FIELD EXPERIENCE PROGRAM ( FEP ) REPORT 1- MICROTEACHING

GROUP C

BY :

NAME STAMBUK

: I KOMANG BAGUS : 100 250 302 074/101025032311090074

ENGLISH DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY TOMAKAKA UNIVERSITY OF MAMUJU IN ACADEMIC YEAR 2012 / 2013

CERTIFICATE HAS COMPLETED FIELD EXPERIENCE PROGRAM 1MICROTEACHING The undersigned : Name NIDN Address : RAPI HAMDI NUR, S.Pdi : : PURE, MAMUJU

Hereby certify that the student who is named below : Name Stambuk/Nim Group : I KOMANG BAGUS : 100250302074 / 101025032311090074 :C

Department/Program of study : Language and English Literature Properly has implemented The Field Experience Program through the implementation of microteaching learning, with subjects that was delivered is a English Language on plan Grade X semester 1 by the number of teaching hours have been realized as much as 4 X 25 Minutes ( twice meeting ) Such a statement was made to be used as appropriate.

Mamuju, 14th of February 2013 Which states : The supervisor of 3rd group

RAPI HAMDI NUR,S.Pdi NIDN :

Approval Page The Report Of Field Experience Program ( FEP ) 1- Microteaching 2012/2013 GROUP NAME STAMBUK/NIRM DEPARTMENT/STUDY PROGRAM SUBJECT THAT TAUGHT :C :I KOMANG BAGUS :100250302074/101025032311090074 :English Education Study Program :English

Has been checked and approved On 14th of February 2013 By :

Chief of Commitee

Supervisor

Suyadi Rahmat, S.Pd, M.Pd Nidn.090548502

Rapi Hamdi Nur, S.Pdi Nidn.

Approved by : The 1st Of Vice Dean Head Of Study Program

Muhammad Fadli, Nidn.

Munir Mulkhan, Sfil Nidn. 0924058003

THE IDENTITY OF STUDENT PARTICIPANT IN THE FIELD EXPERIENCE PROGRAM I MICROTEACHING

NAME STAMBUK/NIRM DEPARTMENT PLACE/DATE OF BIRTH GENDER ADDRESS/HP PPL THAT FOLLOWED Stated That : 1. 2. 3.

: I KOMANG BAGUS : 100250302074/101025032311090074 : English Education Study Program : Bebandem/October 31TH, 1990 : Male : Andi Depu Street No. 11, Mamuju : 082 290 401 988 : PPL 1-Microteaching

Willing to follow the rules and regulations in implementing of The Field Experience Program 1- Microteaching Willing to carry out the stages of The Field Experience Program 1Microteaching sincerely and with a sense of responsibility. Willing to accept the logical consequence for the unloyality to the rules of The Field Experience Program 1- Microteaching

Mamuju, 10 February 2013 The Participant of FEP

I KOMANG BAGUS NIM. 100 250 302 074

ACKNOWLEDGEMENT God almighty who has given grace and gift, so the report of The Field Experience Program 1- Microteaching can be properly resolved that the material requirements for the implementation of Field Experience Program on the Faculty of Teacher Training and Education Faculty at the Tomakaka University of Mamuju. This report provides an overview of how the implementation of The Field Experience Program 1- Microteaching are of the debriefing, counseling process, until the implementation of The Field Experience Program 1- Microteaching. The writing is not independent of the executive committee support, supervisor, and the administrators of Tomakaka University of Mamuju. The writer also sat many thanks for all of my friend compatriots, who gave their support to me. The author would like to say many thanks for the amount to : 1. 2. 3. Mr. SAHRIL. S.Pd, M.Pd as The University Rector of Tomakaka Mamuju Mr. BUSTAMIN SADIYAH, S.Pd.,M.Pd as The Dean of English Training and Education Faculty of Tomakaka University of Mamuju Mr. BONGGA PASILONG as the first Vice Dean, and Mr. FADLI as the second Vice Dean of English Training an Education Faculty, chairman of the Literary Study Program, BAK, and their associated staffs as the administrator and the executive committee of the field experience program, which always controls the process of the field experience program. 4. 5. Mr. HAEDAR HARUN, S.Pd.I as the third Vice Dean who always gave us support to finish this activity. And especially for Mr, Rapi Hamdi Nur, Spd as The Supervisor who always guide and give his input to this report. Do not forget also the writer say many thanks to both of my beloved parents who always gave support to the author so that the author can finish this

