Beyond Words: Unveiling the Art of Teaching of SMAN 1 Kendari Teachers
- JASMIN JAYNE PARALLAG
- Oct 17, 2023
- 6 min read
Get to Know My Impactful Mentors
During my stay at SMANSA, I had a total of six cooperating teachers (CTs). All of the English teachers there willingly became my guide when it came to carrying out the tasks assigned to me as a participant in the SEA Teacher program. As such, I had six superb English teachers who graciously welcomed and accepted me in their classes. They are Ibu Amelia, Pak Ndoali, Ibu Indah, Miss Cici, Ibu Hapsah, and Pak Saleh.
Ibu Indah and I strike a pose together at the teachers' room on my last day at SMAN 1 Kendari.
[26th September, 2023]
Of all my CTs, Ibu Indah was one whom I believe I was able to observe and assist the most times at my practicum school. Over the course of 15 days that I had stayed at SMANSA, I was able to accompany Ibu Indah in all of the sections she taught English in, which include X A, XI G3, XII MIPA 4, XII MIPA 6, XII MIPA 8, XII IPS 2, XII IPS 3, among others.
Miss Cici facilitating activities on the topic of Descriptive Text in class XI D with me as her observer and assistant.
[18th September, 2023]
The next CT I was able to observe was Miss Cici, an English teacher intern at SMANSA. She was only four years older than me that's why we became close easily and even developed a good friendship even after my arrival back in the Philippines. Among the classes of Miss Cici's, I was able to accompany her in the sections X1 B2, XI C2, XI D, XI F, XI G1, among others.
Pak Ndoali and I at the front porch beside the main gate of SMAN 1 Kendari.
[15th September, 2023]
It was also an honor to be mentored by one of my excellent CT, Pak Ndoali. He was one of the senior English teachers at SMANSA. One thing I was very impressed about Pak Ndoali was his mastery of the curriculum content and the student-centered procedures he consciously adapts in the classroom. He allowed me to observe in his various classes including X C, XI B2, and XI B3. I was also immensely grateful that he let me conduct my final demonstration teaching in his class.
Pak Saleh capturing a photo with his class, Ibu Amelia, me and my fellow exchange students from the Philippines.
[27th September, 2023]
The only other male English teacher who became my CT was Pak Saleh. He was very meticulous when it came to delivering his materials since he always wanted his students to understand and retain the concepts he was teaching. I was able to accompany him in two of his classes which are in XII MIPA B and XII MIPA 4 UNGGUL A.
Ibu Hapsah holding me in a motherly embrace after a farewell ceremony held for me at SMAN 1 Kendari.
[26th September, 2023]
Ibu Hapsah, one of the female senior English teachers, also became my CT. She is a fluent English speaker and she would always use motivating strategies to engage her students into her lectures. Unfortunately, although she was an excellent English teacher and mentor, I had missed the opportunity to join and observe her more closely in her classes.
Ibu Amelia with his son taking me on a ride after classes at SMAN 1 Kendari back to my dormitory at UHO.
[6th September, 2023]
Last but definitely not the least is my main CT who is Ibu Amelia. She was the coordinator of UHO in SMANSA. I spent most of my time at SMANSA with Ibu Amelia. She would always see to it that I could relate and understand to everything that was happening at the campus. Every time somebody would speak to me in Indonesian, she would translate their statements to me in English really fluently. I was most inspired when she once admitted that she might not have been the best student during her time, but she always made sure to consistently practice her English communication skills. She told me that she would often commit a lot of errors and mistakes whenever she tried to speak and write in English, but with consisted practice and application, she was able to attain the English proficiency that she had now.
Unpacking the Artful Teaching Methods of My Cooperating Teachers
Each of my CTs had their own sets of unique as well as common pedagogical practices that allowed their classes to be successful.
There were a number of common procedures that take place in every class of all of my CTs which I was able to observe. First, upon entering the classroom, the teacher would immediately stand in front and signal the class monitor to start the opening routine. The opening routine consists of the opening greeting followed by the class prayer, which would ensue the moment the class monitor calls for the attention of his classmates.
