Field Work Experience and Practice Field Experience

CHAPTER I
INTRODUCTION
Field Work Experience and Practice Field Experience (CCN PPL) is a requirement of an agency in order to develop human resources in this service training. CCN PPL is one form of human resource development that are practical and are expected to have a direct impact can be felt and can be implemented in the community, in this case is the public schools.
Field Work Experience and Field Practice Lecture (KKN PPL) is one form of education by providing training and learning experiences related to the community, especially the world of education that identify and resolve problems related to education.

A. Situation Analysis
SMA N 2 Wates is located at Jalan Dam No.. 22 Wates, Kulon Progo has a very strategic location and an atmosphere conducive to support the implementation of the teaching process. Based on the layout, SMA N 2 Wates west side adjacent to the Veterans SMK SMP Muhammadiyah 1 dam and Wates, the south by police Wates and Wates SMP N 2, the east by Koramil Dam. SMA N 2 Wates is an independent pilot schools that have a fairly complete facilities. This school has implemented a program RSBI, starting the academic year 2009 / 2010 semester 1. At school is also implementing a "moving class" or class of flying since 2004 so that each turn of the lessons are not many students take the time to things that are not useful. The completeness of facilities, infrastructure and educational support facilities owned by SMA N 2 Wates, among others:

No. Type of Facility Number of Rooms / Facilities Condition
1 Classroom / Theory 12 Tables, Chairs, OHP, LCD, air conditioning,
Board, Almari
Good
2 Laboratory of Chemistry 1 Table, Chairs, OHP, screen, air conditioning,
Board, tools & Practicum
Good
Good
3 Laboratory of Physics 1 Table, Chairs, OHP, screen,
Whiteboard, LCD, Tool
Practicum
Good
4 Laboratory of Biology 1 Table, Chairs, OHP, LCD, air conditioning,
Screen, TV, Whiteboard, tools &
Practicum Good
5 Language Laboratory 1 Table, Chairs, OHP, AC, Display,
Board
Good
6 Laboratory
Computer
2 Computers, LCD, AC
Library Room 7 1 Table, Chairs, Books, TV,
Computers, AC
Good
8 Space Skills 1 Table, Chairs Good
9 Multipurpose Room
1 Seat Good
10 Space UKS

1 Table, Chairs, Beds,
Both drugs
11 Cooperative 1 Table, Chair, Cabinet Glass, Cabinet, Rack Good
12 rooms BP / BK 1 Chairs, desks Good
Principal Room 13 1 Table, Chairs, AC Good
Room 14 Teacher 1 Tables, Chairs, Computers, Almari Good
15 Space Administration 1 Table, Chairs, Wardrobe, Computer Good
16 Space OSIS 1 Table, Chairs, Almari, Computer Good
17 Bathroom / WC
Teacher
1 tub, scoop Good
18 Bathroom / WC
Student
2 bath, scoop Good
Room 19 Islamic religious worship (Mosque) a prayer rug, carpet, Mukena, fans, sound systems Good
Christian Worship Space 20 1 Table, Chairs, religious equipment Good
21 Space Worship Catholic religion a Table, Chairs, religious equipment Good
22 Home Guard
School
1 Equipment Household Good
23 Warehouse 1 - Good
24 Room Replace two chairs, mirrors, mattresses Good
25 3 School Cafeteria Tables, chairs Good
26 Field 1 Pole flag, the goalkeeper, Ring
Good basketball

27 Parking Lot 1 parking Good Board
Table 1: School Facilities and Infrastructure

Potential School
SMA N 2 Wates has a high enough potential to develop students' achievement. This school has teachers that professional and qualified, except that many students who have the potential to be proud of. This was shown by the many achievements of students in various fields, especially non-academic. Every day before the independence of Indonesia, SMA N 2 Wates has always participated in various competitions. One of them is a routine activity is TONTI training for new students and Paskibraka. The data on the number of students in 2009, 2010 as follows:
Class
X XI XII Year Totals
2009 121 140 137 398
2010 128 118 141 387
2011 128 127 117

