LEARNING EPISODE 1– THE TEACHER WE REMEMBER

ANALYZE
1. From the PPSTs, the Southeast Asia Teachers Competency Standards and the TEDx
videos that you viewed, what competencies does a great teacher possess?
 A great teacher is chill
 A great teacher understands students have a life outside school
 A great teacher helps student if they notice a struggles
 A great teacher sings
 A great teacher loves to teach]
2. Are these competencies limited only to professional competencies?
NO, it’s not limited to professional competencies.
3. For a teacher to be great, is it enough to possess the professional competencies to plan a
lesson, execute a lesson plan, manage a class, assess learning, compute and report
grades? Explain your answer.
The greatness of a teacher Is not measured by how he/she is able to plan a lesson, manage
a class, assess learning, compute and report grades. These are actually just manifestations
that a teacher is doing his/her job description. It is not easy job because teachers are in
charge in shaping the minds of the youth, Educators need to be flexible to accommodate
all the students, or at least as much as possible
4. For a teacher to be great, which is more important- personal qualities or professional
competencies?
Personal Qualities is more important than professional competencies because knowing
your strengths and weaknesses gives you a better understanding of yourself and how you
function and of course to be a great teacher. For instance, if you are looking at career
options, you would be able to narrow down specific job scopes based on the things you
know you are good at, it also helps you to grow more.r
5. Who are the teachers that we remember most?
The teacher that we remember the most in different ways, for different reasons and some
more than others, A teacher that played a great part in what we eventually turned to be us
adults, a teacher impacting our lives way beyond the academic subjects they taught us.
We remember teachers cared about his/her students. We remember teachers who
supportive or encouraging or something in them no one else did, We remember teacher
who challenged us and make us think.
 REFLECT
Which personal traits do I possess? Not possess? Do I need improvement in?
There are certain personal traits that help teachers and student succeed. The personal
traits that make up a person go a long way in determining how successful he or she. The personal
traits that I need to possess the most are Adaptability, Conscientiousness, Creativeness,
Determination, Empathy, Forgiveness, Genuiness, Intuitiveness, Kindness, Passionate,
Resourcefulness. The personal trait that I will not possess of being impatient, because being a
teacher, you always assigned to do various tasks and you should always ready to handle for
being impatient , when you do not know how to handle for being an impatient this may cause a
negative impact in the near future as well as your students. Regardless of your goals and dreams,
you can achieve them if you are willing to work improving yourself and no matter how long a
person has been teaching there’s always room for improvement. But to truly improve educator
capacity over time in a sustainable way, it’s more about mindset, curiosity and a sense of
progress and belonging
Which professional competencies am I strongly capable of demonstrating?
The new role of teachers demands us to keep updated about advances in the matters of
education. Teamwork and collaborating with others that I am capable of demonstrating which is
essential because to enrich our work and help students to improve their competencies. Teachers
are required to impact the lives of students positively and train them so that they know how to act
in different situations, value their development and understand how to make decisions in
different context.
In which competencies do I need to develop more?
It is very difficult to know for certain today what kind of competencies do I need to
improve more is Critical thinking and Creative Problem Solving.
Who are the teachers that we remember?
The teacher that we remember the most in different ways, for different reasons and some more
than others, A teacher that played a great part in what we eventually turned to be us adults, a
teacher impacting our lives way beyond the academic subjects they taught us. We remember
teachers cared about his/her students. We remember teachers who supportive or encouraging or
something in them no one else did, We remember teacher who challenged us and make us think.
LEARNING EPISODE 2- Embedding Action Research for Reflective Teaching

ANALYZE
 Action research seems easy and familiar. Since teaching seems to be full of problematic
situations and that the teacher has a responsibility of finding solution for everyday problems in
school, hence teachers should do action research. This is an exciting part of being a teacher,
problem solver.
Let us continue to examine and analyze what you have noticed and interpreted in the
previous activity.
Key Questions My Answer
1. From what source do you think, did Choices:
the authors identify the problems of _____Copied from research books
their action research? From daily observation of their teaching
practice.

