“Unexpected Week” would be the best
title for this week. My day was full filled with unexpected students and
situations. Actually, my expectation for this first week in the SMAN ** Jakarta
was only to become an assistant teacher. However, the master teacher wanted more
from me. She wanted me to teach in class.
Before Arlin, Umi, and I teach in the
class, she asked us about the way we wanted to use in teaching recount text. My
answer was using game and group work in delivering the material. At first, she
didn’t believe me because she thought that it was only wasting time. After I
convinced her, she gave us chance to try it in the class, and then I said
“hah?” Umi and Arlin kept silent, maybe they were too shock to say something. Although, in the schedule state that the
teaching session is in 2nd week and it’s only 20 minutes, we
accepted the master teacher’s order. We taught the class for the whole session at
that day, 2 x 45 minutes. Even though we taught without any preparation, the
teaching learning process in classroom went well. The students were active in
doing their task that we gave and none of them were sleeping during the class.
The master teacher was amazed by the
situation in the class. She told us that the students usually keep silent when
she taught English, not as active as the time we taught the students in the
class. She also added that the students became more crowed and she loves that
kind of situation. After that successful moment, she asked us to make a lesson
plan to teach narrative text. She gave us the lesson plan that she made before.
In the lesson plan, I read that the teacher explain about the narrative text,
asked the student to make narrative text, then read it in front of the class. The
teacher didn’t give opportunity to the students to make their own explanations
about what narrative text is or when narrative text is used. That’s the reason
why the student kept silent when she taught English. Base on my experience as a
student, if the teacher place herself as the only one source in learning, the
student will think that the teacher always right. Then, the student will only
believe in what teacher said and not curious with the learning material.
Other ineffective teaching was that the
teacher didn’t use Gardner’s theory of multiple intelligences. The students were
asked to listen, write, and speak. The teacher didn’t include activities for
kinesthetic, spatial, logical-mathematic, and so on. In some ways, she could
teach effectively. She came to the student one by one to look the progress of
the task that the students were doing and explain again the material to the
students who didn’t get the explanation well. This kind of teaching method,
make no one of the students is left behind.
Therefore, in our lesson plan, we change
the teaching methods which are not effective. First, we asked the students to
classify the characteristic of recount and narrative by themselves in group of
four. Second, they had to illustrate the situation in narrative text. Third,
they had to write, speak, and listen to their narrative text. Fourth, they had
to move to correct their friends’ work. All of that, had already did by us, and
it worked.
