<![CDATA[This study aims to describe the approach process undertaken to support the social openness of two female students who, at the beginning of the field teaching practice (PPL) period, showed reserved tendencies and limited interaction in a class at SMK Al Muhtadin. The study used a descriptive qualitative approach through observation over approximately four weeks of the PPL period, informal conversation, and documentation of students' writing. In the early stage, the two students mostly stayed together at their desk and focused on drawing activities, giving brief responses when invited to interact. The approach was carried out gradually by building a sense of safety, trust, and comfort without forcing the students to open up immediately. One development observed occurred when one of the students took the initiative to approach the researcher to convey a difficulty in completing an assignment. In the following conversation, the student also began to share personal experiences that had not previously been disclosed. At the end of the PPL period, both students gave letters indicating that the attention and support they received were meaningful to them. These findings show that social openness can develop gradually when students are given a safe, consistent, and non-judgmental space for interaction.]]>
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