The document summarizes a best practice for improving students' reading and writing skills in English at SMPN 221 Jakarta. It describes using a problem-based learning model with cooperative learning techniques. Challenges included students' lack of motivation and vocabulary. Steps taken were preparing students, designing lesson plans, and implementing group work and presentations to analyze short messages. The approach was effective, increasing motivation and understanding. Colleagues provided positive feedback, and preparation and openness to new knowledge were keys to success.

1. B E S T
P R A C T I C E
D E R L I N A
M A N I K
NIM: 22081000503
PPG Daljab Kategori I
Gelombang 2 Tahun 2022
M U H A M M A D I Y A H
U N I V E R S I T Y O F J A K A R T A
M E N G U N A K A N M E T O D E S T A R ( S I T U A S I ,
T A N T A N G A N , A K S I , R E F L E K S I H A S I L D A N
D A M P A K )
Location : SMP Negeri 221 Jakarta
Educational Scope: SMP
Goals to be achieved: To Improve students' reading and writing skills
Writer : Derlina Manik
Date : 13, 14 December 2022

2. Situation
The conditions that form the
background of the problem,
why it is important to share this
practice, and what are your
roles and responsibilities in this
practice.
Compiling Stories of Best Practices Using the Star Method
(Situation, Challenge, Action, Results and Impact Reflection)
Regarding the Experience of Overcoming Student Problems in
Learning.
Students do not understand the meaning of the
questions in the problem.
Less vocabulary mastery.
Students are not familiar with English
Teachers are also less creative in using learning
techniques in English.
Most students at SMPN.221 do not receive English
education at elementary school. Learning English
after junior high school, apart from that the impact
of learning at home due to Covid-19 has made
students learn English significantly less than optimal
so special students' ability to read texts and write
short texts in English is very lacking. In addition,
motivation to learn is also very lacking.
Understanding the content of English text is a very
necessary reading skill. Most of the Grade VIII
students got grades under the KKM in English
lessons. Several factors cause students to get low
scores, namely;
Developing Best
Practice
A. Background

3. Situation
The conditions that form the
background of the problem, why it is
important to share this practice, and
what are your roles and responsibilities
in this practice.
Most teachers, especially English teachers at
school, experience the same problem, namely
facing students who find it difficult to
understand the contents of the text due to a
lack of vocabulary mastery.
This practice can motivate other teachers,
especially in designing creative and innovative
learning.
Based on the problems above, it is necessary to
have learning practices that can improve students'
ability to read in order to know the contents of the
text. Problem-based learning using the CIRC
(cooperative integrated reading content) technique
in short message material is a student center
learning strategy that can improve students' ability
to understand text content.
This learning practice is very important to share to
show good practice to other friends;
Developing Best
Practice
B. The Importance of Classroom
Practices

4. Situation
The conditions that form the
background of the problem, why
it is important to share this
practice, and what are your roles
and responsibilities in this
practice.
Compiling Stories of Best Practices Using the Star Method
(Situation, Challenge, Action, Results and Impact Reflection)
Regarding the Experience of Overcoming Student Problems in
Learning.
My role in this practice is as a facilitator, providing
services to students so that the learning process can
run smoothly. In addition to making lesson plans
based on the use of TPAC, determining learning
objectives, preparing teaching materials, student
worksheets and conducting evaluations.
Developing Best
Practice
C.The Role of the Teacher
My responsibility as a teacher in this learning
practice is to determine the right method to use in
learning with the aim of helping students to more
easily understand the short message material. In
addition to directing, motivating, and assisting
students in the learning process so that they can
learn in a pleasant atmosphere, full of enthusiasm,
joy, and dare to express opinions.
D. Teacher Responsibilities in Learning
Practices

5. What are the challenges to
achieving this goal? Anyone involved
·Inadequate facilities and
infrastructure, weak internet
network, and limited learning tools.
Sep, availability info,
·Student learning motivation is
lacking. Especially in reading and
writing in English.
·Students lack self-awareness of
learning, to explore deeper
information, and are more simple.
With the various challenges found
in schools, students, it is necessary
to find a solution to increase
students' interest in learning with
the TPACK approach and learning
techniques to improve reading and
writing skills that involve students
actively, namely with the CIRC
(cooperative integrated reading
composition) technique to help
students understand the contents
of the reading individually or in
groups.
After identifying problems with self-
reflection, fellow teacher interviews,
vice principals for the curriculum
section, and vice principals for student
affairs, the challenges in implementing
this learning include;
The parties involved in achieving
the goals are teachers, students,
and schools in providing
infrastructure.
Challange
A. Challenges in Achieving
Goals
B. Parties involved in achieving
the Goals

