Self-Report (Muthmainna Dayanti Jufri)

Guide Questions for Student’s Teacher Self- Report

Student name: Muthmainna Dayanti Jufri

Home university: Universitas Negeri Makassar

Receiving School: Saint Mary’s University- Junior High School/Science High School

Blog Address: iinmuthmainna.blogspot.co.id

1. School: General Information and Academic Administration

School Name : Saint Mary’s University High School-Science High School

School Address : Bayombong, Nueva Vizcaya, Philippines

School’s Vision : Excellence, Innovation, Communion and Passion for Christ’s Mission

At first, it is the initiative of Msgr. Constant Jurgens, the CICM, then parish priest of Bayombong, Nueva Vizcaya and one of the eraliest CICM missionaries to arrive in the Philippines who wants to establish a Catholic school for the children in his parish. However, Jurgens was recalled to Europe to become the Director of the Bishop Hammer Institution in the Netherlands. It was Achilles de Gryse, Jurgens' successor, who pursued his dream through. Thus, Saint Mary’s Elementary School was inaugurated in June 1928. Then, Godfrey Lambrecht as director and Margaretha Hermus as principal opened the Saint Mary’s High School in 1934.

In 1947, Saint Mary’s College was opened by offering programs in Associate of Arts, Bachelor of Science in Education, Bachelor of Arts, and Junior Normal. Gradually, the course offerings expanded with Bachelor of Science in Commerce (1951), Bachelor of Science in Civil Engineering (1955), and the Graduate School (1962). Then the Belgian missionary congregation Congregatio Immaculati Cordis Mariae took over the ownership and also the management of Saint Mary’s College in 1967.

The college’s physical expansion program started with the purchase and development of the campus by the Magat River in 1968. The college was transferred to its new site in 1969. Saint Mary’s College was granted university status under the presidency of Rev. Fr. John Van Bauwel, CICM, and became known as Saint Mary's University. Now, the president of Saint Mary’s University is Rev. Renillo H. Sta. Ana, CICM.

Meanwhile, the school’s principal of Saint Mary’s University High School-Science High School is Melencio G. Bernandino Jr. It is the laboratory school of Saint Mary’s University. The school conducts the lesson from Monday to Friday at 7.30 a.m. to 5.00 p.m. The flag ceremony is always be held twice a week, on Monday and Friday. The students have two break times; at 10 a.m. and 11.30 a.m. They always go home at the lunch break (at 11.30 p.m) and have to come back before 1.00 p.m. There are four grades in Saint Mary’s University High School-Science High School. They are grade 7, grade 8 grade 9 and grade 10. The students in the school are divided into regular classes and science classes. There are around fifty (50) students in each classes. In each classroom there are fans (around 4 to 5), black board, and LED TV along with the speaker.

This school takes teaching materials based on k to 12. Every subject has two books. First book for teacher as teacher’s guide and second book for students. However, teachers usually add more materials from internet or other resources.

According to the K to 12 Basic Education Program, this school uses a standards- and competency-based grading system. These are found in the curriculum guides. All grades will be based on the weighted raw score of the learners' summative assessments. The minimum grade needed to pass a specific learning area is 60, which is transmuted to 75 in the report card. The lowest mark that can appear on the report card is 60 for Quarterly Grades and Final Grades. For these guidelines, the school will use a floor grade considered as the lowest possible grade that will appear in a learner's report card. Learners from Grades 1 to 12 are graded on Written Work, Performance Tasks, and Quarterly Assessment every quarter. These three are given specific percentage weights that vary according to the nature of the learning area.

K to 12 BASIC EDUCATION CURRICULUM

THE FRAMEWORK

The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that English language is the most widely used medium of communication in Trade and the Arts, Sciences, Mathematics, and in world economy. Furthermore, the curriculum aims to help learners understand that English language is a dynamic social process which responds to and reflects changing social conditions, and that English is inextricably involved with values, beliefs and ways of thinking about ourselves and the world we dwell in. Through multi-literacy skills, learners will be able to appreciate and be sensitive to sociocultural diversity and understand that the meaning of any form of communication depends on context, purpose and audience.

This is an example of Syllabus which use in Saint Mary’s University Junior High School/Science high School.

CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12)

The learners demonstrate understanding of basic science concepts and application of science-inquiry skills. They exhibit scientific attitudes and values to solve problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, make informed decisions, and engage in discussions of relevant issues that involve science, technology, and environment.