report, either directly or indirectly that have they given like material and prayer. The writer also recognize that the practice of reporting is still very far from perfection,this is due to my limitations as a human being is inseparable from the error because only God belongs the perfection, therefore the author expect the correction. Finally with all the limitations of this practice report the author offers as one of the evaluation to be better, and become water for the people that are thirsty of knowledge.

Mamuju, 9th of February 2009 The Participant of PPL-1

I KOMANG BAGUS NIM. 100250302074

TABLE OF CONTENTS COVER PAGE......................................................................................................... APPROVAL PAGE................................................................................................. STUDENT IDENTITY............................................................................................ ACKNOWLEDGEMENT....................................................................................... TABLE OF CONTENTS......................................................................................... CHAPTER I INTRODUCTION

APPENDIX Identity of Participants of PPL I Microteaching................................... Plan The Implementation of Learning (RPP) and Syllabus that have been made.................................................................................................. Journal of Learning Activities............................................................... Sheets of Coaching Assistance.............................................................. Scheme/Position during PPL I .............................................................. Attendence Class................................................................................... The Pictures of Activities......................................................................

CHAPTER I INTRODUCTION 1.1 Background As time continues to bring us to the fact that the life or the role of a teaching staff that takes skill, in his profession. We can see the reality on the ground now, we still find a lot of teachers, learners are still awkward, but we know a teacher must be prepared to take responsibility of the profession who wrestled yes. Many things to be done so that we can get out from behind, out of the cycle of ignorance, and lack of mental preparation to face the students, and eventually be able to compete competitively. Logical improvement and upgrading of skills to improve the quality of the profession who are oriented to anticipate the changes that occur in the field along with the development of technology. Education program does not only focus on the preparation of human resources that ready to use, but it is also expected to produce human resources that are adaptive, able to accept the change, adapt and develop themselves in accordance with the demands of the workplace environment, both nationally and globally. One way that can be achieved is through the preparation of the quality improvement program of human resources through improving of speaking skills to consider: 1) Evident in the school are still many teachers who are less adept at communicating to manage the class is not the maximum 2) Development of human resources who have the competence to compete with other workers in the district and national levels Other than that there are many ways to develop the potential of adding to the confidence of the profession that we are wrestled. It may mean that the quality of a teacher can more forward with setting up a reliable and skilled man who later became a locomotive in use and manage higher quality education of international standard education as a maturing process in which the heart of the matter as well as the key to success or solution that must be met in education, both from within and from outside, the substance must be met to solve the main problem in

teaching and learning adult educators is a very important role in the development of an area, which should be responsibled to educate students and their children to become better and more useful to the nation and country. To be headed in the direction in question, a teacher is required to be able to do their job professionally, both in delivering social values, religion, culture, in providing training to achieve the desired competency. The writer is very grateful for the educational institution in West Sulawesi. The University of Tomakaka as a young printer in building a better Mamuju particulary in the field of education, so the future is not less a province in Indonesia. I am also proud of the faculty of teacher training and education faculty. The University of Tomakaka before dealing directly with the community as we know the background of the educators, implementing The Field Experience Program with the Microteaching method as the beginning of the profession in the future. As well as one of the early simulation educators a boat sailing to the east and one west, when actuated by the same wind. It is our stretch of the screen, and not the wind direction that determines what direction we are when going through life, we who determine the stretch of soul purpose, and not the calm or the hustle and bustle. the above sentence likens this life is a voyage, in which way a sailboat will take us, we decide it. 1.2 The Purposes Of The Field Experience Program 1-Microteaching As for the objectives to be achieved from the implementation of The Field Experience Program 1- Microteaching so far as a replacement field experience program I at the school as follows : A. General Purposes That students, especially in English Training and Education Faculty can improve the quality, and understanding as well as the shape and the way the teaching and learning in school to senior high school education level / equivalent to the next practice. Beside that the purpose also to give chenge to the student to practice their ability in teaching to their friend. B. Specific Purposes