B. Formulation Program KKN-PPL
Based on observations and analysis of the situation that has been implemented, can be formulated in several service-learning program design-PPL individuals in accordance with their respective department. Selection, planning and implementation of work programs or post on target after the jump is very important and become a benchmark keberhasila implementation of CCN-PPL. In order for the implementation of service-learning program, PPL runs effectively, efficiently, and tailor-made formulation of the program. Based on discussions between praktikan along with the school teachers in particular subjects of geography, then dirumuskanlah programs include activities whose primary purpose can be in supporting the process of learning. For this planned service-learning program, PPL individuals who will be implemented, these programs include:
1. CCN Program Formulation and Individual Action Plan:
a. Geography Dictionary Procurement
b. Procurement Learning CD
c. Sample Procurement Board Rocks
d. Procurement Board in the World Fauna Distribution
2. PPL program formulation and Individual Action Plan
a. Teaching and Teacher classroom observation
b. Preparation of Learning Implementation Plan (RPP)
c. Making learning media
d. Teaching practice
e. Giving students assignments
f. Making Questions and answers Deuteronomy Daily
g. Evaluation of learning (Deuteronomy Daily)
h. Analysis of Evaluation Results
i. Making Problems Remidi Deuteronomy, Following on and Enrichment
j. Replacement Teachers Teaching

CHAPTER II
PPL CCN ACTIVITIES
A. CCN ACTIVITIES
1. Geography Education Program (Preparation, Implementation and Analysis of Results)
Responsible Person:
Rev. Bramantya Jatmiko

a. Sample Procurement Board Rocks
Purpose: Helps students to find definitions of some terms of geography
Goal: Library
Time: Week-1 and 2 implementation of the CCN
Funds: Funds that are unused Rp. 85000.00 for a fruit dictionary
b. Procurement Learning CD
Purpose: Helps mengefektif and streamline the process of learning in the classroom
Target: Teachers and high school students Wates STATE 2
Time: Week 3 and 4 implementation of the CCN
Funds: Funds that are unused Rp. 15,000 for 1 piece CD Learning
c. Sample Procurement Board Rocks
Purpose: Assist learners in the learning process to understand the rocks
Target: Teachers and high school students Wates STATE 2
Time: Week-5 and 6 the implementation of the CCN
Funds: Funds that are unused Rp. 50 000
d. Procurement Board in the World Fauna Distribution
Purpose: Assist learners in the learning process to understand the distribution of fauna in the world
Target: Teachers and high school students Wates STATE 2
Time: Week-8 implementation of the CCN
Funds: Funds that are unused Rp. 50 000

REPORT OF LIABILITY CCN STUDENTS GEOGRAPHY EDUCATION DEPARTMENT

1) Procurement Dictionary of Geography
Purpose: Helps students to find definitions of some terms of geography
Goal: Library
Forms of activities: The work program can be accomplished with the availability of a dictionary of geography to the library collection.
Time: Week-1 and 2 implementation of the CCN
Funds: Funds that are unused Rp. 85000.00 for a fruit dictionary
Source of funding: student Swadana
Person in charge: Rev. Bramantya Jatmiko
a. Preparation
Survey of libraries, laboratories geography, and interviews with a guidance counselor at school. Collecting money
b. Implementation
Go to shoping. Buy dictionary of geography
c. Analysis Results
Keja this program can be facilitated by the availability of a fruit dictionary of geography to the library collection.
d. Reflection
The barriers that divide the money for a lot of work program. The solution is saving up for work programs and buy books in the shopping so that cheaper

2) Procurement of CD learning
Purpose: Helps mengefektif and streamline the process of learning in the classroom
Target: Teachers and high school students Wates STATE 2
Form of activity: Copy documentary or material to a CD learning.
Time: Week 3 and 4 implementation of the CCN
Funds: Funds that are unused Rp. 15,000 for 1 piece CD Learning
Source of funding: student Swadana
Person in charge: Rev. Bramantya Jatmiko

a. Preparation
The preparation stage:
Consultation with the teacher supervising the field of materials will be delivered via CD learning. Survey to the rental VCD to search for documentary films dealing with the phenomenon of the geosphere. Exchanging information with other friends of the material for learning CDs (material exchange)
b. Implementation
Go to the rental VCD. Rent a VCD about the asteroid. Buy the CD. Copying to a CD documentary of learning. Finding materials on the rocks in the form of adobe flash.Menyalin learning material to CD
c. Analysis of results
This work program can be facilitated by the availability of a CD learning
d. Reflection
Barriers to the lack of skills in using the program adobe flash. The solution is to find a medium of learning in the form of adobe flash from various sources. Saranya The skill is to further enhance the use of adobe flash program.