KEY STAGE STANDARDS: (STANDARDS FOR SCIENCE LEARNING AREAS FOR K 7-10)

At the end of Grade 10, the learners should have developed scientific, technological, and environmental literacy and can make that would lead to rational choices on issues confronting them. Having been exposed to scientific investigations related to real life, they should recognize that the central feature of an investigation is that if one variable is changed (while controlling all others), the effect of the change on another variable can be measured. The context of the investigation can be problems at the local or national level to allow them to communicate with learners in other parts of the Philippines or even from other countries using appropriate technology.

The learners should demonstrate an understanding of science concepts and apply science inquiry skills in addressingreal-world problems through scientific investigations.

K to 12 BASIC EDUCATION CURRICULUM

Grade/Level	Grade-Level Standards
Grade 7	At the end of Grade 7, learners can distinguish mixtures from substances through semi-guided investigations. They realize the importance of air testing when conducting investigations. After studying how organ systems work together in plants and animals in the lower grade levels, learners can use a microscope when observing very small organisms and structures. They recognize that living things are organized into different levels: Cells, tissues, organs, organ systems, and organisms. These organisms comprise populations and communities, which interact with non-living things in ecosystems. Learners can describe the motion of objects in terms of distance and speed, and represent this in tables, graphs, charts, and equations. They can describe how various forms of energy travel through different mediums. Learners describe what makes up the Philippines as a whole and the resources found in the archipelago. They can explain the occurrence of breezes, monsoons, and ITCZ, and how these weather systems affect people. They can explain why seasons change and demonstrate how eclipses occur.
Grade 8	At the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion. They can differentiate the concept of work as used in science and in layman’s language. They know the factors that affect the transfer of energy, such as temperature difference, and the type (solid, liquid, or gas) of the medium. Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters. They recognize other members of the solar system. Learners can explain the behavior of matter in terms of the particles it is made of. They recognize that ingredients in food and medical products are made up of these particles and are absorbed by the body in the form of ions. Learners recognize reproduction as a process of cell division resulting in growth of organisms. They have delved deeper into the process of digestion as studied in the lower grades, giving emphasis on proper nutrition for overall wellness. They can participate in activities that protect and conserve economically important species used for food.

K to 12 BASIC EDUCATION CURRICULUM

GRADE 7

Grade 7 – Force, Motion and, Energy THIRD QUERTER/THIRD GRADING PERIOD
I. Motion In One Dimension 1. Descriptors of Motion 1.1 Distance or Displacement 1.2 Speed or Velocity 1.3 Acceleration	The Learners demonstrate an understanding of: Motion in one dimension	The Learners shall be able to: Conduct a forum on mitigation and disaster risk reduction	The learners should be able to.. 1. describe the motion or an object in terms of distance or displacement, speed or velocity, and acceleration;	S7FE-IIIa-1
			2. differentiate quantities in terms of magnitude and direction;	S7FE-IIIa-2
			3. create and interpret visual representation of the motion of objects such as tape charts and motion graphs;	S7FE-IIIb-3
II. Waves 1. Types of waves 2. Characteristics of waves 2.1 Amplitude 2.2 Wavelength 3. Wave Velocity	Waves as a carries of energy		4. infer that waves carry energy;	S7LT-IIIc-4
			5. differentiate transverse from longitudinal waves, and mechanical from electromagnetic waves;	S7LT-IIIc-5
			6. relate the characteristics of waves;	S7LT-IIIc-6
III. Sound 1. Characteristics of sound 1.1 Pitch 1.2 Loudness 1.3 Quality	The characteristics of sound		7. describe the characteristics of sound using the concepts of wavelength, velocity, and amplitude;	S7LT-IIId-7
			8. explain sound production in the human voice box, and how pitch, loudness, and quality of sound vary from one person to another;	S7LT-IIIe-8
			9. describe how organisms produce, transmit, and receive sound of various frequencies (infrasonic, audible, and ultrasonic sound);	S7LT-IIIe-9

