First Experience become a Teacher

Aloha,
It has been a long day not updating this blog. After a month having a hibernation lying on my bed and doing nothing and here I am doing Magang 3 in SMA Al-Islam 1 Ska.
This morning, October 2nd, 2017 was my first experience in teaching the students. Half of my self feels so happy, finally I did the real job of Magang 3, but the other half feels so depressed. As one of the students of teacher training and education faculty who doesn't wanna be a teacher, this program is really hard.  I donl not know, why it is so difficult for me to handle the students, just expecting whether the problems came from me or the them.  I realize that I am the one who does not have a good public speaking. Well..  That is why sometimes I regret my choice for choosing this major as my subject. But, now I am at the seventh semester, regreting those kind of annoying things is useless.
Trying to find the solution of my problem, just trying. Hopefully, during this Magang 3, my public speaking will be better ❤

Surakarta, October 2nd, 2017.

KKN Life ❤

Lama tak bersua dengan blog karena sedang sibuk kkn hehe.
Ah... Time flies too fast 
It's almost done and I'll be very damn sad,  because it will be difficult to meet my kkn mates again. We will have our own business after this program. I'll miss Mela who always sleep with me and have a pillow talk (?) with her is the most interesting time,. Then, Dea, she is unpredictable friend. At the first, I expect that she will be selfish person but the fact shows that she is beyond my expectation. She is an inspiring person and I love to have a conversation with her, she always shares about her dreams, her motivations. Of course, her stories make me inspired and motivate me to do better and work harder. The third is Setia, she is a logic girl, she is a kind girl. I love to have a conversation with her too, from her I learnt how to treat a young learners. She said that she is not kids lover, but she is bery talented in handling our young students. 

p.s: those words above wrote at the middle of kkn time, and today I continue to write this post... let's write he he. Fyi, in this post I use English and Indonesian,cause I'm not good enough writing in English ha ha

 Well... the picture above was taken in front of Pendopo Desa Kembang with Pak Untung and the staffs. It feels like yesterday morning we took this picture, but this picture was taken a month ago. 

There are so much memories we made during KKN, of course, not only good memories but the bad too. Both of them would be memorable for me. I'm not good enough in expressing my feeling into words,pardon me if this note is annoying for your eyes.... haha.

 Tonight, I miss my kkn mates so much, haha..... emm... before I tell you about my feeling, let me introduce my kkn mates :)

The First is, Mela (Sometimes, I call her 'Meli'), banyak sih yang mau diceritain tentang dia. She is the most patient in our tream, orang tersantai yang pernah ada. Since the first time I met her in Technic Facult Hall, I have a feeling ini orang sumpah santai banget hidupnya, dan ternya benar haha. Dia adalah temen bobo selama KKN, mau di kasur yang empuk di kamar cewek, kasur yang ga berasa empuk di kamar cowok, maupun dilantai depan kamar. I love to ndusel-dusel to her when I felt very cool. Dia adalah sesama anggota PGI *well I'll tell you what PGI is at the next point*, kalau ada bahan gibah tanpa harus mengatakan pasti udah sama tau haha, paling seneng kalo diajakin Mela ke solo beli bibit haha, lumayan bisa dapet hawa kota, Fyi, Kembang is located near the Merbabu Mountain. Dibalik dia yang santai, she is a strong woman. You know... she never told her pain to other, she'll keep her pain just for herself. Dan sumpah aku belajar hal itu dari dia mulai dari sekarang, ALso, Dia adalah orang yang paling  logic when we wanna solve a problem in our team. Although, she is younger than me, sumpah ga percaya kalau dia baru 20 tahun -_- , it means that kita beda usia 2 tahun wkwk. 

The next is Nurdiani, minta dipanggil Dea ga mau dipanggil Nur. The busiest person ever, yang ga pernah datang rapat dan menjadi bahan gibah beberapa anak di tim haha. She has a dream, that is to lost her weight at least 11 kg, tapi hobbynya ngemil :(

Pertama ketemu sama Dea itu punya kesan yang negatif haha, I think she is a selfish girl. But the fact shows me that dia sama gilanya wkwk. Kalau boleh jujur She is Inspiring girl dengan segudang prestasinya and she is beyond my expectation :) Dari pengamatanku selama kurang lebih 40 hari, dia adalah seorang yang mandiri banget, baqoooh banget lah pokoknya sampe di jadiin sandaran buat 'Mas Korea Lover' aja dia kuat :( 

Dia ga pernah diem, pasti ada aja yang dikerjain, eh pernah diem ding pas vertigo wkwk. fyi, dea ga makan nasi tapi makan ati wkwk *bertjanda haha. Dea punya cita-cita buat kurus makanya ga makan nasi sekalinya makan nasi goreng buatan lek Narti *yang enaknya minta ampun* langsung vertigo haha. Dan lagi dia orang yang paling hobby bilang pingin rabi but she has no boyfriend, everything she talks always related to RABI at the end .