/ From difficulties they observed of their

learners.

/ From their own personal experience

_____From the told experiences of their co-

teachers.
2. What do you think is the teacher’s Choices:
intention in conducting the action / To find a solution to the problematic
research? situation

_____To comply with the requirement of the

principal
/ To improve teaching practice

_____To try out something, if it works

_____To improve oneself as better than the
others
3. What benefit do you get as a student Choices:
in FS 2 in understanding and doing / Prepare me for my future job
action research?
_____Get good grades in the course
/ Learn and Practice being an action
researcher

_____Improve my teaching practice

/ Exposure to the realities in the teaching
profession

_____Become a better teacher everyday

4. In what ways. Can you assist your / By co-researching with my mentor
mentor in his/her Action Research
 Activity? _____By assisting in the design of the
intervention
/ By assisting in the implementation of the
AR

_____By just watching what is being done

REFLECT
Based on the readings you made and the previous activities that you have done,
1. What significant ideas or concepts have you learned about action research?
I learned that the significant ideas or concept I’ve learned about is that every teacher
should take interest to know how student learn, want to make innovations in the curriculum and
desires to improve teaching practices. In order to achieve these, a teacher has to do action
research about the practical problem.
2. Have you realized that there is a need to be an action researcher as a future teacher?
Yes / No_______. If yes, complete the sentence below.
I learned that the processes of observation, reflection and inquiry lead to action that
makes a difference in teaching and learning. If your learners are having bad behavior and how
you’ll deal with it, as a future teacher, I should provide proper actions on how to solve this kind
of problem inside a classroom setting. It bridges doing (practice) and learning (study) and
reflection (inquiry).

LEARNING EPISODE 3– UNDERSTANDING AND USING ACTION RESEARCH CONCEPTS

AND PROCESSES

ANALYZE
Choose the AR sample Abstract that you submitted in Episode 2
 Analyze the components vis-à-vis only one model out of the 3 presented.

 If you choose to compare with Model A McNiff & Whitehead, 2006, here are the
components
Title and Author of the Action Research
“IMPROVING STUDENTS READING SKILLS THROUGH INTERACTIVE
MEDIA OF THE GRADE 8 CLASSES”
 By:Rara Diska Nurhana
Key Components Entry from your sample AR
OBSERVE The Problem
* Poor understanding in the subject matter, one
because of learning media used by teachers are
less attractive to students’ willingness in learning
become less.
*Students’ vocabulary mastery is considered low
*Students get the difficulty in finding out the
meanings of some words

REFLECT Reflection

After the researcher conducted the actions

completely, the researcher tries to reflect the
entire implementation process of learning
reading recount texts by using interactive
multimedia. . Reflection was implemented as a
process of assessment of the actions that have
been given. Reflection was done through
discussions between the collaborator and
researcher. Thus, the reflection can be obtained
after the implementation of the actions and
results of the evaluation.
PLAN Plan of Action
The data from the observation and interview
were analyzed qualitatively and the scores were
analyzed quantitatively. The steps of the study
were planning, actions, observations, and
reflections. The actions in two cycles. The
finding of this study is that the using of the
Interactive Multimedia could improve the
students’ reading skills. The results of the
research show that there is improvement of the
students’ reading skills through the use of
Interactive Multimedia. The students made a
good improvement in some aspects of reading
skills, such grammatical words classes, system,
particular meaning, and task achievement. They
were more confident to reading aloud.
ACT Implementation
The first meeting of the first cycle was
initialized by greetings, asking for students’
 attendance and apperceptions about the recount
text. The researcher opened the lesson by
greetings and checking the student’s attendance.
The next step is asking the students about their
feeling after experiencing using multimedia in
the previous meeting. The researcher provided
materials and exercise to face the interactive
learning that will be implemented at the next
meeting.
MODIFY Recommendation
It is recommended that using interactive learning
media in reading is a good alternative to teach
and learn reading in order to make the learning
process become more effective and independent.
For students, it is recommended that they need to
keep improving their scores, the results achieved
from the good reading skills need to be
maintained and continually improved, and those
who get low scores should continue to practice
individually and groups.

