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relating to the topic she
introduced to
make students’ more aware and recognize
more on the material they would learn.
2 Feedback that had not been Implemented yet
In this case, ST 12 had not tried yet to provide many examples as what had been suggested by the lecturer in first teaching cycle. It
means that she had not applied yet the feedback coming from the lecturer dealing with skill of illustrating with examples. The further
description is presented below:
Aspect LF
on 1
st
teaching cycle
FI by ST at 2
nd
Teaching Cycle
Skill of illustrating with examples:
a. Use non-verbal
media of
presentation just like
concrete materials, models,
maps, charts,
graphs, diagrams on
blackboard, and pictures
ST 12: don’t only provide one example
of „noodle’ to teach or
to introduce
procedure text to the students. Of course
there should
be many examples. Try
to use
different
examples.
ST 12: she did not present examples of
sentences
using present
continuous tense. She only asked
students to produce those examples by
themselves
in the
beginning. Then, she only asked students to
do the tasks relating to the material she taught
at that day. Even though she explained
the formula of the present
continuous tense, but she did not
provide examples of
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sentences in present continuous tense at all.
m. Student Teacher ST 13
There were five feedback gained by ST 13. Three feedback had been implemented well and the other had not been applied yet. Those five
feedback focused on skill of introducing the lesson in term of devices and techniques of exploring, skill of illustrating with examples regarding use
non-verbal media of presentation just like concrete materials, models, maps, charts, graphs, diagrams on blackboard, and pictures and to use
verbal media of presentation such as telling stories, anecdotes, or analogies, skill of probing question concerning on provide series of
questions helping students to develop correct response, and skill of using teaching aids relating to apply teaching aids that are meaningful and
purposeful. The further information dealing with one of the feedback implemented by ST 13 is presented below the chart.
Chart 4.30 The Percentage of Feedback Implementation by ST 13
60 40
The Percentage of Feedback Implementation by ST 13
1. Feedback that has been implemented appropriately
2. Feedback that has not been implemented yet
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
1 Feedback that had been Implemented Appropriately
Aspect LF
on 1
st
teaching cycle
FI by ST at 2
nd
Teaching Cycle
Skill of illustrating with examples:
a. Use non-verbal
media of
presentation just like
concrete materials, models,
maps, charts,
graphs, diagrams on
blackboard, and pictures,
ST 13:
when students
did not
understand the
meaning of a word, teacher should not
inform the meaning directly. Try to give
examples by using things around them.
Then give clues for them in order they
understand without informing them the
Indonesian meaning. ST 13: he did not try
to directly inform the meaning of a word in
Bahasa since there was not text with new
vocabulary that should be read by students. In
this cycle, ST 13 taught grammar.
2 Feedback that had not been Implemented yet
Aspect LF
on 1
st
teaching cycle
FI by ST at 2
nd
Teaching Cycle
Skill of introducing a lesson:
a. Devices
and techniques
of
exploring
ST 13: I think you could
use game
when introducing
the lesson in order you can shorten the
time that you used for
this activity.
Don’t wait until you’ve found that
your students have finished doing the
task that you give. You should match
the time allocation ST 13: he did not
attempt to use game when introducing the
lesson. He only asked questions
to lead
students into
the lesson he wanted to
teach. Those questions were like
“What do you think about this
picture? ” and “what
do you know about simple past?
”