Upss. . I'm forget to tell about PGI haha, Okay I'll tell you what PGI is. Dea is the leader of PGI, kalo udah gibah sama PGI pasti betah, dari ngomongin yang suka dibeliin nyam-nyam, tidur dipangkuan, dan yang lainnya lah yaa wkwk. Udah ah ngomongin Dea ga ada habisnya wkwk mau ganti ke temen yang selanjutnya 

Setia, She is the ATT of PGI *lol. Salah satu topik gibahan PGI adalah kisahnya wkwk, mulai dari awal masih ngomongin mantan sampai akhirnya udah ganti topik haha. Sebenernya dia salah satu manusia sibuk juga dengan tanggung jawab yang dia punya sebagai SC PKKMB FH. Dia adalah seseorang yang nulis kalo dia insom but the fact dia bangun paling akhir haha. Pernah pulang ke Solo bareng dan di jalan aku ngajakin dia ngobrol terus, mencegah biar dia ga tidur haha. Although , she is the ATT of PGI tapi dia orang yang  enak kalau diajak ngobrol dan alhamdulillah aku nyambung walau kadang akunya lemot. Setia ga pernah tidur bareng PGI, dia selalu tidur di sofa gara-gara trauma rombongan tikus yang berkunjung ke kamar haha. Oh iyaa... dia paling suka ngajakin mandi bareng, katanya biar enak mandi bareng-bareng, masa kamu mau lihat punyaku padahal suamiku belum lihat :( 

Si MC tetapnya tim KKN Kembang 17 yang bisa dibilang multi talented, she said she is not kid lover but she could handle the kids in TPA or Les. As the education Faculty students, I cant handle the kids like she do haha, yeah every person has her own talent, hasn't she? 