 If you choose to compare with Model B-Nelson, O, 2014, here are the
components
Title and Author of the Action Research
“IMPROVING STUDENTS READING SKILLS THROUGH INTERACTIVE MEDIA OF
GRADE 8 CLASSES”
By: Rara Diska Nurhana
Key Components Entry from your Sample AR
OBSERVE The Problem
* Poor understanding in the subject matter, one because
of learning media used by teachers are less attractive to
students’ willingness in learning become less.
*Students’ vocabulary mastery is considered low
*Students get the difficulty in finding out the meanings
of some words
 REFLECT Reflection
After the researcher conducted the actions
completely, the researcher tries to reflect the entire
implementation process of learning reading recount
texts by using interactive multimedia. . Reflection was
implemented as a process of assessment of the actions
that have been given. Reflection was done through
discussions between the collaborator and researcher.
Thus, the reflection can be obtained after the
implementation of the actions and results of the
evaluation.
PLAN Plan of Action
The data from the observation and interview were
analyzed qualitatively and the scores were analyzed
quantitatively. The steps of the study were planning,
actions, observations, and reflections. The actions in
two cycles. The finding of this study is that the using of
the Interactive Multimedia could improve the students’
reading skills. The results of the research show that
there is improvement of the students’ reading skills
through the use of Interactive Multimedia. The students
made a good improvement in some aspects of reading
skills, such grammatical words classes, system,
particular meaning, and task achievement. They were
more confident to reading aloud.
ACT Implementation
The first meeting of the first cycle was initialized
by greetings, asking for students’ attendance and
apperceptions about the recount text. The researcher
opened the lesson by greetings and checking the
student’s attendance. The next step is asking the
students about their feeling after experiencing using
multimedia in the previous meeting. The researcher
provided materials and exercise to face the interactive
learning that will be implemented at the next meeting.

 If you choose to compare with Model B-Nelson, O, 2014, here are the components
Title and Author of the Action Research
“IMPROVING STUDENTS READING SKILLS THROUGH INTERACTIVE MEDIA OF
GRADE 8 CLASSES”
 By: Rara Diska Nurhana
Key Components Entry from your Sample AR
OBSERVE The Problem
*Poor understanding in the subject matter, one because of
learning media used by teachers are less attractive to
students’ willingness in learning become less.
*Students’ vocabulary mastery is considered low
*Students get the difficulty in finding out the meanings of
some words

REFLECT Reflection
After the researcher conducted the actions
completely, the researcher tries to reflect the entire
implementation process of learning reading recount texts
by using interactive multimedia. . Reflection was
implemented as a process of assessment of the actions that
have been given. Reflection was done through discussions
between the collaborator and researcher. Thus, the
reflection can be obtained after the implementation of the
actions and results of the evaluation.
PLAN Plan of Action
The data from the observation and interview were
analyzed qualitatively and the scores were analyzed
quantitatively. The steps of the study were planning,
actions, observations, and reflections. The actions in two
cycles. The finding of this study is that the using of the
Interactive Multimedia could improve the students’
reading skills. The results of the research show that there
is improvement of the students’ reading skills through the
use of Interactive Multimedia. The students made a good
improvement in some aspects of reading skills, such
grammatical words classes, system, particular meaning,
and task achievement. They were more confident to
reading aloud.
ACT Implementation
The first meeting of the first cycle was initialized
by greetings, asking for students’ attendance and
apperceptions about the recount text. The researcher
opened the lesson by greetings and checking the student’s
attendance. The next step is asking the students about
their feeling after experiencing using multimedia in the
previous meeting. The researcher provided materials and
 exercise to face the interactive learning that will be
implemented at the next meeting