Usually, the class monitor would say,
"Attention, please! Stand up, please. Greeting to the teacher."
Then, the whole class will stand altogether and greet their teachers in unison,
"Good morning/afternoon, Ma'am/Sir/Miss."
After hearing the reply of their teacher/s, the class monitor would then give the signal for their class prayer by saying,
"Sit down, please. Before we start, let us pray together. Prayer, start."
At this time, everybody inside the classroom would be given a moment to pray according to his or her own religious beliefs. Whenever I would be accompanying any of my CTs in their different classes, I would have the chance to pray the way Roman Catholics pray while many of the students and teachers pray according to their Muslim practices. This is just one of the exemplary instances of how the culture of inclusivity and respect for diversity are being manifested at SMANSA.
A video presenting how a simple opening routine before the official start of a class is done at SMAN 1 Kendari.
[15th September, 2023]
Aside from this practice, the teachers' next strategy would be apperception or linking the class's previous lesson to the new one. The teachers would do this in varied ways, but the most common one is by employing the question and answer technique to enable the students to recall their lesson from their past meeting. This method is an effective way of bringing the presence of mind of the students to their current discussion and also to ascertain whether the previous topic was truly retained into the minds of the learners or more scaffolding would me needed to ingrain the lesson into the students' memory.
I also observed that my CTs made use of different ways to divide the students into different group assignments for various activities and assessments. Having various means of grouping a class offers several advantageous implications for both teachers and students. Different grouping methods promote diversity in the classroom. The learners become exposed to a variety of peers with different backgrounds, interests, and personalities, enhancing their understanding of diversity and fostering an inclusive learning environment. They also develop essential social skills as they interact with a wide range of classmates. They learn how to collaborate, communicate, and work effectively with diverse groups of people. These various grouping methods challenge students to adapt to different team dynamics, which is a valuable skill in real-life situations. They learn to problem-solve and adjust to group dynamics quickly.
The teachers at SMANSA recognize the importance of creativity and innovation in their teaching methods. They employ a diverse range of teaching methods and strategies to engage their students and foster language proficiency. These methods are designed to create dynamic, interactive, and effective learning experiences. They aim to create engaging, interactive, and culturally relevant learning experiences that go beyond rote memorization. These strategies not only enhance language proficiency but also equip students with valuable skills for life, such as critical thinking, effective communication, and cultural awareness. As English proficiency is increasingly essential in today's globalized world, these teaching methods are crucial in preparing Indonesian students for success on the international stage.
1. Communicative Language Teaching
CLT focuses on practical communication skills. SMANSA English teachers often adopt this method, encouraging students to actively participate in conversations, discussions, and role-plays. It emphasizes real-life language use over rote memorization.
2. Storytelling and Narrative Learning
SMANSA English teachers recognize the power of stories. They use storytelling to engage students and foster language skills. Students are encouraged to tell their own stories, write narratives, and explore different genres of literature.
3. Project-Based Learning (PBL)
PBL tasks students with solving complex problems or creating projects in English. This approach enhances teamwork, research skills, and presentation abilities. Students often work on projects like creating documentaries, hosting debates, or organizing events in English.
4. Flipped Classroom
Most SMANSA teachers utilize technology and the flipped classroom model. They provide students with pre-recorded lessons and use class time for discussions, exercises, and hands-on activities. This approach encourages student autonomy and active participation.
5. Language Games and Activities
Language games, such as word games, crossword puzzles, and language board games, make learning English fun and interactive. These activities reinforce vocabulary, grammar, and language skills in an enjoyable way.
6. Collaborative Learning
Group work and collaborative projects are common in high school English classrooms. Students learn to work together, share ideas, and problem-solve collectively, promoting effective communication and teamwork.
7. Language Clubs and Extracurricular Activities
Many high schools in Indonesia have English language clubs and offer extracurricular activities like debate clubs, drama clubs, and public speaking competitions. These activities provide additional opportunities for language practice and skill development.
8. Regular Assessments and Feedback
Continuous assessment and constructive feedback are essential in the teaching process. Teachers evaluate students' progress and provide feedback to help them improve their language skills.
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