Chapter 3 Job analysis

3.1 Job description

The writer did her internship in SMPN 9 Surabaya from the 16th of january to 16th of february 2012. During her internship she was allowed to teach two classes of the seventh and eight grades (VII and VIII class). The classes were VII5 and VIII4 both of them had the same number of students inside, approximately 36 students. For English subject, those twoclasses had the same teacher named ........ . the writter was supervised by ......... during the internship based on principals order. The writer was assinged to be english language teacher of both classes for about one month. Each class was conducted twice a week. It means that, the writer had four times aweek but she had to go to school everyday. The english schedule for VII.5 on Thursday and Friday whili VIII.4 was on Tuesday and Thursday. Each meeting took 80 minutes. The following table was the teaching schedule.

In SMPN 9 Surabaya, every students must have the students compulsory books. For english subject, the title was English in focus. It is also called as BSE( Buku Sekolah Elektronik/ Electronic School Book). Besides, they also used english framework called english framework based on content standard for SMP VIIB. Every english teacher in SMPN 9 Surabaya had agreed to use that compulsory book. During the intership, the writer not only taught the students with material from the school but for one class which she was going to use for a month, discussed of teaching material and she shared teaching schedule. After that she did the class obsevation such as, observed the classroom condition saw the media and the facilities to support the writers teaching and learning procces. This observation help the

writer to prepare everything and ready for the first meeting. The writer was given knowledge beforehand about the ways of managing students in the class that had different characteristicand how to convey teaching and learning material in the class.

Because the writer dis her internship afterall the students in SMPN 9 Surabsaya holiday, so the writer had to restore their spirit to study english. Before doing teaching and learning proccess, Mrs.... told the writer that the students who did internship would not be givem full responsibility to handle classes, but still under supervisors guidance and instruction. When the writer did mistake in the teaching and learning proccess, the supervisor would give correction in the first meeting. The writer came to the VII.5 by her self because Mrs... was sick, it was an introduction session. After the writer inroduce her self she introduce her name on the whiteboard. She also mentioned her college and what her purpose to be there. She introduce her self with english and all of students understand the writer utterance in english, because all of students in this school usually use english to communicate with their friend or teacher. After introducing herself, to know the students name, the writer checked the attandance list one by one and filled the class journal. The writer had to teach one class. First of all, the writer would explain about the teaching and learning proccess in classroom. After the introduction session, the writer asked question to the student about how far they had studied their english framework and the reviewed topic that they had studied with their english teacher. The first meeting was reading section, but as an introduction she gave game name and word. The rule was, the writer wrote a word in the white board, and the students should be able to create other words from the last letter of that word. She used 10 minutes for the game. Firstly, she gave an example from word pencil, they have to think about another kown word that start with letter L since the last letter Pencil is L, or example

 lamp, and soon until times up. Back to the lesson the writer explained about the expression like or dislike. She opened the students framework book, gave some questions and asked to the students about what they like and what they dislike. After that, the writer wrote some questions and answer related to the topic of like and dislike in the white board as pronounce it together. Then, she asked the students to make short dialogue with their seatmate and perform in front of the class without reading their notes. The writer assesed the students performances one by one. On the following days, besides speaking skill, the writer also taught reading and writing skills to the students. In teaching reading the writer read the procedure text how to make fried noodle. After she read the text and the she also read 10 questions based on the prosedure text carefully and repeated the question in order to make not confused about the questions. She wrote the difficult word in the text that did not understand in the whiteboard. The students had to pay attention to the text because after that they had to answer all these 10 questions on their workbook by readng. The writer gave 15 minutes to student to finish their work and then collected their work. In teaching writing skills, the writer asked the student to write down the descriptive text in their english framework, the title was the favourite idol. After reading the text, they answered the following questions below the text and told story about their experience clowns, and then read it in front of the class. She also gave five minutes to the students to ask about difficult word and discussed them together. After that, the writer asked them to search adjective word in the text as many as they can base on the descriptive text. Next, they had to write the adjective word that they had found in the white board in five minutes. In writing skill, the writer explained a little about descriptive text, the generic structure of the text, the purpose of descriptive text itself and the example of descriptive text, in order to make student understood more about this kind of text. After that, she gave task to write

short paragraphobout their favourite. They could describe about everything they liked, such as, their favourite actors and actresses, favourite football players, and so on. They just wrote short paragraph consisted of five to six sentences; including adjective verbs that they had learn before. To make it interesting, the writer also asked the students to draw the face of their favourite actor and actress on their work book. They were enthusiastic with this task. Those are activities of the writer in the VII.5 and VIII.4, the writer also did sama things but in different topics and materials. After the introductoin section, the writer asked some question to the students and asked about the last material they had discussed before cheking wheter the students had prepared themselves or not. The topic that day was reading narrative text; the title of the text was The bee and the dove. The writer explained about narrative text, the generic structure of the text, the purpose, the tenses used in the narrative text and the examples of that kind of text. She asked to one student to read aloud about that text and retell the story by using their own words. After that, the writer translated that text together with the students. Then, she asked the students to answer the question below the text in order to make students understand about the information of the text and the moral value that could take from that. Afterwards, the writer asked the students to find a simple past form and simle past verb from the passage and wrote it in the white board. At first, they were still confused about irregular and regular verbs and could not differentiate beetween the simple past tense and simple pas continuous tense form. So, the writer explained again about that, then the student understood and they could do what the writer askerd to them correctly. In writing skill, the writer asked the students to write their past experience. It was related to the toic that day that was about recount text. The students had to make and wrote simple recount text for about 150words about their last holiday experience in their work book. The writer gave those fifteen minutes to finish and submit their work.

Besides reading and writing skill, the writer also taught speaking and listening skill to the students. In teaching speaking the writer explained about recount text, the generic structure of the text and the purpose. First, the students had to do dialogue in their english framework. They had to fill the blanks in the dialogue and read it with their seatmate. Then, they had to perform it in front of the class one by one without reading their books. The writer asked to the student to pay attention to the pronounciation, fluency,vocabulary and sentence form when they were speaking. After they understood well, they performed in pairs with their seatmate, the writer assessed the performance one by one. In teaching listening, she gave a tes about narrative text. The writer gave some flash cards to the students that contain narrative text; the title was My Lovely Grandma . the students had to read that narrative text and they prepared a piece of paper to write the answers based on the text. But, they just had to listen to the question that would be read by the writer. She also explained difficult words in the text. Then, they had to finish their work in ten minutes. In the middle of teaching and learning process the writer also gave short games, jokes, or used the LCD in the class to watch a movie in order to make students relaxed and not get borried anymore. She tired to use English when explaining the material in the class but, if there were students who did not understand the writers introductions, she witched english into Indonesia. At the end od meeting, the writer always asked the students whether they had question about material or not. Before she concluded what they had learnt that day, the writer made sure if the students understood about the material.