School
Experience Program (SEP) is a mandatory program which is held by Faculty of
Education Universitas Siswa Bangsa Internasional (USBI) for two weeks in the
school for every semester. The
objective of SEP for this semester was experiencing the individual teaching for
at least four times. This semester, I did my SEP in SMA Global Prestasi Bekasi
(GPS). I was assigned to teach in class 2B (as same as 10th grade)
by my master teacher, Ms. Asih. GPS had different curriculum with other schools
because this school had apply the SKS system, so GPS had a little differences
in presenting the sequence of the topics that should be learned by the
students, compared with other schools.
My first
day of SEP was Monday, 13 May 2013. At that day, I only did consultation with my
master teacher about what topics that should I present to the class. She said
that all topics had been delivered to the students, so I don’t need to present
a new topic, but I only need to do review. Two weeks after that day (Monday, 27
May 2013), the school would hold Final Examination, so as long as those two
weeks the students need to do review for all topics that had been learned.
There were five
topics that should I review to the students, which were Statistics and
Probability, Composition of Function and Inverse of Function, Linear
Programming, Matrices, and Sequence and Series. In other schools, those topics
would be learned in the 11th and 12th grade, but this
school set those topics to be learned by 10th grade because of SKS
system.
Based on the
schedule provided, I only had four meetings to review those topics, so I set
the schedule as shown below.
Meeting
|
Topic(s)
|
1
|
Sequence
and Series
|
2
|
Statistics
and Probability
|
3
|
Composition
of Function, Inverse of Function, and Linear Programming
|
4
|
Matrices
|
From four
meetings, I think my best teaching was the third meeting, so I will explain it
in details. My 3rd meeting was held on Tuesday, 21 May 2013 in the 3rd
and 4th period. The overview of my lesson plan is shown below.
Activities
|
Time
|
|
Opening
|
-
Explaining
the objectives and agenda
-
Games
“Find your Soul-Mate-Matika”
|
2’
5’
|
Core
|
-
Exercise
and whole class discussion about Composition of Function and Inverse of
Function (pair-work)
-
Working
on worksheet “Combining Inequalities” (pair-work) and whole class discussion using GeoGebra
-
Exercise
and whole class discussion about Linear programming using GeoGebra
|
38’
11’
20’
|
Closure
|
-
Sum-up
and reinforcement
-
Post-test
(individual)
|
4’
10’
|
The strength of
my lesson plan was using game in the beginning of the class to motivate my
students which was called “Find your Soul-Mate-Matika”. The procedure of this
game was like this; I gave a paper to
each student consists of a function and composition of function, and then I instructed the students to find the match function of the
composition of function. For those students who got f(x) and (f o g)(x), then he/she should
find his/her soul-mate which got g(x) and the same function of (f o g)(x),
while for those students who got g(x) and (f o g)(x), then he/she should find
his/her soul-mate which got f(x) and the same function of (f o g)(x).
Similarly, for those students who got f(x) and (g o f)(x), then he/she should
find his/her soul-mate which got g(x) and the same function of (g o f)(x),
while for those students who got g(x) and (g o f)(x), then he/she should find
his/her soul-mate which got f(x) and the same function of (g o f)(x). This game
was part of the review of determining the composition function before they do
the exercises.
Another strength of my lesson plan was students’ activity for working on worksheet “Combining Inequalities”
(pairwork) and using Geogebra for whole
class discussion. The aim of using worksheet in pair is to make them focus. If
the students work in group, they would be too much talk out of topic of
Mathematics, while if the students do worksheet individually, they would not
focus, so I set it pair-work. After that, I used Geogebra to discuss the
answers for giving them visualisation, so that they would be more focus.
Thinking about
the weakness of my lesson plan, it was about setting the time. I set the time
too long in exercising the Composition of Function and Inverse of Function and
the discussion about it, it was about 38 minutes. Meanwhile, for exercising and
discussion about Linear Programming was about only 20 minutes, whereas Linear
programming topic was harder than Composition
of Function and Inverse of Function.
During the
learning process, I found some parts when my students had difficulties. First,
when they did game "Find your Soul-Mate-Matika", they were difficult
to find their "soul-mate". The reason was because they have forgotten
to solve problem related to composition of functions. More over, students' notes
book had been collected to the master teacher, so they couldn't see any
examples. I also didn't gave example to them because I really wanted to know
whether they still remembered the material or not, and the fact said that they
had forgotten it. After the games, we discussed the material, so that they
could answer some problems when I gave them exercises.
The second was
when they worked on Worksheet "Combining Inequalities". They had
difficulty on sketching the graph of lines and determining the solution area of
inequalities (still because of the same reason - their notes book had been
collected). After that, I guided them to solve the worksheet by using GeoGebra.
The aim of using GeoGebra was to attract their attention (the use of software).
Actually, I still could discuss the worksheet without GeoGebra, but by using it
my explanation was clearer and more interesting.
The next
activity was exercising about Linear Programming. In my lesson plan, I set 10
minutes for students to do the exercise and 10 minutes after it to do
discussion, but I thought that the students would not focus on doing the
exercise because they might be forgotten how to solve the problem about linear
Programming. My action was changing my plane; I didn't gave them time to solve
the problems, but I directly guide the discussion of it. I think if I let them
do the exercises, it was just wasting the time, so I chose to guide them
directly, so that they could re-call their memories about solving the problems
related to Linear Programming.
After exercising
and discussing the problems, I gave them reinforcement of the lesson because
after that I scheduled a post-test. Unexpectedly, the time was just 5 minutes
remaining, and it was impossible if the students could do the post-test. I was
shocked why that thing could happen. After re-think, I guessed that it happened
because the time wasted when the students did game "Find your
Soul-Mate-Matika". Finally, I changed my plan again; the problems on the
post-test were changed to be homework that should be submitted on the next
meeting. That’s the only thing the surprised me at that day.
If I re-think
about my teaching at that day, I can say that my teaching reflects a good
teaching because even I could not have post-test, but I still could make it as
homework. The aim of the learning was to review the material, not to assess
their understanding, so I still can assess them just by changing the post-test
to be homework. Moreover, I could say that my teaching was good because I did
some plans (changing the plan), for example when I directly guided them to
discuss about Linear Programming, rather than wasting the time by letting them
try to solve the problem by themselves.
However, even I
thought my teaching was good, I would change my lesson plan, especially in timing.
I don’t wanna let my students do exercises and discussion of Composition of
Function and Inverse of Function for 38 minutes (it was too long), while the
time to do exercises and discussion of Linear Programming for 20 minutes (it
was too short). I prefer to reverse it, or to make them equal, 30 minutes for
each. Also, I would change the problem when they do game “Find your
Soul-Mate-Matika”, I will only give two kinds of paper; one kind of paper
consists of f(x) and (f o g)(x), otherwise consists of g(x) and (f o g)(x). For those students who got f(x) and (f o
g)(x), then he/she should find his/her soul-mate which got g(x) and the same
function of (f o g)(x), while for those students who got g(x) and (f o g)(x),
then he/she should find his/her soul-mate which got f(x) and the same function
of (f o g)(x), so that they would be easier to find the pair.
Overall, I
learned something from my teaching at that time. I learned how to change my
plans. During my learning in college about designing lesson plan, I always
learn about having plan A, plan B, and plan C, but I never practised the changing
plan in my real teaching. Fortunately, I experienced it in my teaching at that
time.
