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Table 3.1 Classroom Observation Checklist
Criteria Aspect to consider
Observation 123
Drawing the students’ attention
The participant is able to draw the students’ attentions
through set induction activities
1. The participant shows high enthusiasm in the beginning of
the learning activity.
2. The participant use or utilize interesting teaching aids or
media.
3. The participant creates certain activities in the beginning in the
class. Games, Role Play, demonstration
Raising the students’ motivation
The participant is able to build students’ motivation
towards the lesson or material taught.
1. The student teacher builds the students’ curiosity.
2. The participant uses issues, news, object, or things that
become the students’ attention recently.
3. The participant delivers topics that can produce students’
different opinion.
C. Connection The participant shows the
connection. 1. The participant shows the
connection between the set induction and the lesson or
material taught
2. The participant shows the connection between the set
inductions with previous lesson.
3. The participant shows the connection between the set
induction with the students’ live.
The researcher put plus + or minus - mark on the column of observation. The plus + and minus - mark are to notice the criterion that
occurred or did not occur in the teaching practice based on the observation and
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38 field notes. After analyzing the observation result, the researcher would analyze
the interview result. In this analysis the researcher analyzed the participants’ difficulties in implementing the set induction in the class and participants’
solution to overcome the problem about the difficulties. Instead of using a tape recorder, the researcher recorded in the format of a note. The interviews were
done in Indonesian language. The result of the interviews were recorded and the written in Indonesian language. The writer made the conclusion based on the
interview result. The last step was discussion. In this part, the researcher discussed every
research findings by relating them to the components of set induction taken from Burden and Byrd 1999:121, La Sulo et al. 1980: 35 and Buku Pedoman
Pengajaran Mikro issued by the Faculty of Teachers Training and Education, Sanata Dharma University 2008: 15-16 and other relevant theories Through this
discussion, the researcher would like to find out whether the participant has conducted set induction in the learning activities in the classroom. The interview
results and classroom observation data were discussed and summarized. The data gathered from the research and the analysis would be discussed in Chapter IV.
F. Research Procedures
The research was conducted in odd semester of 20102011 academic years. The researcher took 3 people as participants. The first step was the researcher
conducted classroom observation towards their teaching practices, especially the set induction implementation, as well as, taking notes on the performance. The
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39 observation was conducted 10 times. Based on the data observation, the researcher
identified and classified the findings. Then, the researcher described the set induction activities in details through thick description data gathered from
classroom observations and field notes. The next step was conducting interview after classroom observation, which described the student teachers’ difficulties in
conducting set induction in teaching practice and how they overcome the problems occurred in the classroom.
The research procedures are depicted in this picture overleaf.
Figure 3.1. Research Procedures
Previewing to the related literature
Conducting Classroom Observation and taking notes
Conducting the interview
Arranging the data analysis and discussion
Drawing the conclusion
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40
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents and discusses the findings of the research. This research was conducted to investigate the three research questions as presented in
the problem formulation. The research problems are: 1 how the student teachers in conducting the set induction shown in their teaching practice in Program
Pengalaman Lapangan PPL, 2 what the problems found in the process of conducting set induction are, and 3 how the student teachers overcame the
problems arose in conducting the set induction in the beginning of the class.
A. Research Findings
This section presents the data on how the student teachers conducted their teaching skill in set induction in PPL. The research findings data below are
presented by classifying based on the research question on the problem formulation. For further explanation, the researcher presents data from each
student teacher. There are three student teachers in this research namely, student teacher1, student teacher 2, student teacher 3.
1. How the Student Teachers Conducted Set Induction
There are two main data presented in tables in this part. The data were taken by conducting classroom observation and taking notes field notes. The
first table was the first observation results of each student teacher. It presented the
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