3) Procurement Board Rock Samples
Program objectives: Assist learners in the learning process to understand the rocks
Target: Teachers and high school students Wates STATE 2
Forms of activities: Board of LIPI Karangsambung rocks.
Time: Week-5 and 6 the implementation of the CCN
Funds: Funds that are unused Rp. 50 000
Source of funding: student Swadana
Person in charge: Rev. Bramantya Jatmiko

a. Preparation
The preparation stage:
Finding materials on the rocks
b. Implementation
Buying board rock samples. Rock sample boards
c. Analysis of results
This program can be undone with time. The result is a rock sample boards
d. Reflection
The obstacles in the form of less size, less bulky boards for pasting.
Solusnya board is made of two rock samples.

4) Procurement Board Fauna Distribution in the World
Program objectives: Assist learners in the learning process to understand the distribution of fauna in the world
Target: Teachers and high school students Wates STATE 2
Form of activity: boards or distribution of fauna in the world map
Time: Week-8 implementation of the CCN
Funds: Funds that are unused Rp. 50 000
Source of funding: student Swadana
Person in charge: Rev. Bramantya Jatmiko

a. Preparation
The preparation stage:
Survey and consultation with the supervising teacher at the school. Finding materials on the cycle of rocks from various references
b. Implementation
Determine the distribution of fauna of the selected image. Printing in the form A1. Buying a frame. Inserting a picture in a frame
c. Analysis of results
This program can be undone with time. The result is a board A1 size distribution of fauna
d. Reflection
The obstacles are images obtained from the website is less clear when printed in large sizes. Solution in the form printed in A1 size

2. Reflections on service learning
In carrying out the activities, we are students majoring in German language education is as much as possible try to hold it well. However, instead it should also receive attention to the constraints that certainly was never released in executing a program, for example:
 The limitations of existing tools and materials so the implementation of service-learning program of work is just what it is.
 Availability of time is less so the program is already planned as if less can be a maximum in the implementation
 less than the maximum communication between members of the CCN so that the existing work program was abandoned.

B. PPL EVENT
1. Preparation
Experience Practice Field (PPL) is an activity that must be taken by students S1 UNY educational program because the orientation is primarily educational. In this activity, students will be assessed how praktikan apply all knowledge and skills acquired during the college into school life. Important factors that strongly supports the implementation of the PPL, among others, mental readiness, mastery of the material, mastery and classroom management, presentation materials, the ability to interact with students, teachers, staff, parents / guardians of students, and surrounding communities. If only the master one or some of the factors above, the implementation of the PPL will have trouble. The academic requirements must be met are already teaching graduate courses must follow the Micro and CCN-PPL briefing held by the university before the student dropped to the location. In addition, students are allowed to follow the PPL must meet the following general requirements:
a. UNY enrolled in semester courses S1 diselenggarakannnya CCN - PPL.
b. Has taken a minimum of 100 credits
c. KKN-PPL lists in KRS
d. Teaching the courses have passed the Micro, or PPL 1, or the equivalent with minimum grade B. Not taking courses held at the special semesters.
e. Student who is pregnant, her pregnancy should not be more than five months at the time of departure CCN-PPL.
f. Obey the order - order of service learning - PPL
g. Students get special guidance in the form of debriefing and individual consultations.

