content about the lesson
5. Task:
The product of learning, piece of work often to be finished within a certain time.
6. Materials and resources :
The materials that teacher use for teach such as:
- Projector
- Text book
- Multimedia
7. Procedures:
The process of teaching in English subject have 5 procedures:
1. Warm up
2. Presentation
3. Practice
4. Production
5. Wrap up
8. Criteria:
The teacher have to make the rubric for assessment and
evaluation the students follow the objective of learning.
9. Post – teaching feedback:
To summarize and display the results of the lesson plan. How can activities be accomplished? Are there any problems and obstacles that need fixing?, What are the behaviors of students who need to develop continuously?.
In Thailand the english subject also use 5 procedures for teaching but the teachers can use their procedures according to the methods that their use.
UNIT 4
OBSERVATION ON TEACHER(S)
1. Planning for teaching
I have observation in English class at grade 3A. According to my observation in English classes. There are many steps of planning for teaching as following;
First before teaching in each class teacher have to deeply understand the contents that will teach. Next procedure is design the activity which relate the contents for teach. Then prepare the several teaching material such as the PowerPoint or the videos media. And the last is make the rubric for assessment and evaluation the students follow the objective of learning.
2. Preparing lessons and materials
The teacher have to prepare the lesson and the materials for teaching in each class before teach for example; If the teacher wants to use the projector and the speaker for teach the teacher have to join the class early for prepare its.
3. Teaching in class
I have observed only 2 days it’s on 9 – 10 August 2018. Because I arrived at Makassar, Indonesia on 5 August 2018 and then I have the schedule at the university so I have the time to observation just 2 days.
I focused on the English subject class because I taught in English subject class, so I will present about the English class that I had observed. (on 9 august 2018, I observed in English class and on 10 august, I observed in Tematik class.)
On 9 august 2018, I have observed in English subject at grade 3 class A. The class started at 8.25 am. and finished at 9.35 am. (70 minutes), According to my observation the teacher taught follow the lesson plan that have procedures :
According to my observation, in every class before learning the
students have to pray for their religion and then the teacher will greeting the students and check the attendance. In this procedure spent the time about 10 minutes.
In this procedure the teacher spent the time about 50 minutes. The
teacher opened the video that related the content for the students to reviewed the knowledge that they had learned last time (In this class the content is about The Alphabet). And then the teacher assigned the task to the students to do the exercise follow the book.
The teacher let the students to send theirs works and check the
answer after that the teacher closed the class by opened the videos about the english language for the students such as :
- The English songs for kids
- The English cartoon for kids
4. Measurement and Evaluation
The measurement and evaluation of this class is evaluate from the tasks by use the rubric and the students skills by observation. And the teacher also evaluated the students by test at the end of lesson.
5. Others
The teacher very kind and always smile so that make the class relaxed and the students enjoyed to learned English.
When the students don’t pay attention on teacher, the teacher will say “Perhatian” it’s the Bahasa Indonesia mean “Attention” and the students will response by do some acting and saying “Yes, ms.”. And then all of students will pay attention at the teacher.
UNIT 5
TEACHING PRACTICE
1. Procedures of teaching
I taught the students on grade 1 – 4; 1C, 1D, 2B, 2C, 3A, 3B and 4B for 2 weeks on 20 August – 27 August. So I taught 4 grades and 7 class. Even though I taught many class but they’re the same content.
On grade 1 the content that I taught was about “Fruits”. In the lesson plan had 2 meets, in first meet I taught the vocabularies about fruits for the students (an orange, a kiwi fruit, an apple, a banana, a star fruit, a papaya, a mango, an avocado, a strawberry) that according the book and in second meet were review the vocabularies about fruits that the students had learned.
On grade 2 the content that I taught was about “Pronoun” in the topic of my friends that according the book. In the lesson plan had 2 meets, in first meet I taught the students about pronouns (I, you, we, they, he, she, its) and in second meet were review.
On grade 3 the content that I taught was about “How to telling the place where you come from and where you were born” in the topic of I come from Jakarta that according the book. In the lesson plan had 2 meets, in first meet I taught the students about and in second meet were review.
On grade 4 the content that I taught was about “Possessive Adjective, Possessive Pronouns and Asking for an apology” in the topic of my home that according the book. In the lesson plan had 2 meets, in first meet I taught the students about the content and in second meet were review.
The procedures of teaching have 3 procedures are:
In every class that I taught, I started the class by greeted and have the small talked with the students and played game “Simon says”. The Simon says game is the action game, if the teacher start saying with “Simon says…” the students have to do follow the direction but If the teacher don’t start saying with “Simon says…” the students don’t have to do anything. Example: Teacher says “Simon says Sit down” the students have to do the action as “Sit down” but if the teacher says only “Sit down” the students don’t have to do anything. Or some class I opened the video song that concerned about the content instead of the Simon says game because the students were young to play the Simon says game.
In this procedure I presented the vocabularies that I taught or taught the students about the content by opened the Power Point and open the book and then practice them by played games and when finished the games I gave the tasks that according the book for the students.
I closed the class by reviewed the vocabularies again and asked some question about the content for concluded the lesson and if some class had a time I played “Hang – Man” game with the students to relaxed them and the game will help them to remember many vocabularies. When the time up I said “Goodbye and Thank you” with the students.
2. Time management and organizing activities
The time of learning in Indonesia count 35 minutes for 1 hour. So 70 minutes are 2 hours.
3. Problem – Solving
I taught the elementary students so it’s hard to communicate with them because some students don’t understand in English.
The way to communicated with them is using Bahasa Indonesia to translate them. For example: In grade 1 I taught about the “Fruits” so I asked the students that “How to say…in English” and translated them in Bahasa Indonesia by said “Apa Bahasa Ingris…” so I have good cooperation from the students.
4. Classroom management
It’s the first time of SD Telkom school Makassar that have the foreigner teacher. When I taught the students they are very excited and pay attention to me. So It’s easy to manage the classroom because the students were attentive to the teaching and my mentor teacher always helped me.
Sometime if the students didn’t attentive to the teaching I will said “Attention Please” the students will paid attention to me.
UNIT 6
SUMMARY AND SUGGESTIONS
1. Purposes of practicum
1. To find the new experience of teaching in other country.
2. To learn about the classroom management in other country.
3. To learn about the education in other country.
4. To practice the English skills.
2. Procedures of practicum
1. 1st week is Orientation and Observation
2. 2nd week is Teaching Assistant
3. 3rd week is Teaching Practice
4. 4th week is Assessment and Evaluation
3. Outcomes of practicum
1. Practice the teaching skills
2. Improve the English skills
3. Have more life skills
4. Have the new friends
5. Reach the new experience to live abroad
4. The challenges of practicum
This the first time of me to go abroad and teaching practice. So it is the challenges of my life because I never live alone without my parents and I have to use English language for communication.
5. Overall impression
I’m very thankful this project because this project give many experience to me and if I don’t join this project I think I will very regret because I miss the good opportunity for me.
I feel I’m so lucky to go to Makassar, Indonesia. I think it’s the destiny that I went there and met with my coordinators, my buddies, my mentor teachers and my students. The people in there are very kind and always take care with me. So I’m very thankful and I won’t forget my memories in there.
6. Suggestion for future improvement
This project is very good and give the opportunity with the students to practice their teaching and their English skills.
SEA – Teacher Project 6th batch it’s have a few countries to exchange(have only 3 countries such as Thailand, Indonesia and Philippine). I think if have many countries in south east asia to exchange it will better.