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
73
CHAPTER V CONCLUSION AND SUGGESTION
In this chapter, the conclusion of the research and suggestion from the researcher are presented bellows:
A. Conclusion
Based on the research finding in previous chapter, there is several point that can be concluded as following description:
1. The analysis discovered that student teachers who taught at practice teaching
PPL 1 fulfill the requirement of steps in giving instruction based on the Orlich
’s theory. The finding showed that there were five steps that used by student teachers in their instruction that included
getting students’ attention step 1, delivering instruction in brief step step 2, explaining expectation
step 3, restating instruction step 4 and following instruction step 5. Besides, there were some ways that student teachers applied those steps. 17
student teachers used type 1 that applied step 1, 2, 3, 4, and 5. Then, 37 student teachers used type 2 which applied step 1, 2, 3 and 5 and 46 student
teachers used type 3 which applied step 1, 2 and 3.
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
2. Based on the interview result about the problem in giving instruction, the
researcher had found two problems. The detail of interview result are described as follows:
a. Getting students’ attention step 1
There were 59 student teachers who taught in practice teaching stated this problem. Getting attention from the students is the first stage before
giving instruction. Nevertheless, some student teachers had difficulty to make their students focus to the students teachers.
b. Delivering instruction in brief step step 2
There were 41 student teachers who taught in practice teaching stated this problem. Student teachers had difficulty in giving instruction briefly.
They gave instruction too long. Sometimes, they had difficult to find appropriate language that used to give instruction to the students. Their
instruction also was not clear enough.
B. Suggestion
Based on the result of this study, there are some suggestions from the researcher that is stated as follows:
1. For student teacher
Based on the result of this study, there were student teachers who did not apply all of the steps when they gave instruction in classroom activities. Hence,
those student teachers should definitely improve their ability in giving
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
instruction through applying those steps completely. In addition, student teachers should aware to anticipate the problem that can happen during the
instruction. It also can be reflection to give instruction well for the student teachers who are going to internship program.
2. For lecturer
Regarding the result of the study, the researcher suggest to the lecturer of practice teaching to give more explanation and practice to the student teachers
in giving instruction well. It is because instruction is the small thing that has influence in teaching learning process. Besides, the lecturers are expected to
help the student teachers to improve their ability in applying all of steps in delivering instruction completely.
3. For future researcher
As this study has limited, there are some development needed for the perfect research. The next researchers are expected to encourage conducting the
research that related to the student teachers’ ability in giving instruction. There
are some themes that can be taken for the next study, for instance: the causing factor of student teachers’ problem in giving instruction, the application of
element of student teachers’ instruction and the quality of student teachers’ instruction in real classroom.
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
REFERENCES
Achmad, Badrul Hisham. Teachers’ Code-Switching in Classroom Instruction for Low
English Proficient Learner. English Language Teaching, Vol 2, No 2, June 2009.
Arends, Richard I. Learning to Teach 7
th
addition. New York: Mc Graw Hill, 2007. Cambridge Advance Learner’s Dictionary, 3
rd
edition. Cambridge: Cambridge University Press, 2008.
Cambridge Advance Learner’s Dictionary. 3rd edn. Cambridge: Cambridge
University Press, 2008. Creswell, John W. Educational Research: Planning, Conducting, Evaluating,
Qualitative, Quantitative Research, 4
th
edition. Boston: Person Education, 2012.
Davies, Leah M.Ed. 25 ways to Obtain Children’s attention in a School Setting
accessed on http:www.kellybear.comTeacherArticlesTeacherTip54.html, 7
th
of October 2015 Fakultas Tarbiyah dan Keguruan UIN Sunan Ampel Surabaya. Pedoman Praktik
Pengalaman Lapangan PPL I Tahun Akademik 20142015 Fakultas Tarbiyah dan Keguruan UIN Sunan Ampel Surabaya. Surabaya: Fakultas
Tarbiyah dan Keguruan UIN Sunan Ampel Surabaya, 2015. Fossey, Ellie et.al. Understanding and Evaluating Qualitative Research. Australian
and New Zealand Journal of psychiatry.Vol. 36, 2002. Free
dictionary. “Student
Teacher ”.
http:www.thefreedictionary.comstudent+teacher, accessed on June 12, 2015.
Hanh, Nguyen Thi Hien. A Study of Instructions for group Work in 2nd Year Non English Major Classroom at Thai Nguyen University .Vietnam, Hanoi