Preparation Practice Field Experience (PPL)
Preparation is done before melaksanankna PPL include:
a. Candidate Registration
b. Grouping students and determination of Micro Supervisor.
c. Determination of the school, agency, or agencies, the supervising teacher Field, and coordinator of observation before PPL
d. Observations on the school, agency, or institution concerned
e. PPL participants surrender to the principal or Head of Agency / Institution related
f. Debriefing
Praktikan students must carry out pre-observation PPL PPL before implementation begins with the aim to find out how the condition of schools and learning processes that take place in the school with the real. Thus, at the time of execution of PPL praktikan students had no difficulty in adapting to the classroom and the learning process in the class itself. Activities conducted with respect to PPL both before and after implementation of the WMO, through several stages as follows:

- PREPARING FOR THE CAMPUS
a. Micro Teaching
This program aims to prepare mentally for the praktikan can apply the theory in science that can be from college into the teaching practice in the field. Through this briefing, students can gain initial knowledge about teacher ethics, responsibility, and professionalism of teachers, so students are not expected to encounter obstacles during the implementation of the PPL. Learning Micro implemented earlier in the semester to give the initial implementation of the PPL stock. In this lecture, students were divided into small groups, each group consisted of 8 to 14 students with a faculty mentor. In a micro lesson every student is educated to become a teacher, ranging from the preparation of syllabi, lesson plans implementation, instructional media, materials and other students acting as students.
Micro Teaching is a preparation of the earliest made in preparing this Field Experience Practice activities. This preparation is one of compulsory subjects that must be taken throughout the semester students of VI which determines whether or not entitled to take the PPL in the semester VII.
In teaching Micro, praktikan doing teaching practice in small classes. It is intended that praktikan in this case students have the knowledge and skills about the process belaja and teaching. Micro teaching is also a medium to train students in delivering materials, manage classroom, learners face, and mneyikapi learning problems that can occur classroom.

Before performing the micro teaching, students must make Learning Implementation Plan (RPP) for the next to be hold at the time of practice teaching. Typically, the length of time teaching is only about 15-20 minutes. In general, the learning process in micro teaching include:
 Opening and closing the learning
 Delivering apperception
 Delivering materials to the media
 posed the question on student
 Answering questions from students
 Motivating students
 Teaching methods
 Manage the classroom

b. Observation Activities
These activities are conducted in schools that will serve as a place of teaching practice. The hope, students can get an idea of ​​how the characteristics of teachers and students at the school, how the learning process usually lasts, and how to form an administration that often do teachers in each year.
Before the implementation of the PPL in progress, observation of activities carried out prior to the date of 8 to 13 February 2010. In observation of activities, students make observations about the good schools from teaching and learning activities in the classroom as well as the physical condition of schools. For observation in the classroom, making observations praktikan Teaching and Learning (PBM), while the aspect observed in PBM activities is as follows:
A. Devices / Administration Learning
1. Learning Unit Level Curriculum (SBC)
2. Syllabus
3. Learning Implementation Plan (RPP)
4. KKM (exhaustiveness Minimum Criteria)
5. Semester Program
6. Annual Program
7. Map Description Material
8. Problem lattice Deuteronomy Daily
9. Deuteronomy Daily Problem
10. Students Value List
11. Deuteronomy Daily Analysis
B. Learning Process
1. Open the lesson
2. Presentation material
3. Learning methods
4. Use of language
5. Use of time
6. Movement
7. How to motivate students
8. Questioning techniques
9. Mastery of technique classes
10. Use of media
11. The form and method of evaluation
12. Closing a lesson

C. Student Behavior
1. Behavior of students in the classroom
2. Behavior of students outside the classroom
While the main target in the observation of school conditions include:
1. The physical condition of schools
2. Potential students
3. Potential teachers
4. Potential employees
5. Teaching facilities, media
6. Library
7. Laboratory
8. Guidance counseling
9. Tutoring
10. Extracurricular Activities
11. Organizations and facilities OSIS
12. Organizations and facilities UKS
13. Administration (employees, school, wall)
14. Scientific Writing Youth
15. Scientific Work by teacher
16. Cooperative students
17. Places of worship
18. Environmental health

c. Debriefing KKN-PPL
CCN-PPL briefing aims to prepare technical material and morale of students who will be deployed to the location of PPL. Through this briefing, students can gain initial knowledge about teacher ethics, responsibility, and professionalism of teachers, so students are not expected to encounter obstacles during the implementation of the PPL.
Briefing conducted by the MPA Coordinator Mr. KKN PPL Sudjoko, M. Si. Housed in a room FMIPA UNY. Briefing held on June 29, 2010, Tuesday, 14.00 WIB - finish.

