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Disseminating Good Practices
One of the purposes of this newsletter is to document the good practices happening at the school level, be it in management or learning activities. In this way, we hope that readers will be inspired to adopt those good practices at their schools. On this page, we present two examples of good practices in Subang, West Java, and Pinrang, South Sulawesi.
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Students work written in their own words in English after responding to the meaning of a monologue.
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Independent Learners in an English Class
FOR the 8th grade students, Ibu Dian Purnamasari, an English teacher at SMPN 2 Jalancagak Subang, West Java, had her own way to conduct the lesson. The lesson aimed to teach the basic competency of responding accurately and appropriately to the meaning of simple monologue and interacting with the immediate environment in the form of a descriptive text and procedure. The teacher spoke only briefly at the start of the lesson to explain the activities.
During the lesson, Ibu Dian observed the students' activities and made sure that everything went as planned. The students did as instructed and they took the initiative. They barely needed a teacher.
The activities students did were:
(1) The students worked in groups to discuss the vocabulary in the text.
(2) The students listened to the monologue.
(3) The students brainstormed the content of monologue.
(4) The students discussed the characteristics of descriptive texts.
(5) The students discussed the function of descriptive texts.
The students enjoyed this activity and, after this, they could identify the information in the text, the kind of language used and the function of a descriptive text. At the end of the lesson, the students' work was displayed in the classroom.
Understanding the Market Price by Buying and Selling
HELPING students understand about the establishment of market prices needs some creativity. Indrayana, S.Pd, a social studies teacher at SMPN 1 Suppa, Pinrang, South Sulawesi, conducted an activity involving selling and buying for 8th grade students. The activity was designed to teach the basic competency of ' describing supply, demand and the market price '. " I conducted this activity so that my students don't just have a theoretical understanding of supply and demand, " said Ibu Indra.
She spent two sessions (4 x 40 minutes) conducting the activity. In the first session, she divided the students in groups. There were groups of sellers and buyers. From this activity Ibu Indra wanted her students to gain an understanding of supply and demand. The sellers and buyers interacted in a buying and selling process. The group of buyers asked to buy certain items at various prices. A list of demand prices was made in the table and then was made into a demand curve. Likewise, the group of buyers did the same thing for the supply curve.
The sellers made the demand curve from the lowest price demanded by the buyers, and the buyers made the supply curve from the highest price offered by the sellers. In the second session, the supply and demand curves made by the students were used as a learning resource. With these curves, Ibu Indra gave her students an understanding of supply and demand.
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Students' work on supply and demand curves
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In the second session, her students still did the activity of selling and buying. The sellers gave the highest price, while the buyers tried to bargain with the lowest price. Ibu Indra observed the bargaining processes by her students.
And she reminded her students that when the sellers and buyers agreed on a certain price, then the market price has been reached. Through the presentation and the work of her students, Ibu Indra concluded that her students were able to understand the process of establishing market prices.
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Inovasi Pendidikan is published by DBE3 and funded by USAID in order to document and spread innovation and good practices in Junior Secondary Eduaction. If you would like to contribute, please send your articles and pictures to thutabarat@savechildren.org.
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