K to 12 BASIC EDUCATION CURRICULUM

GRADE 8

Grade 8 – Matter THIRD QUERTER/THIRD GRADING PERIOD
1. the Particle Nature of Matter 1.1 Elements, Compounds, and Mixtures 1.2 Atoms and Molecules	The Learners demonstrate an understanding of; the particle nature of matter as basis for explaining properties, physical changes, and structure of substances and mixtures	The Learners shall be able to; Present how water behaves in its different states within the water cycle	The Learners should be able to.. 1. Explain the properties of solids, liquids, and gases based on the particle nature of matter;	S8MT-IIIa-b-8
			2. Explain physical changes in terms of the arrangement and motion of atoms and molecules;	S8MT-IIIc-d-9

2. Pedagogical Contents

Saint Mary’s University High School-Science High School uses k12 as the curriculum. For Science and Technology, all the students will learn about science. The teaching and learning process is always in two ways. The teacher always tries to make the students active by asking questions to deepen their knowledge regarding the material. Sometimes, the teacher asks the students not to open and read the textbook. It is intended to make the students fully pay attention of the teacher’s explanation. The teacher always uses both the blackboard and LED TV by power point to explain the material. In practice of the lesson, the teacher gives assignment to the students which will be discussed that day or in the next day. Usually a topic is divided into two until four session according the topic. In this case, the teacher will conduct two evaluations for both parts in different time.

3. Teaching Plan

Saint Mary’s University High School-Science High School uses the k12 curriculum. However, the curriculum is modified by the school since it is private school. All the teachers have to submit all next week lesson plan to the head of the subject first before they teach the students. It means that they have to finish all the five days lesson plan at least three days before it. Then, the teachers should revise the lesson plan if the head of the subject asks to do that. Usually, the head of the subject is the senior one who has more experiences than the others. The lesson plan and the power point presentation that have been created by the student teacher SEA-Teacher Project during the teaching practice SEA-Teacher Project at the Saint Mary’s University High School-Science High School.

Saint Mary’s University

Bayombong, Nueva Vizcaya

School of Teacher Education and Humanities

DAILY LEARNING PLAN (DLP)

Name	Muthmainna Dayanti Jufri	Grade Level	Grade 7
Teacher	Mrs. Marites Vilma F. Sanchez	Learning Area	Science
Teaching Dates and Time	7:30 am-8:30 am	Quarter	Third Quarter

Subject Matter	Waves
Objectives	By the end of the lesson the students should have; 1.) described what a waves is; 2.) identified the types of waves; and 3.) exemplified the value learned from the lesson through picture reading.
References	Madriaga, E.A (2015).Science Links.Worktext for Scientific and Technological Literacy.Manila, Philippines: Rex Publishing. Pages 216-218.
Materials	Laptop, LED Tv, Pictures on Work, Ppt on Wave
Nature of Assessment	Formative: Oral Questioning Summative: What wave am I?

