documentation of teaching

7/28/2019 Documentation of Teaching

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DOCUMENTATION OF TEACHING-LEARNING PROCESS

STAGES TEACHING-LEARNING ACTIVITIES IMPLEMENTATION REFLECTION

Set induction 1. Pupils listened to the audio sound of animals and

stated the name of animals sound that theyheard.

1. Teacher played the audio sound of

animals and teacher asked the name ofthe animal on the spot while pupils

circled the animals in the worksheet.

2. Teacher asked about the name of

animals again after played all the

animals sound by asking volunteers to

come forward and told to the class the

name of the animals.

1. W1:Teacher used too much time at

this stage because she played asound and after that she asked the

name of the animals on the spot. In

fact, teacher can play the all the

audio sounds first and after that she

discuss the answer by asking

question directly in the worksheet.

Example :

What is the first animal that you

heard?

By that way, she uses less time in

the induction stage because the

rationale is to attract and introduce

the pupils for the lesson.

2. W2 :Teacher repeated the same

teaching and learning activities by

asked the same question duringand after she played the sounds. In

other hand, she can asks more

interesting question by ask WH

question about their daily life that

interact to the animals.

Example :

Did you hear the sound before?


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Where do you hear the sound?

3. S1 :The activities encouraged

pupils to think to the sound that

they heard in order they looked so

curious during teacher played the

audio sound of the animals. The

activity was good to help the pupils

recalled back what they had learnt

before about the animals.

Presentation 1. Teacher played the song Are You Sleeping

video

2. Teacher introduced nursery rhymes What do

you eat?

3. Pupils sang based on the picture showed by the

teacher.

4. Pupils mixed and matched the picture with their

food in the table.

1. Teacher played the video and asked

pupils if they know the rhythm of the

song.

2. Teacher introduced the nursery rhymes

that created by herself using

powerpoint slide and then show the

pictures of animals and their foods.

3. Teacher and pupils sang together

based on the pictures.

1. S1 :The lesson was interesting and

fun because pupils enjoyed the

song as they sang together and

moved and sounded like the

animals in the rhymes. That was

because the teacher was creative

to create the rhymes that integrated

movement, sound and food

together.

2. W1 : During mix and match activity,

it took too much t ime because

pupils need to mix and match one-

by-one picture. Meaning that,

teacher called one person to mix a

picture in the animals column and

another person to match the picture

of animals food in the column. In

other hand, the teacher can ask a


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pupil to mix and match the pictures

of animals and their foods together

at the same time. In that way, it also

can avoid confusing to the teachers

purpose in the stage which is to let

the pupils know the animals food

by using nursery rhymes.

Practice 1. Pupils decorated the mask and create movement

and music artistically by using provided

percussion (plastic bottles, plastic bags and

spoons)

1. Pupils were given a mask of animals

(cheetah, buffalo, zebra, ostrich)

randomly with their separated part of

their bodies and they decorated the

mask individually.2. Teachers asked whether they done

with the mask or not and after they

finished, they went to their group based

on their mask.

3. In the group, teacher gave Mahjong

paper and they need to create rhymes

using the animals and foods given in

the envelope. Pupils referred to the

rhymes showed by the teacher on theslide however the rhymes changed due

to the animals and their foods.

4. Teacher also provided percussion to

the group such as spoons, plastic

bottles and plastic bags and pupils

creates music with the percussions to

support the nursery rhymes during

1. S1 : Pupils struggled to decorate

the mask by their creativity by

cutting and pasting the parts of the

animals bodies using their own

creativity. Besides, they alsocreated their rhymes with music to

perform. This activity helped pupils

to think critically and creatively in

order to encourage their

imagination skills.

2. S2 : Pupils able to finish the task

because teacher gave the clear

instructions by using loud voice and

simple language.3. W1 : The activity was quite took

many times because they need to

prepare the rhythm, the music and

the movement at the same time.

The teacher needs to fix the time

boundary as a guide to the pupils to

manage their time and distribute


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performance.

5. Pupils were instructed to finish the task.

their task to every member.

Production 1. Perform the rhymes and compete between

groups.

1. Teacher asks pupils to perform the

performance that they planned in the

previous stage.

2. Pupils used all the percussion to sing

with the rhymes.

1. W1 : One of the group performed

new rhythms for the rhymes. In

fact, the previous teacher did not

mentioned to the pupils to

produce new rhythms for the

rhymes but the teacher wanted

the pupils to produced music

and movement of animals using

the percussion given. However,

pupils were too creative until

they made new rhythms for the

rhymes.

So, the rules have to mention

very well to remind the pupils

that they cannot changed the

rhythms and if pupils disobey the

rules they are disqualify.

Besides, teacher needs to fix

rules that every group can accept

and understand what the teacher

wants for the activity and task.

2. W2 : I can realize during the final

round, the pupils refused to

perform until I took decision to

give many stars to most voted

group during first and second

round of the performance. May

be they were boring to perform


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the same things on that time. So,

to overcome the weakness, I

want the pupils to perform

something difference such as

singing with real music during

the final stage.

3. S1 : I love the way that I used the

scoreboard. Those groups who

won every round of the

performance got a star. That was

an effective way to attract pupils

to give best performance during

the lesson as they competed

between each other. However, I

can improve the way by give

them rewards, tokens or present

to the winner during the lesson.

By the way, they are push to give

more efforts on that activity and

take part in the lesson directly.

Closure 1. S2 : Pupils is pursued to me after

I gave them some advices to

preserve the animals as I

reminded to the pupils to love

the animals well. In the next

lesson, I need to keep advice

them to let them know how

important to have good moral

values in life and at the end of

the lesson pupils can apply in


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their daily life.

2. W3 : I forgot to bring the

worksheet for the homework

task. It showed that I was

careless and a good teacher

needs to prepare materials very

well in order to smooth the

teaching and learning process.

However, I overcome the

problems by asked the monitor

of the class to take the

worksheet in teachers room. So,

next time I must check what do I

need and what do my pupils

need before start any lesson.

OVERALL

COMMENTS

I enjoyed the learning process. This is because the language arts is something new for me as I need to sing together with the pupils and the lesson

encouraged me to give 100% effort on this lesson besides became more creative to make the lesson is so fun and effective. In the lesson, I spoke and gave

instruction clearly with loud voice. As consequences, pupils understood and followed my instructions.

During the lesson, I applied pupil-centered lesson. I gave chance to the pupils to perform and also to judge their friends performance by clapping their hands.

By this way, pupils were given choices to choose the best group and they learnt to make decision well.

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