6. What steps were taken to deal
with these challenges/ what
strategy was used/ how was the
process, who was involved/
What resources or materials
were needed to implement this
strategy
Prepare students to be able to follow the
learning well.
Prepare internet quota for the smooth
implementation of learning zoom.
Designing a learning implementation plan
(teaching document)
Determine learning models and methods
that are appropriate to the material and to
achieve the learning objectives specified
in the RPP which are student center
learning and according to the
characteristics of students. The learning
model for this material is PBL (Problem
Based Learning) with the cooperative
learning type CIRC (Cooperative
Integrated Reading Composition) method.
Learning design (RPP) is an indicator of the
success of an educator's teaching and
learning activities. RPP design contains the
ideas and ideas of an educator regarding
learning methods, learning content, and
other elements that are in it when they want
to organize learning. If the RPP design is made
poorly, it will result in teaching and learning
activities being unstructured and students
not having an interest in participating in
learning. Therefore it is very important for an
educator to design lesson plans that are in
accordance with the structure and syntax of
the learning model to be used.
Action A. Steps to face challenges

7. Analyze and evaluate the
problem-solving process h.
Orientation of students to the problem
Organizing students to
learn.
Guiding individual as well
as group investigations.
Develop and present
results
The teacher conveys the problem to be solved in groups through
video shows, which is related to identifying short message texts.
Teacher Activities :
Educators monitor the involvement of
students in doing their work
The educator monitors the
discussion and guides
The teacher guides presentations and
encourages groups to give awards and
input to other groups. Educators and
students conclude the material.
Students discuss the results obtained to
be presented later
Educators form study groups and
explain the mechanism of group
discussions and tasks completed during
the learning process.
Student form groups and discuss to
complete the task given by the teacher
Students listen to material
explanations and discuss
understanding of concepts in
reading texts.
Each group made a presentation,
the other groups gave their
appreciation. The activity
continued with summarizing .
Each student in the group observes the video displayed by the
teacher and answers the questions given by the teacher.
The learning steps carried out in the Problem-Based Learning (PBL)
model are as follows:
Action
Teacher
Activities
Students
Activities
Students Activities :
Teacher Activities :
Students Activities :
Teacher Activities :
Students Activities :
Students Activities :
Teacher Activities :

8. What steps were taken to deal
with these challenges/ what
strategy was used/ how was the
process, who was involved/
What resources or materials
were needed to implement this
strategy
Conduct learning by applying a
problem-based learning model with
cooperative learning techniques.
Material sources needed are obtained
from Google/social media, YouTube,
delivery of material in the form of
Canva.
D. What resources or materials are
needed to implement this strategy?
Action
B. Strategies used to deal with
challenges
C. The process
Orientation phase, the teacher conducts
apperception and prior knowledge of
students about the short message material
that will be given and conveys the learning
objectives to students.
Organizational phase, students are in groups
and listen to the teacher's explanation
regarding the completion of group
assignments that must be completed by
students.
Students discuss determining the structure
of short message texts and disclose
information in short message texts on
students' worksheets.
Students together with group friends look for
information in analyzing short message texts.
Students present by reading the results of
group discussions in front and other groups
giving responses.
In the closing activity, the teacher conducts
questions and answers and students make
notes about the material.
The process for applying the CIRC method in
learning activities is adjusted to the steps,
namely as follows:
1.
2.
3.
4.
5.
6.

9. What is the impact of the action
of the steps taken? Are the
results effective? Or not
effective? Why? How are other
people's responses related to
the strategy carried out? What
are the success or failure
factors of the strategy carried
out? What are the lessons from
the whole process?
Students can solve problem-solving
questions.
Increase student learning motivation.
Students can understand the meaning of
the problem.
Students are confident in solving
problems because of cooperation with
group mates.
Encouraging weak students to be more
motivated in learning.
Reflection Results
and impact
A. The impact of the steps taken
B. Results
Students are able to identify short
message texts and determine the
structure of short message texts
correctly.
Students can create short message texts
using Canva.
This learning technique is effective and I
can reuse it in further learning actions.
C. Others' Responses;
Most of the colleagues provide very good input and can be applied to other
classes.
D. The success factor for using this strategy is that it is supported by the
principal, representatives and staff and colleagues.
E. In conclusion, learning from the whole process requires more mature
preparation and adds new knowledge.