Set, besok kalo udah lulus terus kerja jangan lupa nikah ya :( wkwkw, kamu harus sering bergaul sama Deya biar inget kalo RABI is Important!  Dan lagi kamu harus rajin mandi ya , mandi sama pentingnya kok dengan RABI :))
Then, the fourth is Decky. He is the leader of KKN Kembang '17. He is the youngest in our team. Dia orang yang penurut pake banget tapi kalo udah bete the Posko's weather gonna as cool as the North Pole. So, better for us to avoid him when he is on a bad mood. Actually, he has a moodboster, that is the third person that I described in this note wkwk. Decky juga jadi bahan gibahnya PGI dengan skandalnya yang pernah tertoreh. Sesosok yang kadar keponya maksimal, and when  I asked to him why he is so curious then he answered that kepo is care! If he decided to stop to be kepo means that he did not care anymore! 
Something Im gonna miss from Posko is the way he wakes us up in every morning, that is "Mela... Astri.. tangi... tangi .. tangi" haha. Also, his idiosyncrasy "Ngopo to cah.. Ngopo? ... Mbok dikandani to" wkwkw
As the leader of us, you have done great job, Deck! Walaupun kadang kamu lemot dan harus dijelasin pelan-pelan :(
Dia yang kalau curhat harus dipancing dulu baru keluar semua uneg-unegnya, He who always wears hotpants kiwir-kiwir kalau di posko padahal dinginnya sampai menusuk ke perasaan, kalo pakai parfume sebotol buat sekali pakai :(
Dika... Emm sebagia sesama ELF (?) aku senang akhirnya menemukan ELF di UNS walaupun kamu sukanya cuma sama Yesung, but at least If I talk about SuJu there is someone who knows what SuJu is :))
Kamu yang awalnya diam dan hemat suara,  hingga pada suatu hari there is something made you show us the real you wkwk
Sumpah kaget banget waktu itu kamu tiba-tiba emosi gitu haha
Pas awal lihat daftar tim di web lppm terus baca namamu yang ku kira laki-laki haha, sempet heran punya alergi dingin kok daftar KKN di Boyolali dan hingga akhirnya alergimu kambuh terus kamu punya hobby baru yaitu garuk-garuk :))
Yang bilangnya ga suka makan tapi jajannya sumpah banyak pake banget -_-
Dik, jangan galak-galak lagi ya, aku takut :))
wkwkw
Irfan, Orang tergalau di posko, kalau udah menyangkut satu makhluk yang mengisi hatinya pasti langsung moodnya berubah. Yang pernah khilaf sama salah satu anggota wkwk, yang sukanya beliin nyam-nyam tapi cuma buat satu orang aja, you known lah ya siapa :)))
Si pecinta lele goreng, udah ke warung seafood mesennya tetep lele goreng wkwk
yang barang bawaannya udah mirip indom*ret, apa aja ada, belum lagi bajunya beuuuuh lebih banyak dari bawaanku. Mau  nyari apa aja di dia pasti ada yang ga ada cuma jodoh :))
Kalau dia udah badmood bakalan diem terus mengurung diri di kamar, punya hobby nge-cover lagu sama main sulap. Jadi, kamu mau jadi apa Fan? Magician apa Singer atau Her future husband?
Meli sering manggil irfan dengan 'princess' karena kalau keringetan dikit dia pasti pakai kertas minya yang buat wajah *alah mbuh I dont know the name of that thing since I never buy that* Cie yang sekarang ngedate terus with his lovely pacar, Best wishes for your relationship ya Fan, jangan khilaf lagi :((
Ais. Temen dari satu fakultas yang playlistnya lagu dangdut semua :( Dia Pantura banget sumpeh ....!
Kalau sama orang gede galak tapi adek-adek les &tpa ngefans dia bamget wkwk
Ais yang mendadak punya alergi dingin dan hobby garuk-garuk kaki sama tangan juga, yang kena hipo pas pulang dari Alun-alun dan sukses membuat kita ketakutan if there was something wrong with you, besok cari suami yang hobby meluk ya is, biar kalo dingin enak he he. Semenjak saat ais kena hipo kita ga pernah main malem lagi wqwq. Ais juga pernah jatuh dari motor. Pokoknya dia anah-aneh aja lah kejadiannya wkwkk
KAsian sih tapi kalau inget malah ketawa :( Sorry is :))
Rudi, Mahasiswa UNS dari kampus cabang Kebumen. Kamu jadinya uns apa unk (universitas negeri KEbumen) ? Yang harusnya dia ngapak tapi kok faktanya malah ngapakan aku ya, Rud :(
PErtama kali berfikir dia itu orang yang pendiem, alim, dan kalem. But the reality you are totally not tha kind of lists, Rud. Kelihatan aslinya kalo udah main Uno. Yang udah punya pacar tapi belum punya mantan, katanya soon gitu ya Rud punya mantan? hahaha *bertjanda~
Rudi, mukanya cocok buat jadi pak guru SD udah sama lah pokoknya haha
Doa ku buat kamu rud, semoga ga khilaf gitu aja haha!

Well... it's gonna be long story if I continue to descrieb each of the member in our team. I think it's enough for this time, I'll continue to write about my kkn mates next time. Guys. I learnt so much things from you, I hope our friendship is not stop at this time but I hope it has no ending.
Once again, pardon me if this not is annoying for your eyes :))

CAR 10

Güneṣ, Ayṣenur., & Güneṣ, Fatih. (2014). Teaching critical reading in school and associate with education. Qualitative and quantitative methods in libraries, 4: 961-966.

The purpose of this tsudy is to know the contribution of critical reading ability to the students education life. in this article, the esearcer stated that the critical reading has close relation with some activities, such as thinking, critique, questioning, writing, and curiouity of the students. Also, the reseracher mentions that every reader has their own purpose in reading.

In this study, the researchers stated that there are sme factors why the students cannot be the critical reader. The first is the students reading skill did not develop, it can be caused of the education system in that country who did not support the students to develop their reading ability. The second is the students just read the text without comprehended the text, so they get nithing from the reading activity.

The researcher just compare two kinds of students, the student who has good reading ability and able to think critically and the other is the student who did not have the reading ability and also lack of critical thinking. Actually, the researcher just give suggestion and it seesm like they did not practice it into their classroom. This article just told us about the observation research.

I do agree with this article that having good reading ability, critical reading, and critical thinking is good for our students. however, to develop those skills is not as easy as it seen. The teacher must choose the suitable strategy for her students. For my future classroom, I will do observation first before I conducting a strategy into my classroom. I will tell my students that having a good reading abilit is important for their life.

CCU 10

CCU - 9

CAR - 9

Citation: Akin, Ferdi., Koray, Ozlem., and  Tavukcu, Koray. (2015). How effective is critical reading in the understanding of scientific texts?. Procedia - social and behaviour sciences, 174: 2444-2451.

