Student Teacher’s Self Report

Student Teacher’s name : Fikri Rifaldi Mauludin Kambosi

Home university : Tadulako University (UNTAD)
Receiving School : Princess Siridhorns College

1. School: General Information and Academic Administration

School Name : Princess Sirindhorn's College

School Adress : Sirinthorn Rajathavee School 6/8 Moo 5, Sanchan Subdistrict, Muang
District, Nakhon Pathom 73000
School’s Vision : The organization of moral learning, embodying the philosophy of
Sufficiency economy. Love thai Going to international standards
School’s Mision : Instill a student into a virtuous person Love thai. Maintain the
principles of Sufficiency Economy Philosophy. Raise the school as a
learning organization to international standards.
School’s Goal :
1. The learner is knowledgeable and ethical, has a gentlemanly personality and a
gentleman
2. The students have a sense of Thai. Living on Sufficiency Economy Conscious
Consciousness And environmental development
 3. Teachers have academic quality in accordance with professional standards and teacher
ethics. It has the potential to produce quality innovative media. Language and
technology can be used to upgrade the curriculum to international standards.
4. The school administers education with quality system in accordance with international
standards.
5. The school is a cultural exchange center in every region.
6. The school provides parental opportunities for higher education institutions. And
other organizations Relevant both the government. And private participation in
education development.

Princess Sirindhorn's College, Nakhon Pathom Province. Ministry of Education To

commemorate the 80th anniversary of His Majesty's Accession to the throne on April 2 ,
1991, the name of the school was given to him. By HRH Princess Maha Chakri Sirindhorn.
Siam Princess she was admitted to the school on January 3 , 1994, and proceeded to open the
school and student bank activities on January 31 of the same year. The school then designated
January 31 of every year as "King's Birthday. "Of the school.

Princess Sirindhorn's College was established in Vorokas at HRH Princess Maha

Chakri Sirindhorn. Siam Princess Her third birthday was around 36th birthday on April 2,
1991, with a deep sense of graciousness. He is committed to providing high school education
to rural youth. The Ministry of Education has established the Sirindhorn Royal College. To
commemorate And it is an educational memorial that has been given the name of the school.
Sirindhorn Royal College, in the English name of Princess Sirindhorn's College, uses the area
of the Rajinee Restoration School at Sarnupra School. Muang Nakhon Pathom District
Nakhon Pathom Province since 1971 to expand the area of the school Rajinee Burana has an
area of 59 rai 57 square meters.

HRH Princess Maha Chakri Sirindhorn. Siam Princess He was admitted to Sirindhorn
Royal College under the Patronage of His Majesty the King on 3 January 1994. And Student
Bank Activities on January 31, 1994. The school commemorates His Majesty the King by
prescribing 31 January every year. It is the seventh day of HRH Princess Maha Chakri
Sirindhorn. Siam Princess The visit Sirindhorn Royal College's first visit to the school on
October 30, 1995 at 10.45 am.
 This school has 3 special class program, that is english program, chinese program and
SMT (Science, Mathmatic and Technology) program for M1-M3. M4-M6 just have 2
program that is chinese program and SMT Program. Students who are members of a special
class program are students who have good skills according to their field. Every year students
from these 3 programs have activities that can improve their skills in their field, for example
students of chinese program follow the learning for one semester in china, science program
students have study trip to other countries as well as students from english program.

Princess siridhorns college consists of Mathayom 1 to 6 with a total of students is

2.898 students and total of teachers is 143 teachers. The school has 7 buildings, including
building 1 used for library, social study department and science department, building 2 is
used for foreign language and language department, for science laboratory and deparement
SMT (mathematics and technology science) it is in building 3, building 4 is used for
management office and IT room, building 5 as a classroom for english program and chinese
program, music building is in building 6 and building 7 is used for art. The total of classrom
is 84 room. The school also provides extra-curricular activities, such as Basketball, Volly,
Dance, boy scout, ASEAN club,etc. All classrooms have air conditioner, electrical, LCD,
speaker and loudspeaker equipment.

For evaluate the students, this school has 2 exams each semester that is the mid exam
and the final exam. The school also has three assessments before the mid and final
examinations, including daily exam assessments, work and performance in the laboratory.
The exam has a certain portion of assessment that is 20% for mid exam, 30% for final exam
and 25% for each pre mid exam and pre final exam.

