Summary
&
Suggestions
The primary aim of the practicum experience is to enrich and broaden the horizons of pre-service teachers. Reflecting on my own perspective and experiences during my time at the practicum school, I can confidently assert that my expectations have been met. However, there was one notable challenge that I encountered – the issue of effective communication.
In the school environment, communication presented a unique hurdle due to the varying English proficiency levels among both students and teachers. Many students and educators were not entirely comfortable or proficient in speaking English, which posed a significant challenge for all of us. This language barrier became particularly pronounced in SMP Frater Kendari, where a substantial portion of the student body had limited English language skills.
Moreover, the school's policy prohibiting the use of electronic gadgets further complicated the situation. With students unable to rely on digital tools, teaching English became especially challenging. This required a creative and adaptive approach to language instruction to ensure effective communication and comprehension in the classroom.
While these communication challenges were noteworthy, they also provided an opportunity for growth and adaptation in my role as a pre-service teacher. It underscored the importance of fostering a supportive and inclusive learning environment, where students could build confidence in their language skills while overcoming linguistic barriers. Overall, my practicum experience was not successful without its difficulties, but it was ultimately a valuable learning opportunity that allowed me to refine my teaching skills and develop innovative strategies for addressing language-related challenges in the classroom.
Regarding suggestions for improvement, I believe that using English as the primary medium of instruction would be a beneficial step forward. This approach seems more suitable for the students, considering their level of proficiency. Shifting to English as the primary language of instruction can help students become more comfortable and confident in using the language.
Additionally, in cases where the school continues to prohibit the use of cell phones, it would be beneficial for the practicum school to provide dictionaries or other language resources to the students. These tools can serve as valuable aids in facilitating communication in English. By offering access to dictionaries, students can enhance their ability to understand and express themselves in the English language, even in an environment where electronic devices are restricted.
These recommendations aim to create a more conducive learning atmosphere, where students can effectively engage with English as a language of instruction while also having the necessary resources to support their language development. Such improvements can contribute to a more inclusive and effective educational experience for both students and teachers alike.