P R O C E DU R E S
SESSION 1
TEACHER’S ACTIVITY	STUDENT’S ACTIVITY
PREPARATION a.) ROUTINARY ACTIVITIES Good Morning, class! May I call in front the prayer leader for today? I am teacher Muthmainna Dayanti Jufri, you can called me Iin. I want you to listen when somebody is talking. Raise your hand if you want to say something. And I am encouraging you to speak in English. Lastly, I want you to listen to me whenever I am discussing. Who are absent for today? b.) Motivation May I have two volunteers to come infront. So now, I want the other student to create a wave using the rope and the other one will just hold the end of the rope. What did you notice? Have you ever tried throwing stone to the water? What did you usually notice? Thank you class! That is what we call Wave. For this day we are going to discuss Wave and these are our objectives; 1.) describe what is a wave; 2.) identify the types of waves; and 3.) exemplify the value learned in the lesson.	Good Morning Ma’am. Put your hands together and let us pray. In the name of the father and of the son and of the Holy Spirit……… Yes ma’am. (The class monitor will check the attendance.) (The students will go infront.) (The students will do the simple activity.) (The students will share their idea.) Yes ma’am. No ma’am. (The students will share their idea.)
PRESENTATION Based from the activity, question, and your ideas what do you think is a wave? Thank you! How about you _____? Now let’s take a look at the description of Wave based on physics. Wave is a propagation of disturbance through a medium in which energy is transferred. Wave carries energy and transfer but they do not transfer particles of the medium, just like the example a while ago. The energy possessed by the rock was transferred to the water which causes it to form a ripples. Kindly give me an example of a wave you encounter every day? Who can describe a wave pulse? Kindly say something about it? What do you call then a series of disturbances created in a medium? Can somebody tell me something about wave motion? Did you understand class? Or do you have any question? If none we are going now to discuss the different types of a waves. Can you give me a type of a wave you know? Can you describe what a transverse wave is? How about longitudinal waves? Under Longitudinal wave there are two category which are; Mechanical wave and Electromagnetic wave. Can somebody read what a mechanical wave is? How about the electromagnetic wave? How would you then differentiate the two?	(A student will share their ideas.) (Another student will share.) (The students will have their sharing.) A wave pulse is a simple disturbance ma’am. (The students will have their sharing.) A wave train ma’am. Energy propagation by means of motion of a change in medium rather than the medium itself ma’am. (The students will ask questions.) Transverse waves ma’am. Longitudinal waves ma’am. Transverse wave is a wave in which particles of the medium move in a direction perpendicular (or at right angles) to the direction of the wave’s movement ma’am. Longitudinal wave is a wave in which particles of the medium move in a direction parallel to the direction of the wave ma’am. A mechanical wave is a wave that is not capable of transmitting energy through a vacuum. It needs material medium such as solid, liquid, or gas to transport its energy from one location to another. Electromagnetic wave is the type of the wave that can transmit energy even without any material medium. (The students will share their ideas.)
PRACTICE a.) WhatWaveamI? I have here pictures on wave and you are going to tell me whether it is a transverse wave, longitudinal wave, mechanical wave, or electromagnetic wave. You will write your answers on ¼ sheet of paper. Are you done? Let’s check your answers PURPOSEFUL CLOSURE Now for this time, I want you to complete this statement. From the discussion, I have learned the value of ___________________, which can be applied in ____________________. Let us pray. Put your hands together and let us pray. In the name of the father and of the son and of the Holy Spirit……… Good bye class see you around.	(The students will do the activity.) Yes ma’am. (The students will check the answers.) (The students will do the activity.) In the name of the father and of the son and of the Holy Spirit……… Good bye ma’am.
What are the different characteristics of waves? Describe each.

Prepared by:

Muthmainna Dayanti Jufri

Checked by:

Mrs. Marites Vilma F. Sanchez

Cooperating Teacher

Saint Mary’s University

Bayombong, Nueva Vizcaya

School of Teacher Education and Humanities

DAILY LEARNING PLAN (DLP)

Name	Muthmainna Dayanti Jufri	Grade Level	Grade 8
Teacher	Mrs. Marites Vilma F. Sanchez	Learning Area	Science
Teaching Dates and Time	8:50 am-9:50 am	Quarter	Third Quarter

Subject Matter	Matter
Objectives	By the end of the lesson the students should have; 1.) defined what is a matter; 2.) inferred the particulate nature of matter; 3.) identified three states of matter; and 4.) manifested the value of respecting each other’s uniqueness.
References	Madriaga, E.A (2015).Science Links.Worktext for Scientific and Technological Literacy.Manila, Philippines: Rex Publishing. Pages 229-231.
Materials	Laptop, LED Tv, Pictures on Work, Ppt on Matter
Nature of Assessment	Formative: Oral Questioning Summative: Matchme

P R O C E DU R E S

SESSION 1

TEACHER’S ACTIVITY

STUDENT’S ACTIVITY

PREPARATION

a.) ROUTINARY ACTIVITIES

Good Morning, class!

May I call in front the prayer leader for today?

I am teacher Muthmainna Dayanti Jufri, you can called me Iin. I want you to listen when somebody is talking. Raise your hand if you want to say something. And I am encouraging you to speak in English. Lastly, I want you to listen to me whenever I am discussing.

Who are absent for today?

b.) Drawing Particle

Kindly choose your partner because you will be doing an activity which is to draw the particle that I will be giving you. And answers the questions on your books on page 229.

Are you done?

What did you notice on your activity?

Does it have similarities or differences?

What do you think now is our topic for today?

Thank you class! Topic for today is about matter and our objectives are;

1.) define matter;

2.) infer the particulate nature of matter;

3.) identify three states of matter; and

4.) manifest the value of respecting each other’s uniqueness.

Good Morning Ma’am.

Put your hands together and let us pray. In the name of the father and of the son and of the Holy Spirit………

Yes ma’am.

(The class monitor will check the attendance.)

(The students will do the activity.)

Yes ma’am.

No ma’am.

(The students will share their idea.)

It’s about matter ma’am.

PRESENTATION

Based from the activity, question, and your ideas what do you think is a matter?

