58 explained the type of text that the students learned. It was a little bit different in
XI Bahasa, the student teacher 3 did not give game, but she only deliver questions to the students related to the film that the students watched in the previous
meeting. The student teacher 3 asked the students’ opinion about the moviefilm. In this case, the student teacher 3 showed the connection between the set
induction activities with the previous material and the material would be taught, giving opinion in Analytical Exposition.
In the second teaching time in XI IPS 3, IPS 1 and XI Bahasa, the set induction activities that the student teacher 3 used, showed the connection with
the students’ previous lesson. The student teacher 3 only delivered some questions related to the previous material, the theories of Analytical Exposition. In XI IPS 3,
the student teacher 3 also gave additional activity to introduce the students to the following skill, writing. The student teacher 3 asked the students to make an
analytical exposition. The students enjoyed the game that the student teacher 3 gave. Finally, the result of the game was satisfied that the students of XI IPS 3
class had already good understanding of analytical exposition.
2. The Problem Faced by the Student Teachers
This part presented the problem arose in the teaching learning process, especially when the student teachers conducted set induction. The problems
presented were based on the classroom observation, in which the student teachers could not meet the criteria based on the observation checklist guide used by the
student teachers conducted set induction.
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a Student Teacher 1
Based on the observation on the student teacher 1, she mostly faced and found problems when she taught the students of XI IPS 3. It was on the first
observation. The students did not pay attention when the student teacher 1 came into the class. They were still busy with theri own activities. Some of them still
talked with each other discussing the previous lesson. Others were busy discussing the other tasks from other teachers. When the student teacher 1 came
and greeted the students, she was being ignored. When they moved to Multimedia Laboratory, the students were still busy talking to other students even some of
them were doing their homework. The students ignored the presence of student teacher 1 in the class. It was shown by the students’ responses. They did not give
any answer when the student teacher 1 asked about the students’ origin in the begining of the the lesson. The student teacher 1 also needed to chose some
students to aswer the Vocabulary quiz, whe they were discussing the quiz. It could be concluded that, the problem the student teacher 1 faced were drawing the
students’ attention for the topic and also making the students’ actively involved on the set induction activities.
b Student teacher 2
In the only one time observation of the student teacher 2, the problem that she faced was only time managment. The student teacher 2 had no problem in
conducting st induction. Since the students of XI IPS 2 was so cooperative. They were also actively involved in st induction activity. The students even competed
one another to give their answers when the student teacher 2 delivered question
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60 about their origins. The students also actively gave their opinions about the topic
they would learn, when the student teacher 2 asked them to guess.
c Student Teacher 3
From three participants, the student teacher 3 was observed more than three times. Since she taught later than than the other participants, the researcher
wanted to obtain as many data as she could. Moreover, the researcher still need various data collection. Based on 6 times observatio. the student teacher 3 faced
various problems than the other two participants. The problems she faced were almost the same in one class to another. From the observation, there were 4 main
problems taht the student teacher 3 faced from her time teaching. The descriptions were as follow.
1. The students’ understanding about the set induction activities