Schools use curriculum from government, but for english program, chinese program
and SMT programs, teachers modify the curriculum. So the school has its own curriculum but
the standard still depends on the government.

for the lesson plan the teacher makes his own by referring to the format already issued
by the government. Teachers make lesson plans for all topics and for all classes before
entering the new semester. Teachers are required to make lesson plans with different methods
although the same topic is taught, it aims to find well-used teaching methods that can
motivate and enhance student learning interest
 2. Pedagogical Contents
In Princess Sirindhorn’s College, especially for science subject, the teaching methods
that the teacher used is inquiry methods. The teacher gives some explanation and gave the
students some exercises to be done. Teachers direct students to be able to realize what has
been obtained during learning. So students are able to think and engage in intellectual activity
and process the learning experience into something meaningful in real life. Inquiry method is
a method of learning in which students are required to be more active in the discovery
process, the placement of students more self-study and develop activeness in solving
problems. The inquire process is a special process for expanding knowledge through
research. The teacher have already prepare the lesson and the materials and explain the lesson
easily and clearly. The teacher tells the story to make the students excited. The teacher talks
loudly to make the students hear her voice. The teacher can manage the big class.
Sources of learning is the text book . For public school they have same text book, this
school selects its own books which they will use and has adapted to the curriculum they have
modified previously. The government is very supportive in facilitating students' books. The
government gave money to schools and schools were given the freedom to choose textbooks
for their students but the book publishers must have been certified from the government.
In addition to books, to support learning, teachers also use a live demonstration and
also usually use animation so that students can better understand. And for assessment , the
teacher uses write assessment consist of choose an answer such as multiple choice, supplying
answers and description related to achievement of outcome and indicator that have been
made.
3. Teaching Plan
Schools use curriculum from government, but for english program, chinese program
and SMT programs, teachers modify the curriculum. So the school has its own curriculum but
the standard still depends on the government
The process of making lesson plans by teachers is through a manual system. Before
entering the learning process, teachers are asked to make lesson plans. The SEA-Teacher
project during the learning process takes place. The teacher gives the lesson plan to the
mentor and supervisor before the lesson to be corrected mentor so that the lesson plan has a
good plan.
Here are the lesson plans that have been made by SEA-Teacher Project teachers during
teaching the practice of the SEA-Teacher Project at Princess Siridhorns College.
 4. Observation on Teacher(s)
1. Planning for teaching
The teacher discusses with the mentor about the format of the lesson plan used
in the school as a handout to prepare the lesson plan because the teacher needed the
lesson plan before entering the learning process. The process of making lesson plans
by teachers is through a manual system and follows the applicable curriculum rules.
The teacher also asks the mentor about the topic to be taught and the schedule
available for the teacher.
Planning is the best antidote for the nerves that many people feel when
teaching a subject for the first time or meeting a new group of students. It is also the
only way to ensure that my educational objectives are achieved. Planning begins with
thinking about how i would like my students to approach their learning in my subject,
and what i would like them to understand, know or be able to do by the end of the
session. Whether i’m planning a subject for the first time, or reviewing an existing
subject it is important to consider the effects of my teaching and assessment on
students' learning.
The following is an outline of four stages i could take in planning a subject.
Each of these stages should be considered as a guide, and the activities described may
not necessarily occur in the order provided. If i’m taking over from someone else, my
subject will already have aims, a handbook description, indicative content, assessment
tasks and indicative references which have been approved by my mentor and/or my
host school. Talk with my mentor about the book that available for me. The approved
outline will create the framework for further development that i do.
2. Preparing lessons and materials
The teacher creates and prepares lesson plans and materials to be delivered in
the teaching process as well. Teachers prepare good teaching methods used for
teaching, preparing laboratory tools and materials for laboratory practice.
Making an effective lesson plans takes time, diligence, and an understanding
of my students' goals and abilities. The goal, as with all teaching, is to motivate the
students to take in what i'm teaching and to retain as much as possible.
3. Teaching in class
Teachers use cooperative learning methods with guided inquiry models while
students are practicum in the laboratory, and using direct instruction model for
 learning in the classroom. Cooperative learning is learning that uses small groups so
that students work together to maximize their own learning activities as well as other
members. Cooperative activities can be said to exist if two or more people work
together to achieve the same goal.
Guided inquiry model is one of the learning model that focuses on the students
activity in the learning process. The general goal of inquiry learning is to help
students develop intellectual-minding skills and other skills such as asking questions
and skills to find answers that begin with their curiosity. Students will play an active
role in exercising courage, communicating and trying to gain their own knowledge to
solve problems.
4. Measurement and Evaluation
The teacher gives the test for the students to test whether the student
understands the material that has been taught. For in the laboratory the teacher gives
the students to learn to make conclusion from what they have gained during
practicum.