Or if you choose the DepEd Model, 2017, here are the components.
Title and Author: (the same as your entry in Model A) ““IMPROVING STUDENTS
READING SKILLS THROUGH INTERACTIVE MEDIA OF THE GRADE 8 CLASSES”
By:Rara Diska Nurhana
Key Component Action Research Process
I. Context and Rationale Study Background
The educational development today cannot be separated
from the development of science and technology. The
education demanded always move along with global
technological development. In relation to education,
teaching and learning in the class was demanded to be
innovative and creative. In this case in
English lessons especially reading skills are very low
mastered by the students today. No doubt that today's
technology advances rapidly, but it is still lacking in
improving students' reading skills. Reading is one of the
four skills which needs to be learned besides listening,
speaking, and writing. Reading has the considerable role in
the language teaching to
strengthen the skills which are acquired by the students in
listening, speaking, and writing (Maxom, 2009: 139).
Reading skill affects the other skills learning process.
Besides, the students have to be able to achieve reading
competencies as urged by the
national curriculum.
II. Action Research AR Questions
Question 1. What strategy or method that should be
given by students to improve their reading
skills?
2. What approach of multimedia learning is
where the learners are going to be exposed?
3. What materials should be able to raise
students curiosity to help them improve
their reading skills?

III. Proposed Innovation, Describe Innovation/Intervention/Strategy.

Intervention Strategy Describe Innovation/Intervention/Strategy.
 Considering the facts above, the teacher need to search
effective ways to improve the teaching and learning
process. One of the methods which is appropriate to be
applied in the teaching and learning process is interactive
multimedia i.e. Macromedia Flash software. Macromedia
Flash as Interactive Multimedia enhances the process of
teaching and learning reading, which belonged to macro
skills that is considered difficult to accomplish. The
software was used by considering the factors contributing
to difficulties in reading. This software helped the teachers
by providing some materials especially for reading.
Moreover, it also can attract the students to enjoy the class,
the teenager students were very interested with the use of
technology in the process of teaching and learning. That is
why, it was important to do a research which can improve
the teaching and learning process of reading through the
use of media which can integrate what the students’ wants,
needs, and also lacks with their enjoyment. Based on the
explanation above and due to the problems in the teaching
and learning process of reading, the researcher was
interested to find a solution in order to facilitate students in
learning reading. In this research, the researcher focused
on making reading activities more interesting and
enjoyable. The researcher conduct a research on
“Improving Students Reading Skills Through Interactive
Media of Grade 8 Classes.

IV. Action Research Describe Action Research Methods

Methods a. The subject of the study are 30 Grade 8 students of
a. Participants/ Other which 19 are females and 11 are males at SMP RADEN
sources of data FATAH CIMANGGU CILACAP.
b. Data Gathering Methods b. Data were collected by observation, interview, tests, and
c. Data Analysis Plan documentation. All the data collection techniques are used
to obtain data on the results of the action research. The
results are combined and analyzed to further be concluded.
c.The data collected were in the form of qualitative and
quantitative. The qualitative data were collected from the
observation and the interviews. They were in the form of
field notes, interview transcripts, and photographs. Then,
all the data were interpreted and analyzed. Next, they were
connected to the relevant theories. After that, the outcomes
of the data were reported from the beginning to the end.
 V. Action Research Work Summarize Action Research Work Plan.
Plan The Schedule of Cycle I and Cycle II

Meeting Time Material

1 2×40 minutes “Explanation
0.9:15am- about
10:35 am Recount
Text”
2 2×40 minutes “Games”
(7:00am- (Recount
8:20am) Text)

Meeting Time Material

1 2×40 “Jatim Park
minutes
(7:00am-
8:20am)
2 2×40 “Creativity”
minutes
0.9:15am-
10:35 am
VI. Cost Estimate Write cost estimate