Thank you! How about you _____?

Now let’s take a look at the definition of Matter based on physics.

Matter is made up of very small particles called atoms.

Matter is anything that takes up space and has mass.

Matter is a substance that has inertia and occupies physical space. According to modern physics, matter consists of various types of particles, each with mass and size.

How do you call the smallest particles?

How about the particles larger than atoms?

How would you then differentiate atoms from molecules?

Molecules, compare to atom, is a large particle formed by the combination of two or more atoms. Water is molecules; it is made up of one oxygen atom and two hydrogen atoms.

Using the macroscopic and microscopic attributes or qualities of substances, one can distinguish among solids, liquids, and gases.

How can you say that a certain state of matter is microscopical? How about if it is macroscopical?

Just remember class that the kinetic molecular theory of matter have the following key points. What are those?

Are there any force involved?

Can you tell me what those are?

I have a pictures and you are going to tell me what state of matter is it.

Do you have any questions?

If none let’s have an activity.

(A student will share their ideas.)

(Another student will share.)

Atoms ma’am.

Molecules ma’am.

(The students will have their sharing.)

Students will share their ideas.

The students will enumerate key points.

There are ma’am.

Intramolecular forces which is the attractive forces that hold particles together ma’am.

Intermolecular forces are forces of attraction that can hold together identical particles such as water particles in a drop of water, or two different types of particles, such as carbon in graphite and the cellulose particles in paper.

The student will ask the questions.

PRACTICE

a.) Matchme!

On a one whole sheet of paper, you will match concepts on column A to its description or examples on column B

COLUMN A	COLUMN B
MATTER	The smallest particles.
ATOMS	forces which is the attractive forces that hold particles together.
MOLECULE	Anything that takes up space and has mass.
INTRA-MOLECULAR FORCE	A combination of two or more atoms.
INTER-MOLECULAR FORCE	forces of attraction that can hold together identical particles

Are you done class?

Let us check your papers. Exchange papers with your seatmate.

PURPOSEFUL CLOSURE

a.) What MATTERS to me?

So, we discussed the different types of matter namely, solid, liquid and gas. Now, among these three, what type of matter most to you? Why?

Anyone who can share his/her answer?

b.) CHRISTIAN VALUES INTEGRATION

In chemistry there are three types of matter and each type has its own unique characteristics and as a person we are all unique in our own ways so we must respect each other.

- How do you show your respect to others?

Parents/classmate/teacher

Let us pray. Put your hands together and let us pray. In the name of the father and of the son and of the Holy Spirit………

Good bye class see you around.

(The students will do the activity.)

Yes ma’am.

COLUMN A	COLUMN B
MATTER	The smallest particles.
ATOMS	forces which is the attractive forces that hold particles together.
MOLECULE	Anything that takes up space and has mass.
INTRA-MOLECULAR FORCE	A combination of two or more atoms.
INTER-MOLECULAR FORCE	forces of attraction that can hold together identical particles

(The students will share their answers.)

In the name of the father and of the son and of the Holy Spirit………

Good bye ma’am,

For your assignment. Be able to describe the properties of solids, liquids and gases.

Prepared by:

Muthmainna Dayanti Jufri

Checked by:

Mrs. Marites Vilma F. Sanchez

Cooperating Teacher

4. Observation on Teacher

I observed my cooperating teacher. She is the head of the Science Subject.

a. Planning for Teaching

The making of lesson plan is manually made by the teacher. The teacher is required to make the lesson plan for a week or for the the whole topic. Usually, a topic can be done in a week or more. The lesson plan is detailed lesson plan.

b. Preparing Lesson and Materials

The teacher prepares the material by her own; however, the base is the textbook. Sometimes the teacher also make her own instructional material for teaching the topic if it is necessary.

c. Teaching in Class

In finishing a topic, usually the teacher divides the meetings into some sections. For example, on the first meeting she will explain the topic first and have question and answer section meanwhile for the third meeting the teaching will conduct a game section regarding the topic to teach the students. In conducting the game, the teacher will make the instructional material (the property of the game).

d. Measurement and Evaluation

The teacher always uses question and answer method in teaching the students. In the end of the lesson, she always gives them assignment that will be discussed on the next day or gives them quiz.