d. Student submission of CCN-PPL
Delivery of PPL students UNY implemented on July 1, 2010 in Courtroom SMA N 2 Wates. Delivery of service-learning student-PPL was attended by all students KKN UNY PPL, PPL Coordinator KKN-SMA N 2 Wates, Principal, Vice Principal affairs curriculum, facilities and infrastructure, public relations, and PPL Supervising Teacher. However, Field Supervisor (DPL) following the program. On this occasion the student with the school delivering the agreement in carrying out the programmed activities, including consultation with the supervising teacher for each of PPL activity later.

2. Implementation
PRACTICE TEACHING
PPL Programs
Classroom Amnestied: XI IS 1, IS 2 XI
Teacher Advisor: Dra. Rudiyati
Number of Students: 46 Students
Methods used: Lecture, Discussion, Assignment, Frequently Asked Questions
Materials provided include: Biosphere
Implementation of teaching practice which is 12 times face to face with a time of 48 hours of lessons from July 1 until August 16, 2011.
The teaching practice is carried out according to schedule determined by the school and the rest used for leisure time working on service learning programs. In teaching practice, students are guided by a teacher of Geography Education subjects prndidikan Geography (Dra. Rudiyati). Teacher mentors provide guidance on the preparation of teaching, in the form of making Learning Implementation Plan (RPP), syllabus, and assessment system.

a) The guided teaching practice
The teaching practice is guided teaching practice where praktikan still get referrals during the manufacturing process of learning components by a tutor who has been assigned. These components may include Syllabus, Learning Implementation Plan (RPP), and Learning Media that will be used when teaching in the classroom. In this guided practice all praktikan received guidance from teachers in their respective studies. Guidance implemented before praktikan teaching in the classroom, and form the guidance given by the supervising teacher is a material that will Amnestied and the classroom where teaching and learning component instances.
b) Practice Teaching and Self
In independent teaching practice, teaching practice praktikan implement according to officials in the field of teachers teaching in the classroom Amnestied. Teaching practice include:
1. Opening the lesson:
a. Greeting
b. Apperception
c. Delivery of learning objectives
2. Principal learning:
a. Delivering materials
b. Provide the opportunity to ask (the active two-way discussion)
c. Answering student questions
d. Provide evaluation
e. Motivates students to actively
3. Closing the Lesson:
a. Making inferences
b. Affirmation of material
c. Give home tasks

c) Supervising Teacher Feedback
1. Prior to teaching practice
Teacher mentors provide guidance in preparing the teaching practice preparation, good attitude and mentally. Praktikan expected to be always active in consulting to the supervising teacher. In addition, the consultation also provides the opportunity for a tutor to deliver several messages and inputs that will be delivered as stock praktikan teaching in the classroom.
2. After teaching practice
In this case, the supervising teacher is expected to provide an overview of teaching praktikan progress, provide direction, feedback and suggestions both visually, materially and mentally as well as evaluation for praktikan, so that later praktikan can teach better.

A. PRACTICE schooling
The practice of schooling is a practice done praktikan PPL in helping the school administration. Here TU give students a task to the PPL to give its support.
B. COMPILATION REPORT
PPL Students must prepare individual reports as a form of accountability for implementation of activities of WMO. The preparation of this report starts from the beginning until the withdrawal of student activities PPL PPL by the university.
C. EVALUATION
Evaluation is an assessment given to students carrying out their duties praktikan in PPL.
Evaluation is used separately to know the capabilities of the students as well as its shortcomings as well as the development and improvement in the implementation of the PPL, and for the foreseeable future.