VII. Plan for Dissemination Describe how the results will be shared.
and Utilization The use of Interactive multimedia was also successful
in improving the interaction between the teacher and the
students, and among the students. By monitoring, guiding,
and giving feedback to every group, the teacher could
know the students’ want. She directly knew the students’
difficulties while they were learning. They were also very
happy when the teacher cared with them. The interaction
among students increased too. Overall the data showed that
the implementation of this action research has
been successful in improving reading skills

VIII. References Write at least 3 references

Brown C. P 2015 “Interactive multimedia is used in fields
such as arts or education”
www.slideshare.net

England and Finney 2016 “Interactive Multimedia is the

integration of digital media including combination of
electronic texts, graphics and etc” . The Learning
 Organization, 9(3), 125–131.
http//sdoi.org/10.1108/096964702104//28840

Levy (2017) “Interactive Multimedia as a facility for

language teaching and learning has some role and
education” Reading Comprehension (p. 10). London:
Routledge

REFLECT
As a future teacher, is conducting an Action Research worth doing?
YES
Why?
Because it has been embraced in education for its value in transforming school practices by
the practitioners themselves. It is used to address practical problems in the classrooms. It is
a process that allows teachers to study their own classroom and school setting to improve
their effectiveness. And it is helpful for our future.

How can AR be useful for every classroom teacher?

It is a tool to help classroom teachers consider their teaching methods or to adopt a strategy in
order to solve everyday problem in the school setting. And it enablesteachers to reflect on what they
would like to change, explore what others are doing in that field and experiment with practice in a controlled
fashion. This practical training support participants to improving teaching and learning through classroom-
based research. is a tool to help classroom teachers consider their teaching methods or to adopt a
strategy in order to solve everyday problem in the school setting.

LEARNING EPISODE 4- MATCHING PROBLEMATIC LEARNING SITUATIONS WITH

PROBABLE ACTIONS AS SOLUTION

ANALYZE
Let us try to look into the following scenarios in the daily life of a teacher. This scenario might
also be similar to the class you have observed and noticed.
Scenario A. Miss Fely is a grade four teacher in a typical elementary school. She has forty
learners in her class. One half of them cannot classify animals into vertebrates and invertebrates.
She has been repeating the same science lesson for two weeks, yet no progress was observed.
This situation has been bothering Miss Fely.
 Can you identify, Miss Fely’s problem?
Her class cannot easily classify animals into vertebrates and invertebrates
 Can you find solution to solve her problem? ___ Give your two suggestions.
A. Will create a guide which is to include the following sections: vertebrate, invertebrate,
This will include a description and example of each type of animals, a list of
distinguishing characteristics, and a photo example of each.
B. Students will bring the following to Cannon’s Point: a guide they have created to help in
identifying real-life species, a magnifying glass to “get a closer look,” a gallon sized zip-
lock bag for small specimens, and a camera to collect data for review.

 What solution can solve Miss Fely’s problem?

Students may or may not see some of their guide organisms. Encourage them to take pictures of
whatever organisms they find to share with the class. Try to find at least one that fits into each
group!
 How?
Take the students to the library or computer lab, and have them find an animals of interest to
print a picture. When they return to the classroom, have students write about their personal
animal stating how they knew it fit into the group that day.
 Are they matched with the problem?
YES, they matched with the problem
Scenario B: Sir Ryan teaches in a disadvantaged urban community. Most of his learners come
from families that are disrupted, either with single parents or with their guardians who stand only
as parents. They are deprived of the necessary food, clothing and shelter.
 Can you identify the most probable teaching-learning problem/s in the class of Sir Ryan?
a. Persistently low student achievement
b. Lack of learning resources

 Can you propose a solution to solve one of the problems that you have identified?
Having a resources are very useful as supporting tools in teaching and learning by giving
students the flexibility to access files and materials without the supervision of an instructor The
lack of resources in classrooms can cause extreme distress on the students and teachers. Not
only are the students and teachers in distress, but they are unable to learn to their fullest
potential because they are not being given the proper resources having a learning resources can
make the student achieve their own achievement.