5. Teaching Practice
The learning process is done exactly following the lesson plan that has been making
before. Teachers are entirely trusted by mentors to teach in class M 5/2 and M 5/3 with 2
similar learning topics that is buffer solution and salt hydrolysis . Each of my lessons has 2
periods so overall I have a teaching schedule of 8 periods for 2 weeks.
For the first lesson on the topic of salt hydrolysis, teachers use guided inquiry method.
I use this method because I want students to understand the material through practice in the
laboratory. This learning method can involve the activity of students in doing practicum.
Through this method Knowledge and skills acquired by students are expected not only from
the results of remembering the facts, but also from finding their own. In the process, students
not only act as recipients of teacher lessons, but they play a role in finding the essence of the
subject matter . The process of inquiry consists of five steps: formulating problems,
submitting hypotheses, collecting data, testing hypotheses, and drawing conclusions.
For the second lesson on the topic of buffer solution, teachers use direct instruction
method. Direct instruction model is teacher center. In applying the direct teaching model the
teacher should demonstrate the knowledge or skills to be trained to the students step by step.
Because in learning the role of teachers is very dominant, then the teacher is required to be an
attractive model for students. in this lesson I am showing a video about buffer solution to
attract students in learning and students assisted by teachers to make conclusions from the
video. because the model is teacher-centered so the teacher should help the students during
the lesson.
On teaching process sometimes i got a problem, like time management, because my
lesson time for topic of buffer solution is reduced for 20 minutes because there are school
activities. but I overcame it by trimming some of the points in the lesson plan that I consider
less important. And the comunication problem because they hard to understand what that i
was talking about, so I have to repeat my explanation slowly to them because I wanted they
can understand clearly with my words. besides, I also implemented a powerful strategy to
solve communication problems. the strategy I use is to write down the main idea that I will
give in my power point. so by using this method the students can take the main idea of the
material that I give, so the communication problem can be finished. And for classroom
management, I use a strategy to interact more with questions and answers between teachers
and students so that students feel more cared about, so students can pay more attention to
what I am saying.
In the evaluation, students are difficult at the beginning to answer the questions in the
first part, because in that part the question is presented in English. However, the students did
not hesitate to ask the teacher or mentor about the questions presented in English. But when
the mentor helps to explain they can answer the question

6. Summary and Suggestions

6.1. Purposes
 General Purpose
The teaching practice was intended to be a great opportunity for students to experience
the challenging teaching practice since this was an abroad program. This program allowed the
students to do their jod as an educators who has a set of knowledge, skills, and attitude
required for the profession as an educator.
 Specific Purpose
1. Being able to recognize all aspects such as, careful guidance of social, physical,
and academic administration of the school as a place of devotion.
2. Applying ability of teacher training / education as a whole and integrated in the
actual situation.
 3. Taking lessons from this program and reflect it in everyday behavior.
6.2. Procedures
Orientation, Observation, Teaching practice, Evaluation and Reflection.
6.3. Outcomes
a. the students can integrate the knowledge, attitudes, and skills professionally in an
educational institution both in their country and abroad.
b. The students can develop their capability to adapt with new atmosphere either in
classroom or outside the classroom (school environment).
c. The students can learn the local culture and work culture in their destination country
even only a little that are expected to be an inspiration in creating a better system in
their country.
6.4. The Challenges
During the teaching practice, it is normal to face some challenges in doing everything.
One of the challenges that the teacher experienced in the classroom was that sometimes the
students were a little bit noisy perhaps they were too active when studying, and that made the
teacher needed extra effort to handle the classroom. The other challenge was the limitation of
the language. The teacher got difficult to communicate with the students because almost all
students do not understand my pronouncation. However, as the time went by and the extra
effort that teacher put all challenges could be handled and fixed so that the teaching practice
ran well.
6.5. Overall Impression
The teacher was very impressed during the teaching practice. What makes him
impressed was that although the students were quite noisy in the classroom, but they were
very excited and active during the lesson. The main impression that the teacher got from this
teaching practice was seeing all students’ excitement and passion to answer all the questions.
The teacher really found it impressive.
6.6. Suggestions for Future Improvement
1. We expect that the SEAMEAO delegation might improve the coordination between the
SEAMEAO itself and the school that will be the place to do the program by giving
information each other so that the students can do the program properly.
2. It is better for the exchange students to receive some kind of briefing or workshop from
SEAMEAO that gives them a whole description about the destination country. This is
intended to prevent culture shock for the exchange students due to the lack of
information about their destination country.