While the specific purpose of implementing the activities of this Field Experience Program 1- Microteaching are as follow : a) To build up the students self confidence b) So the students know about the duties and responsibilities of a teacher that will be their profession. c) So that students can learn the procedure how to make syllabus, lesson plans, and understanding of student knowledge about teaching methods, classroom management, plan the implementation of learning, teaching, teaching programs, evaluation systems, as well as learning and teaching senior high school level. 1.3 The Useful Of The Field Experience Program 1- Microteaching The useful of the implementation of The Field Experience Program 1Microteaching followed by the fifth semester students are : 1) Create a high morale and motivation and confidence to continue to hone students in teaching and communicating with learners in the face of a more serious reality demanding profession 2) That students have a basic concept as an ideal reference that teachers, professional and competent as educators in the future. 3) That students are not awkward anymore when dealing directly with students in the second field experience program. 4) Students can apply the method in accordance with the material to be taught and can continue to the secon field experience program. 5) This practice may be the initial vehicle for teachers to be able to know the extent to which we can teach and as a correction and personal input to decision making in efforts to improve educational services to students both in the community 6) As one step evaluation of the achievement of educational programs and materials evaluation in second field experience program.

CHAPTER II THE IMPLEMENTATION OF THE ACTIVITY

2.1 TIME 2.1.1. Debriefing Of The Field Experience Program 1- Microteaching The debriefing process of the fifth semester was held on the second floor of the hall of the Tomakaka Mamuju University on Sunday on 18 th of November 2012. This briefing was started at 08.00 am 04.00 pm with four materials. The first material was about Microteaching that brought by Mr. Bustamin Sadiyah, the second material was about basic competence of learning by Mr. Jamaluddin Asis, the third material was about method and design of learning that brought by Ms. Wahidah and the last material or the fourth material was about the media of learning that brought by Mr. Haedar Harun. 2.1.2. Technical Coaching Of PFE I Microteaching Coaching activities of the Field Experience Program 1Microteaching practices guidance activities was carried out for three times. The first day on Thursday on 20th of December 2012 with guidance material how to make a great implementation plan of learning and syllabus in Mr. Rapis office and then continued on Monday on 7th of January 2013 in C.1.1 with material consultation about the implementation plan of learning and syllabus and the last on Wednesday on 9th of January 2013 in C.1.1 with guidance material was about consultation about the implementation plan of learning and syllabus . 2.1.3. Process Of The Practice In The Field Experience Program 1Microteaching The process of the The Field Experience Program 1- Microteaching activities was hold on Sunday on 13th of January 2013 until Monday on 11th of February 2013 at Tomakaka University Mamuju in B.1 Room and

seminar room suitable in the format of the training book in college students hand. 2.1.4 The Final Report of Field Experience Program I - Microteaching The implementation process of The Final Report of Field Experience Program I Microteaching was begun since the briefing Field Experience Program IMicroteaching, technical coaching of Field Experience Program I Microteaching, the teaching practice process of Field Experience Program I Microteaching, until the completion of the activities of The Field Experience Program I Microteaching ended. 2.2 The Kind Of The Activities There are many kind of activities that we have done in The Field Experience Program 1- Microteaching. That are : No 1. Kind Of Activity Giving introduction ( Debriefing ) of the Field Experience Program 1Microteaching Time Of Activity Sunday on 18th of November 2012 Target So that the students know how the procedure of activity in teaching, can do the process of teaching with the structure, know the situation of the teaching in the field and the student can make some media and design in learning activity

2.