3. Analysis of Results and Reflection
Of course this PPL students get a variety of experiences that are
administrative, which includes:
1. Learning Implementation Plan (RPP)
2. Syllabus
3. KKM (exhaustiveness Minimum Criteria)
4. Semester Program
5. Annual Program
6. Map Description Material
7. Problem lattice Deuteronomy Daily and answer key
8. Deuteronomy Daily Problem
9. Students Value List
10. Deuteronomy Daily Analysis Results
While related to teaching and learning activities is that we can use the teaching methods, materials delivery techniques, classroom management, adjusting the allocation of time, and evaluation of learning well.
The analysis of the results of the implementation of the PPL are as follows:
a. Program Implementation Results
PPL work program that has been collated praktikan been performing well and smoothly with the material according to the provisions of the supervising teacher, although initially met little resistance. The results of the final evaluation of student learning activities with praktikan showed that students who have met the passing standards or it can be said no longer need to hold remidi
b. Obstacle
Existing barriers of PPL preparation activities often seem less than optimal as it pertains to CCN activity. This happens when the agenda of corruption carried out concurrently with the implementation of the PPL so that students must be good at prioritizing the more important and much needed expertise in the dividing of time.
c. Solutions
Praktikan trying to arrange a schedule between CCN with PPL preparations with ways of implementing the agenda of corruption in the afternoon after teaching and learning activities.
d. Supporting Activities Program PPL
Supporting the implementation of WMO programs include:
a. Making Learning Programme Plan (RPP)
b. Preparation of Syllabus
c. Giving the task after the materials are explained, so knowing the ability of students in receiving the material
d. Conducting daily tests to determine the ability of students to receive all of the material being taught

4. Use of Learning Method
Learning method in PPL is lecture, exercises, dialogues, games, and pemberiaan task. The use of such methods in accordance with the materials provided so that students can understand what is being taught by praktikan.

5. Learning Media
Instructional media is very important to support the learning activities to facilitate students in understanding the material provided praktikan. As for the learning media used include:
1. Geography books package
2. LCD
3. Hand out
4. Whiteboard etc..

CHAPTER III
CLOSING
A. CONCLUSION
Implementation of PPL in SMA N 2 Wates goes well and smoothly. These activities provide the benefits and the experience for both praktikan concerning teaching activities or activities outside of teaching. From the results of PPL is done then, several conclusions can be drawn that the activities of PPL can:
1. Provide experience to students in the field of learning in school to train and develop the educational potential.
2. Provide opportunities for students to learn and know and appreciate the intricacies of school and all the problems associated with the learning process.
3. Provide opportunities for students to apply science, knowledge, and skills that have been obtained in real life at school.
4. The practice of field experience is the development of competencies for praktikn four, namely pedagogic competence, personal, professional competence, and interpersonal competence.
5. This activity has meaning as a preparation for students for any future foray into a true community school
6. The practice of field experience is an appropriate vehicle for prospective student teachers could practice the knowledge gained from UNY campus.
7. PPL train students to work in teams and all related parties that have different characteristics.
8. Empower all elements of the school so that their potential can be developed for school progress.
9. Enhance good relations between UNY with schools.


B. ADVICE
1. For Students
• There is a good kekerjasamaan between UNY and the school, so there is a match between the two institutions.
• Need for improved coordination among fellow praktikan.
• Mutual tolerance, tangggung responsibility, discipline, communication, between students PPL is further enhanced by the smooth process of PPL.
• Cooperation and teamwork is the key to the successful implementation of WMO programs that have been compiled.
• Establish good communication between group members and the citizens of the school
2. For Teachers and School Mentors
• Guidance and direction to be clarified so that not one of perception between praktikan and guidance counselor.
• Media to be maintained and updated learning.
• Cooperation between PPL student with the school to be improved so that there is no misunderstanding.
• Please do not give a direct warning to the student while still a student (codes of conduct).
• Please do not give warning in the form of threat value, each student is also aware of his responsibility is to make a report.
3. For those of Students
• To be more keen to learn more actively in lessons
• Guidance from the school to be more improved again
• In order not to rely only on the material that the teacher alone. However, students can find material from other sources available on the internet because there are facilities at this school internet service hotspots.
• For students who joined the organization of students in schools in order to divide his time in following the teaching and learning activities and collect assignments given by praktikan and subject teachers.
REFERENCES
Drafting Team. 2009. Micro Teaching Guidelines. Yogyakarta, Yogyakarta State University.
Drafting Team. 2009. PPL Guide 2009. State University of Yogyakarta. Yogyakarta, Yogyakarta State University.

APPENDIX