The main purpose of this study is to analyze the effect of a science and technology lesson arranged within the context of critical reading on students' academic achievement, critical thinking, and critical reading achievement. This study used experimental study to analyze this study and conducted to elementary students grade eight.

The research methodology of this study  is quasi-experimental. This study has pre-test, post-test control group design. The quantitative data used to test the research hypotheses is collected by means of an academic achievement test, critical thinking scale and critical reading scale.

This research was conducted in Gazi Elementary school which is located in the city of Zonguldak in 2011-2012 academic year. The groups were randomly assigned as experiemntal and control. In the process of analysing the equality of the groups, the number of students, the mark averages of the

students in 7th grade, the average grades of science and technology lesson taken during the first term and the pre-test results (AAT, CTT, CRS) were taken into consideration. In order to investigate whether the groups are equal, independent samples t-test was performed and it was found out that the groups were equal in terms of all the variables

mentioned.

The data collection instruments used to gather data from the students within the study are:

a.       Academic Achievement Test (AAT):

The academic achievement test is composed of multiple choice questions adhering to the curriculum of the subjects food chain, photosynthesis, recycling and alternetive energy sources in the unit “Living things and Energy” The distribution of the questions according to the aims and difficulty levels was taken into consideration,

b.      Critical Thinking Test (CTT):

In order to determine the critical thinking levels of the students participating the study Cornell Critical Thinking Level X test was used.

c.       Critical Reading Scale (CRS):

The critical Reading Scale developed by Ünal (2006) was used in order to determine the students’ critical reading levels and the necessary permissions were obtained from the researcher.

    The experimental processes were initiated by the application of AAT, CTT, CRS pre-tests to the students in experimental and control groups. Before the teaching process of the experimental group was initiated, five texts parallel to the aims of the subject “Living things and energy” were selected from science and technics journals. Around the framework of these texts, crticial reading activities were created by the researcher (Appendix 1) and by using these activities, the researcher attempted to make the participants acquire both the aims of the unit and those of critical reading. The first two texts / activities were alloted 7 lessons each of which were 40 minutes and the remaining three texts / activities were alloted 6 lessons each,and with the application of pre and post tests, the research took 10 weeks in total. The activities were carried out by the Science and Technology teacher, and the researcher

attended the lessons as an observer.

CAR - 8

Citation: Correia, Rosane. (2006). Encouraging critical reading in the EFL classroom, English teaching forum, 1(1): 16-20.

The main purpose of this study is to make alternative possibilities for reading activities which can make the students become more interested in the reading activity and also become more active and being a critical reader.

The problem behind this study is most of the reading activity in the classroom is passive reading. The example is the students must respond the multiple choice exercise, vocabulary, true-false statements, and so on. Those activities did not require the students to read the text deeply. They just read the text to find the correct answers of the exercise.

Based on the problem, the researcher provides active reading activity, that is critical reading. that activity can make the students think beyond the text. The final product of critical reading is making a summary, where the students can think out of the text to make the summary. Before making a summary there are some activities which must be done by the students in reading activity. Those are pre-reading activity, while-reading tasks, and the last is post-reading tasks. In the reading activity, the researcher using authentic material that is newspaper. After those three activities done, the researcher asks the students to make a summary in pairs and after that, they must exchange their summary with their classmate.

Although, conducting critical reading is need more time and difficult, but at the end, it shows the good result for the students. Not only in the students' reading comprehension but also in the students' motivation in joining the reading class.

CCU - 8

Citation: Martinez, Dolores. (2012). Critical learning: critical discourse analysis in EFL teaching,  journal of 

 language teaching and research, 3(2): 283-288.

The main purpose of this journal is to explain the implementation of critical discourse analysis in foreign language teaching. It is used to help the students develop their internal values and critical thinking skills. 

In the first part of this journal, the researcher gives the explanation about critical discourse analysis (CDA), start with the history of critical discourse analysis which firstly published in 1952 by Harris. The next part is about the proposal of this study which consists of three parts. The first part consists of the theories related to critical discourse analysis, the second part is about the set tools which used to analyze the text, and the last part is about the activity which consists of some texts and also there is an illustration of teaching and learning activity. 

After conducting the activity using those three parts, the researcher makes a conclusion of this study. He explains that critical discourse analysis promotes the critical thought to the social situation. By using critical discourse analysis the teacher can improve the students' language skills. Actually, the thing which contributes to the students' improvement is not only the critical discourse analysis but also the text which used in the teaching and learning activity. The types of the text can provide the students' motivation, based on the conclusion of this study the students are motivated to join the reading because the genre or the type of the text is suitable for them besides of using critical discourse analysis.

