In planning and executing the lesson on the Indonesian folktale "Timun Emas," I followed a clear and structured approach to ensure that students were engaged, informed, and reflective throughout the session. I began with classroom management, greeting the students warmly and creating a positive environment for learning. I started the lesson by asking a motivating question: "Have you ever been to Indonesia?" This question helped spark curiosity and set the tone for the lesson.

I then conducted a fun quiz about Indonesia to engage the students right from the start. The quiz served as both a warm-up and a way to introduce the cultural context of the story. After the quiz, I explained that we would "travel" to Indonesia through a short story, and I introduced the story "Timun Emas" (meaning “Golden Cucumber”).

The lesson proceeded with the video presentation of the story. After showing the video, I prompted the students to share their initial reactions to the story. I asked open-ended questions to encourage students to think critically and analyze the story’s plot and characters.

Next, I facilitated a discussion on the elements of the short story: characters, setting, plot, and theme. I asked the students to identify the characters, describe the setting, analyze the character traits, and discuss the moral lessons conveyed by the story. I also explained the structure of the plot (exposition, rising action, conflict, climax, falling action, and resolution), helping students see how these elements work together to shape the narrative.

In the conclusion, I invited students to summarize the lesson and reflect on the story's themes. I then distributed a worksheet to assess their understanding, which included comprehension questions and tasks to reflect on the story’s moral lessons. I wrapped up the lesson by thanking the students for their active participation and encouraged them to continue reflecting on the themes we discussed.

Throughout the lesson, I encouraged students to engage in problem-solving both in terms of critical thinking and comprehension. One of the main ways I promoted problem-solving was by asking the students to think about the moral lessons in the story, such as bravery, sacrifice, and love. I encouraged them to reflect on the decisions made by the characters in the story and pose the question, "What would you have done if you were in Timun Emas' shoes?" This question prompted them to think critically about the characters' actions and their relevance to real-life situations.

Additionally, by breaking down the plot into its key elements (exposition, rising action, conflict, climax, falling action, and resolution), I invited students to analyze how each part of the story contributed to the development of the narrative. This analysis allowed the students to engage in problem-solving by identifying how the story's structure and themes worked together to convey a deeper message.

Finally, the worksheet served as an opportunity for students to demonstrate their understanding of the story’s elements and themes. The questions required students to summarize the story and reflect on the character's actions, which helped reinforce their comprehension and problem-solving skills in interpreting the text.

One of the strengths of this lesson was the use of multimedia resources like the video and PowerPoint presentation. The video provided a visual representation of the story, which was engaging for the students and helped them understand the narrative better. I also used the PowerPoint slides to present key story elements and guide the discussion, which made the lesson more interactive.

Additionally, the lesson emphasized cultural awareness by introducing an Indonesian folktale, allowing students to learn about a different culture and understand its values. Through the discussion of the story's moral lessons, I also encouraged moral reflection, helping students consider themes like bravery, sacrifice, and love, and how these lessons can apply to their own lives.

Finally, I provided an assessment with the worksheet, which allowed me to evaluate how well the students understood the key concepts of the story. The worksheet also served as a form of reflection, allowing students to apply the knowledge they gained from the lesson in writing. By ending the class with a summary and invitation for questions, I encouraged students to reflect on the content and fostered a deeper understanding of the story.

Conclusion:

In conclusion, the teaching practice was successful in terms of lesson planning, classroom management, and student engagement. I followed a structured procedure that allowed students to explore the content deeply and participate actively. The lesson was well-paced, with enough time for each activity and opportunity for students to engage in critical thinking and problem-solving. Through the use of multimedia, the integration of cultural elements, and the focus on moral reflection, the lesson was both educational and enjoyable for the students. I also ensured that classroom management was effective, creating an inclusive and engaging learning environment.