Conclusions CONCLUSIONS AND SUGGESTIONS

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CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter discusses about the conclusions and suggestions of the research. There will be two parts, the first part is conclusions and the second part is suggestions. In the conclusion part, the researcher summarizes the answer to the questions in the study. The three questions of the research are how the student teachers in conducting the set induction shown in their teaching practice in Program Pengalaman Lapangan PPL, what the problems found in the process of conducting set induction are, and how the student teachers overcame the problems arose in conducting the set induction in the beginning of the class. Then the researcher gives suggestions to Program Pengalaman Lapangan PPL students.

A. Conclusions

This part summarizes the answers to the questions in the problem formulation. The researcher answered the questions by using a qualitative study based on the observation in the classroom, taking field notes, and interviews the student teachers. The first question is how the student teachers implement the set induction in their teaching practice in Program Pengalaman Lapangan PPL. The researcher answers the question using classroom observation. The researcher used component and criteria of effective set induction adapted from some related PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 89 literature. There are three main component and criteria that are used in the research to answer the first question. The three main components or criteria are 1 How the student teachers draw the students’ attention 2 How the student teachers raise the students’ motivation 3 How the student teachers show the connection between set induction with the students’ previous lesson, the material taught and the students’ previous knowledge or live. The result of the observation showed various set induction methods used by the student teachers. The methods used were Questioning, Quiz, Games, and Previewing to the previous material. The result of the observation indicates that most of the student teachers were not able show all the three main components or criteria of set induction used by the researcher, in their teaching, optimally. Nevertheless, it did not mean that the student teachers did not do some efforts to do so. The efforts were not able to attack the students’ proper response. There were always few criteria that could not be reached by the student teachers in their teaching practice. In certain cases, they still were not able to show the three components or criteria of set induction in their teaching. The criteria which cannot be reached became the problem that the student teachers faced in the class. The student teacher 1 showed her skill in opening the class based on the three components or criteria of effective set induction in 2 meetings from her 3- times teaching. The student teacher 1 used questioning and reviewing as the set induction activities in her three times teaching. The student teacher 2 showed her skill in 1 meeting, but she did not fulfill the three main components of effective set induction. In her one time teaching, the student teacher 2 used questioning and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 90 previewing as the activities in set induction. The student teacher 3 showed her skill in opening the class based on the three components or criteria of effective set induction in 3 meetings from her 6 times teaching. The student teacher 3 used games, questioning, and previewing in her teaching. The student teachers faced some problems in conducting set induction in the class. The problems were the answers of the second question of the research. The researcher found four problems in conducting set induction based on the components of effective set induction. The problem were presented as follows 1 Drawing the students’ attention during the induction activities, 2 Raising the students’ motivation through the induction activities, 3 Assessing the students’ understanding through the students’ reaction towards the set induction activities, 4 Fostering the student involvement in the learning process trough set induction activity. To answer the third question, the researcher presented how the student teachers overcome the problems. There were four solutions to overcome the problem. The solution were 1 Changing the strategy in delivering the activities to the students, 2 Using certain activities that create the students’ feeling of fun, 3 Giving reward to the students, and 4 Using positive emotion to enhance learning and motivation.

B. Suggestions