The coaching of the Field Experience Program 1Microteaching 1. How to make

Thursday at 20th of December 2012 until Wednesday at 9th of January 2013 Thursday at 20th of In order the students can

a great syllabus and implementati on plan of learning

December 2012

know the steps how to make syllabus and make the teaching suitable with the calendar of the education of the years. And know what the structure of RPP and Syllabus is.

2. Consultation about the implementati on plan of learning and syllabus

Monday on 7th of January 2013

The students can know about the truth of their job about making syllabus and RPP

3. Consultation about the implementati on plan of learning and syllabus an 3. ACC of it The Practice proccess of teaching in the Field Experience Program 1- Microteaching

Wednesday on 9th of January 2013

The students can know about the truth of their job about making syllabus and RPP`

Sunday on 13th of January 2013 until Monday on 11th of February 2013

In order the students can know all of the estimation forms, the technical of the teaching, character of the students that faced, model and how to arrange the classmate greatly. So that it can help the student to add

their knowledge of the collage student before go to the real student in the future.

4.

The arrangement process of the end report of the Field Experience Program 1- Microteaching

Start from Debriefing until report ( Sunday on18th of November 2012 until 14th of February 2013 )

As the first step of the teaching process it can teach an how to make a good report

arrangement of the make us to know how to

2.3 Technique, Method, And Helping Tool Of The Activity 2.3.1 Technical activities 2.3.1.1 Debriefing The participants in The Field Experience Program 1Microteaching of debriefing activities attended by all of the participants of The Field Experience Program presenters, lecturers, rector, practice administrator and the committee of The Field Experience Program 1- Microteaching are: 1. The participants of The Field Experience Program 1Microteaching ( students of Teacher Training and Education Faculty of 5th semester )

2. The Brazing (Vice Dean III of student affairs and head of studies program) 3. Supervisor of the third group ( Rapi Hamdi Nur ) and guides other groups 4. The Dean of English Training and Education Faculty (Bustamin Sadiyah, S.Pd., M.Pd) 5. Administrator and committee 2.3.1.2 Guiding of The Field Experience Program 1- Microteaching 1. The Making The Implementation Plan of Learning ( Thursday on 20th of December 2012 ) 2. The Making syllabus( Thursday on 20th of 2012 ) 3. Consultation The Implementation Plan of Learning and syllabus ( Wednesday on 9th of January 2013) 4. Re- Consultation The Implementation Plan of Learning and syllabus ( Monday on 7th of January 2013 ) 5. Practice Material ( Sunday on 13th of January 2013 until Monday on 11th of February 2013 ) 2.3.1.3 The Teaching Practice of The Field Practice Program 1Microteaching Teaching and learning process carried out in accordance with the schedule in the student manual of The Field Experience Program 1- Microteaching give the committee and was accompanied December

by the implementation of each supervisor as counselor in third group. The practice is tailored to the diagram or scheme that has been designed by committee and every student in attendance will be different positions. 2.3.1.4 The process of preparing the final report of The Field Practice Program 1- Microteaching In process of preparing to make the final report all of the student must not go out of the control and guidance that the supervisor has given to us. The process is starting from consultation about the report until ACC of the report. 2.3.2 Methods of the activity 2.3.2.1 Question & Answer Methods Question and answer method is a way of presenting the learning materials through a variety of questions answered by students. This method can be a stimulus for students to conduct further search on a variety of learning resources. Question and answer method is a way of managing the learning result in the questions that lead students to understand the material. Question and answer method will be effective when the material of the discussion topic is interesting, challenging and high-value applications. Strongness : Question and answer method to attract and focus students' attention. By asking questions that focus, students will be interested in developing the intellect. Thinking skills of students in expressing their points of mind can be detected when answering

the questions so the teacher can gauge the extent of students' understanding of subject matter. Weaknesses: Most students will feel to be depressed because their lack of confidence to answer the questions that the result from the fear and lack of confidence is to be ignorant and lazy for students to answer questions. 2.3.2.2 Assignment Method Method of delivery is the task of teaching or presentation of the material through the assignment of students to do a job. Method of assignment gives students the chance to carry out duties under the direct guidance of teachers who have been prepared, so that students can experience real. Tasks can be given in groups or individually. Through this method a variety of skills in students can be developed. This method means that the teacher gives the student a specific task to perform learning activities. But this method is difficult to keep an eye on the possibility of students do not work independently. Strongness: This method can develop students' independence, stimulating to learn more, develop discipline and responsibility of students, and foster and cultivate the habit of seeking their own information. Weakness : In using this method, a teacher would be difficult to conduct supervision of the possibility of