CCU - 7

Citation: Sultana, Sharmin. (2011). Teaching English in a cross-cultural context: challenges & directions, Nepal English language teachers association, 16(1-2): 114-123. 

After reading this journal, I learn the aim of this study is to analyze the difficulties or problems faced by the students and the teacher in learning and teaching multicultural.

“A language is a part of a cultural and a cultural is a part of a language”

I got the quote above from the introduction part. That quote means that in teaching a language we cannot separate with its culture. The importance of teaching multicultural is to help the students face the multiculturalism in this new era. However, the purpose of teaching this material is to give the students knowledge that there are many lifestyles, languages, cultures, and point of views outside their own.

Teaching multicultural is not easy for the students, there are so many problems which come from the teacher side or the students' side. In facing those difficulties in teaching and learning multicultural, the researcher provides some strategies and suggestions. Every student has his own way in learning and also the teachers, they have their own way or method in teaching their students.

In conclusion, the researcher states that teaching English in a cross-cultural context must broaden the students’ horizon. The teacher must use the suitable method or technique in teaching the students so the students will be motivated in learning the multicultural.

CAR - 7

Citation: Zahibi, Reza., Pordel, Mojtaba. (2011). An investigation of critical reading in reading textbooks: a qualitative analysis, international education studies, 4(3): 80-87.

     The aim of this study is to investigate and identify whether reading textbooks improves the students’ critical reading or not. This study used three textbooks, that are: Select Reading Upper-Intermediate, Active Skills for Reading Book 4, and Mosaic Reading 2. This study used a qualitative analysis. However this study does not use classroom action research as the methodology, but the topic of this study still in line with my concern that is critical reading.

     In the introduction part, the researchers stated that some experts have indicators in critical reading, but the did not mention those critical reading indicators. So, it did not give me clear explanation related to the critical reading indicators. However, this study is not only talking about critical reading, but it discusses things related to critical reading, those are: critical thinking and creative thinking. Because those three things are related each other.

    The researchers explain in creative thinking some goals those are creative thinking in education is to build the students are able in doing a new activity and education is an activity which could make the students able to be critical, verify, and accept everything they are offered. While in critical thinking the researcher's stated that students are able to look at a problem from the new perspective. In the critical reading, the purpose of reading is used to search the information in the text and make a critique due to the text.

   Actually, the students' comprehension of reading a text is not the only final goal of critical reading strategy, but it can be the main point where the students start to their critical discussions.

In the result discussion part, the researchers provide the analysis of the three textbooks. First, they do the analysis to the Select Reading Upper-intermediate book. Based on this book, the researchers conclude that the first thing the students must do in critical reading activity is reading the chapter title, the next step is reading the text itself, after reading the text the students are asked to understand the text and discuss the issue of that text.

    The second analysis is for Active skills for Reading: Book 4. Based on tihis book the nost important skill in reading a text is scanning. Because the writer of this book beliefes it can develope the students’ critical awareness. And the researchers suggest that doing critical reading activity is not suitable for ESP students. The third analysis is Mosaic Reading 2 book. This book is concern in decoding word and sentences of unknown words.

    In the conclusion, the researcher suggest that a book which promotes critical tinking and critical reading depends on the kinds of materials, task and exercise rather than the way the techer handle the classroom. Also, conducting thecritical reading activity is important in reading classroom for the students.

    For my future classroom, I think it will need more time to do analysis in choosing which is the most suitable book for my students. however tis activity is good and give possitive impact in the teaching and learning activity. But it will be bette if there is a team in my future school who has duty to do analysis in a book that will be used.

CCU - 6

Citation: Cakir, Ismail. (2006). Developing cultural awareness in foreign language teaching, turkish online journal of distance education, 7(3): 154-162. 

The aim of this study is to give information for the foreign language teachers and students in how to make a good communication with the target language and its culture. this study states that to understand a language is not only knowing the knowledge but also the characteristics of the culture. 

Actually, in teaching the students about the foreign culture, the teacher must explain that in every culture has each norm in communication. Sometimes doing a thing is acceptable in our environment or culture but it can be unacceptable for the other cultures. 

in this journal, the researcher provides an activity which can help the students to practice the foreign language and culture, that is role play. In this activity, the students practice how to speak in the target language and how to act in its culture. 

in the conclusion, the researcher states that in developing an awareness of sociocultural and sociolinguistic differences might exist between the students' first language and the target language.