Conclusions CONCLUSIONS AND RECOMMENDATIONS

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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This is the last chapter of the research. This chapter contains two parts, namely conclusions and recommendations. The conclusion part will describe the summing-up of the research and its result to answer the problem formulations. The recommendations part will present the suggestions for the Microteaching students, lecturers and future researchers.

A. Conclusions

The researcher conducted this research to investigate Microteaching students’ perception on the use of reinforcement skill in Microteaching class. This research has two problem formulations. The first is “What is Microteaching students’ perception on the use of reinforcement skill in Microteaching class?”. The second is “What are Microteaching students’ suggestions on the use of reinforcement skill in Microteaching class?”. The first problem research contains two parts, Microteaching students’ perception as the student and as the teacher. The participants of the research were Microteaching students of year 2009 that were taking the course in even semester of 2012. The researcher used questionnaire and focused group discussion FGD as the instruments to collect the data. The questionnaire consists of 20 close-ended questions 10 items for students’ perception as the students and 10 items for students’ perception as the teacher using Likert scale of agreement and 64 disagreement and open-ended question to gain information that is not provided in the close-ended part. To clarify the information in the questionnaire, the researcher also conducted focused group discussion rather than personal interview. The researcher analyzed the data to investigate Microteaching students’ perception when they were assigned as the student in teaching practice. The analysis resulted that Microteaching students had positive perception of the use of reinforcement skill done by the teacher in Microteaching practice. It is proved by the result of score and statement from the participants. The conclusions of Microteaching students’ perception as the student in teaching practice are 1 the teachers have implemented the reinforcement in form of verbal and non-verbal form to respond to the students’ behavior. It includes giving corrective feedback to build positive self-image in the students, using students’ idea to encourage them to involve in further discussion of the lesson and giving smiles, nod, facial cues and expressions as the non-verbal form. The effect is that they feel motivated to get involved in classroom activity 2 some teachers tend to give the verbal reinforcement too frequent and have repetition in words or phrases so it can lose the power of the reward. For the result of Microteaching students’ perception as the teacher in Microteaching practice, there are two points as the conclusions. They had positive perception on the use of reinforcement skill in Microteaching class. It is proved by the results, those are 1 the teachers who practiced have implemented both verbal and non-verbal form of reinforcement to respond to students’ question or idea honestly and naturally. They used corrective feedback to help their students 65 understand the material and use the students’ idea to attract students’ participation. After the students were given the reinforcement, they found their students became active in responding to the teacher’s question, paying attention to the lesson and following the classroom activity 2 Microteaching students who were assigned as the teachers realized that they tend to use verbal form rather than non-verbal form, they felt that giving reinforcement to Microteaching students was useless because they are already smart and have mastered the material and they felt that the reinforcement was more meaningful for the students when they taught lower semester students. Then, these are suggestions from Microteaching students on the use of reinforcement skill in Microteaching class. There are two different suggestions as the results. The first suggestion is directed to the Microteaching students as the teacher candidates. The suggestions are that teacher candidates should vary the form of reinforcement so it will not be monotonous and practice more on how to deliver reinforcement to the student. They should be honest and natural when giving reinforcement to encourage the students and deepen students’ characteristic including classroom condition so the teachers can decide the appropriate reinforcement to be delivered. The second suggestion is directed to the implementation of reinforcement skill in Microteaching class. The suggestions are that the lecturers should be the models in how to implement the basic teaching skills and the course design should provide more practice on conducting the basic teaching skills. Based on the result, teaching lower semester is one of the 66 significant practices in Microteaching course so it is better to be recorded and observed.

B. Recommendations