students do not work independently. And it is precisely this method could also lead students always expect an answer from other students. 2.3.2.3 Discussion Method Method of discussion is the manner in which the teacher lesson material provide opportunities for students to conduct scientific discussions, express opinions and make conclusions or find alternative solutions to problems. Discussion method is often interchangeable in use with the method of question and answer. In the discussion of the question may arise, but the question is not planned in advance. Strongness: This method was chosen because it is easily implemented and teachers do not require special tools and no need to design the activities of students. Weakness : In the lecture method of teaching that there is an element of coercion. In this case students are only required to see and hear and record the important information without comment from a teacher who is always considered to be true. Though there are students in psychological mechanisms that enable it to resist in addition to receiving information from the teacher. This is called the ability to manage and direct themselves. 2.3.2.1 Speech Method Speech method is a way to do the teaching that done by the teacher with monolog way and the relationship with in way communication, this method is viewed the effective one to overcome the less of literature that fit with the students ability.

Strongness : There are some strongnesses of this method : 1. The class runs quietly, because the students do the same activity, so that the teacher can monitor the students as well as comprehensive. 2. Does not require a lot of energy and time, with the short amount of time students can receive instruction at the same time together. 3. 4. Lessons can be implemented quickly, because within a few can be described a lot of material. Training students to use their hearing properly so that they can capture the contents of the material quickly and precisely. Weakness 1. 2. : The teacher as the centre of the learning Teachers are less able to know with certainty the extent to which students have mastered the lecture material. 3. 4. Perhaps students obtain other concepts that are different from what the teacher intended. Students lacking captures what is meant by the teacher, if the speech contains the lectures that are less or not understood by students and ultimately lead to verbal. 2.3.3 The helping tools Learning tools is a set of tools that are used in order to facilitate the learning process. In every teaching process that are some components that can help the teacher to teach more better. One of those is helping tools . The tool the I used when I thought in Microteaching are like: 2.3.3.1 Handbook

Handbook is a type of reference work, or other collection of instructions, that is intended to provide ready reference. In this learning the writer use some handbook like Go Ahead for Senior High School, Interlanguage and etc. 2.3.3.2 Projector An LCD projector is a type of video projector for displaying video, images or computer data on a screen or other flat surface. It is a modern equivalent of the slide projector or overhead projector. 2.3.3.3 RPP The syllabus is a learning plan and / or a group of subjects / themes covering certain standards of competence, basic competence, subject matter / learning, learning activities, indicators, assessments, allocation of time and resources / materials / learning tools. 2.3.3.4 Syllabus According to the UU NO. 19 in year 2005, Lesson plan is A set of plans that describe the processes and procedures for the organization of learning activities to achieve a basic competence (KD) specified in the standard and content outlined in the syllabus. 2.4 The Material Of Mikroteaching Learning 2.4.1 Learning Implementation Plan We can see Learning Implementation Plan in the second appendix 2.4.2 Syllabus We can see syllabus in the second appendix