5. Teaching Practice

The teaching practice was done same as the lesson plan. The teaching was divided into four parts. The preparation, presentation, practice and also the purposeful closure. In the preparation, I gave the students motivation which was conected to the topic that I have to explain and discuss.

Before conducting the teaching practice, I have entered four classes to observe the teacher; the grade 7 Earth Savers, grade 7 Environmentalists, grade 8 Nature Lovers and grade 8 Ecologists. At that time, I introduced myself to the students. The four classes that I observe, I already teach them. Grade 7 Earth savers there are 47 students, grade 7 Environmentalists there are 49 students, grade 8 Nature Lovers there are 45 students, and grade 8 Ecologists there are 46 students.

The class was always started with praying (one of the students which has been chosen led the pray in front of the class). After that, four students as the checker of the week have to report about the presence of the female students, the presence of the male students, the appropriateness of the student’s uniform (the completeness), and the appropriateness of their sitting arrangement. If all have been set, the class can be started.

In this case, the topic was waves and sound for grade 7 and matter for grade 8. The topic of waves to grade 7 divide into two session and sound divide into two session. The topic of matter to grade 8 divide into four session. I started the class by giving them motivation such us activity, gave them the picture, and gave them video related the topic. The students have to explain their notice. Then after that I explained what will we learn on that day.

After explaining about the topic, I conducted a simple activity that, I divided them into five or six groups. For example the session 1 for grade 7, I gave them a picture the named is “WhatWaveamI?” and they will tell me whether it is a transverse wave, longitudinal wave, mechanical wave, or electromagnetic wave. While, the session 1 for grade 8, I gave them match concepts on column A to its description or examples on column B the named is “MatchMe!”. The students enjoyed to do and explain it.

The students was really good in English. They really understand me and understand my explanation. They were really active in the class. All of them were paying attention to me and none of them was noisy. Overall, it was fun and quite easy to handle the grade 7 (Earth Savers and Environmentalists) and grade 8 (Nature Lovers and Ecologists). After conducting the teaching practice in the school, things that need to be improved are the ability to overcome unexpected things that may and voice controlling during teaching learning process. My mentor suggested me as the teacher to prepare plan B for teaching. So if the plan A does not work, I can still keep the teaching process run well.

6. Summary and Suggestions

a. The purposes

The purpose of the program is to prepare a good future teachers by teaching in another country. From this program, we can improve our English skill both in the teaching in the classroom or in communication with the other people. The student teachers can build the relationship and have a new family in the other country.

b. Procedures of practicum

Orientation in the College, Orientation in the School, Observation in the class, Teaching Practice, Evaluation, and Reflection.

c. Outcomes of practicum

There are three outcomes of the practicum. They are:

1) The student teacher can improve the English proficiency;

2) The student teacher has many experiences regarding teaching the students from another country and the culture of the country; and

3) The student teacher gains more knowledge regarding the teaching skill and pedagogy.

d. The challenges of practicum

It is a big challenge for me to teach and live in the ESL country (English for Second Language), the Philippines because in my country (Indonesia) English is a foreign language. The book that I always use in Indonesia is Indonesian language and in Philippines I use English book to teach science subject so made me study hard to teach the students. At first, it made me under the pressure; however, fortunately I can manage it well.

e. Overall impression

I am very grateful to be able to join this program. Thanks to the lecturer who has given me the opportunity to join the SEA-Teacher program. From this program I not only get the teaching experience in front of students whose English ability is very good, but I also get new friends and family. For one month I can improve my English skills because it is a must for me if I want to communicate with others. I have a lot of valuable experience and hopefully I can be a good teacher in the future.

f. Suggestions for future improvement

1) For SEAMEO

The exchange pre-service teacher program is a good program to improve students’ English proficiency and to improve their way of teaching. The suggestion for the organization, it will be better if the other ASEAN countries can join the program.

2) For Saint Mary’s University

The treatment from Saint Mary’s University was beyond expectation. It was really satisfying. From the president, lectures and the students college were really helpful. The program was also well organized. The suggestion is it is better if the university make a timeline in detail regarding the schedule of the student teachers who join the program.

3) For School

From me, this is the good school started from the principle, teachers, staff of the school and the students. The suggestion for the school is to maintain the achievement of the students, the facilities and services from the school.

4) For Cooperating Teacher

The cooperating teacher is really good, understand, and considerate to me. She gave me motivation every time I finished to teaching. The suggestion for my cooperating teacher is remain the teacher that proud of students.