CHAPTER III THE FOLLOW UP OF THE EVENT 3.1 Identification of Problems Implementation Of The Field Experience Program 1-Microteaching implemented in the first half running the semester (five) with execution time for 1 (one) semester and have concluded the subject matter appropriate lesson plans / syllabus which has been prepared and approved by their supervisor. During the implementation of the Field Experience Program 1- Microteaching that took place since the briefing until the practice ended in Campus at The Tomakaka University of Mamuju, there are some important things that a problem for us, among other concerns: 3.1.1 Campus facilities that ownedby Unika The facilities that owned by the Tomakaka University of Mamuju somewhat inadequate and lacking support in the learning process the students of the Field Experience Program 1-Microteaching. Uncomfortable with such a hot room, the room is only one practice, as well as tools such as projectors we have conditioning with other college students. And I expect the future have more than one special room and adequate facilities every of the Field Experience Program 1Microteaching conducted, so that the optimal teaching and learning practices, effective, and conducive. 3.1.2 Human Resources that owned Talking about the human resource that is owned, of course talking about the quality and capabilities of students participating in the Field Experience Program 1- Microteaching, supervisor, manager, executive committee, as well as related parties. The problems encountered during the Field Experience Program 1- Microteaching had a concern with Human Resource like there are still many students who

have not been able to create a fun learning atmosphere, and the more ironic is speaking in front of the teacher is still awkward, less confident, less preparation, and lack of classroom management is maximized. 3.1.3 Learning Process is Carried Out There are various problems related to the learning process is carried out, among other things: a. Lack of teaching aids provided by the campus b. Learning Implementation Plan is sometimes not in accordance with the specified time. 3.1.4 The Implemented Curriculum Curriculum which is a reference for us as participants in the practice of the Field Experience Program 1- Microteaching which became the main substance in syllabus development and implementation tailored to the needs of students. Especially for our group carried out the will of students of teaching materials as well as what will be done depending on class selection of students. However, my reference materials are a class lesson at 1 and 2 in the senior level / equivalent with Education Unit Level Curriculum (SBC) which is currently imposed by the Government. With the implementation of curriculum, the school is authorized to process the structure and content of curriculum, educational calendar, syllabus and the implementation process of learning all in tune with the school environment. 3.2 Analysis of Problem Solving Of the various problems that arise, of course, the college should pay more attention to the needs of the above, although in practice FEP I Microteaching will next be less than the maximum but we have great hopes that changes occur in the future, amen. Both in terms of facilities, as well as human resource development students.

Then concerns about the learning, the college must evaluate both existing and educational personnel in terms of student capabilities. to make various efforts to overcome them, among other things: a. Improve the effectiveness of existing educational personnel, discipline in time, so that learning is expected to be more optimal. b. To supervise the existing educational personnel and students who are negligent in their responsibilities. 3.3 Follow-up Troubleshooting In pursuing the normalization of the various problems faced, there are some recommendations on follow-up to solving problems related to the parties as follows: A. The College The college is expected to consider the availability of educational facilities located on campus, providing supervision as well as possible in terms of implementation of the lecture / learning. Of course, learning the process of implementation will perform better if supported in terms of lecturers who are able to account for its work as it should, facilities, and attention to students. And can work with government to meet all of the above. B. Lecturers and Students Facilities and infrastructure in order to be fulfilled in a relationship it is hoped that better cooperation with the campus, and establish effective communication, so the above needs a little unfulfilled.

CHAPTER IV CLOSING 4.1 CONCLUSION After we implement the Field Experience Program I - Microteaching in brackets the scheduled time with a variety of experiences and observations are very valuable for us. And according to my experience and the observation that I had explain in the report above I can conclude some things, that are : 1. There are several factors that influence the achievement of desired learning, among others: a. The conditions and the facilities must be adequate b. Quality, the spirit of faculty and students have to more leverage c. Campus management must be optimized. 2. To achieve a conducive learning process then there are some very influential factors to be considered by a student and lecturer, as well as the college and the government are: a. Sense of responsibility must always be embedded in our minds b. Pay attention to what needs to be further developed. c. Must be able to set an example that can be used as reference. 4.2 SUGESTIONS 1. For Students a. Using your free time to keep learning and more learning about the environment. So that, we can control the situation, including the character of teachers, students, and other facilities.

b. For students who will carry out the FEP would be better prepared and well planned and matured to what can be achieved. So that, the practice is more needed. 2. For Educators a. Expected to further enhance the sense of responsibility as a leader us. b. Provide additional guidance related to our way of good teaching. c. For the supervisor u must give your attention more. Dont leave me alone. Dont be buy just for your business because we need your attention to guide us. 3. For Education Organizers / Campus a. Have to pay more attention to the facility as a support in the learning process and increase the practice time so that we can get more leverage again. b. Looking at both of students and teaching staffs are there to provide an award for high achievers in their responsibilities so as to motivate us more than what is reality now.

Appendix 2

Appendix 3

JOURNAL OF LEARNING ACTIVITIES

NAME STAMBUK/NIRM DEPARTMENT GUIDANCE TEACHER SUBJECT Meeting Day/Date

: I KOMANG BAGUS : 100250302074/101025032311090074 :Language education and english literature : Rapi Hamdi Nur, S.Pd : English Learning Activity The Signature Of The Supervisor

1.

A. Main subject B. Sub main subject C. Class/semester D. Time allocation

: : : :

E. Amount of the student :

Appendix 4

The Leadership Assistance Of The Field Experience Program PPL 1 - Microteaching Name of the student Stambuk/nirm Department Guide lecturer NO Day/date Thursday at 1 20th of December 2012 : IKOMANG BAGUS : 100250302074 : Language education and English Literature : Rapi Hamdi Nur, S.Pd The leadership material How to make a great syllabus and implementation plan of learning The signature of the gude lecturer

Monday at 7th 2 of January 2013 Consultation about the implementation plan of learning and syllabus

Wednesday at 9th of January 2013

Consultation about the implementation plan of learning and syllabus an ACC of it

Appendix 5 Scheme/Position of the student during FEP 1-Microteaching The First Meeting

G.1 Sv.1 S1 S2 S3

O.1

O.2

O.3

O.4

O.5

O.6

G.2

G.3

Sv.2

Sv.3

Lecture

Explanation : G S O : teacher : student : observer

Sv : suvervisor

Note

The orange color show my position in learning process

The Second Meeting

G.1 Sv.1 S1 S2 S3

O.1

O.2

O.3

O.4

O.5

O.6

G.2

G.3

Sv.2

Sv.3

Lecture

Explanation : G S O : teacher : student : observer

Sv : suvervisor

Note

The orange color show my position in learning process

The third meeting

G.1 Sv.1 S1 S2 S3

O.1

O.2

O.3

O.4

O.5

O.6

G.2

G.3

Sv.2

Sv.3

Lecture

Explanation : G S O : teacher : student : observer

Sv : suvervisor

Note

The orange color show my position in learning process

The fourth meeting

G.1 Sv.1 S1 S2 S3

O.1

O.2

O.3

O.4

O.5

O.6

G.2

G.3

Sv.2

Sv.3

Lecture

Explanation : G S O : teacher : student : observer

Sv : suvervisor

Note

The orange color show my position in learning process

The Fifth Meeting

G.1 Sv.1 S1 S2 S3

O.1

O.2

O.3

O.4

O.5

O.6

G.2

G.3

Sv.2

Sv.3

Lecture

Explanation : G S O : teacher : student : observer

Sv : suvervisor

Note

The orange color show my position in learning process

The Sixth Meeting

G.1 Sv.1 S1 S2 S3

O.1

O.2

O.3

O.4

O.5

O.6

G.2

G.3

Sv.2

Sv.3

Lecture

Explanation : G S O : teacher : student : observer

Sv : suvervisor

Note

G.1 The orange color show my position in learning process S

Ot. 1 Ot. 2 G.2 Ot. 3 G.3 Ot. 4 G.4

Sv.1 S
Ol. 1 Sv. 5

S
Ot. 5 G.5

S
Ol. 2 Sv. 4 Ol. 3 Sv. 3 Ol. 4 Sv. 2 Ol. 5

Dosen

Appendix 6

The attendance list of the third group No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Stambuk Name I Komang Bagus Al-Imran Lukman Baiq Dani Sartika Umi Kalsum Riswati Irmayanti Siti Amanah Seriana H Firmawati Mardiani Hariati Daeng Pasangka Ali Fachruddin Dewi Kamaluddin Sarce Rahmawati Description Present Absent

Appendix 7

The photos of the learning activity