41
c. Stimulus Variation Skill should be Improved
Teaching Skills Respondent
Percent age
1
st
2
nd
3
rd
4
th
5
th
6
th
7
th
8
th
9
th
10
th
Stimulus Variation
Skills
Giving clear instruction
√ √
√ √ 40
Movement Gesture
Voice
√ √ √
√ 40
Silence
√ 10
Interaction Style
Eye Contact
√
10
Focusing Shifting
Sensory Channels
Table 3. Stimulus Variation Skills should be Improved
As stated by Allen and Ryan 1969, p.15 that stimulus variation skills are dialed with giving instruction, movement and gesture, voice production, teacher
silence, teacher interaction style, eye contact, focusing, and shifting sensory channels. In this study there were some respondent who has not been success in
delivering stimulus variation skill. One of the most problems of stimulus variation skill was giving clear instruction. The researcher assumed that there was 40 of
respondent had problem with giving clear instruction. For example, the first respondent delivered complicated instruction
especially in the role play section. It made the students confused about what they should do. The fourth respondent also delivered the instruction complicatedly so
that the students did not understand. Moreover, the eighth and the tenth respondent also give complicated instruction so that it made difficulty for the students to
42 grasp the instruction. In the second observation, they needed to change the way to
give instruction which were clear, understandable, and effective. The other teaching skill which also should be improved by 40 of
respondents was voice production that categorized as stimulus variation skills. The purpose of stimulus variation skill as stated by Allen and Ryan 1969, p.15 is to
help teacher become a more varied stimulus in the classroom. The teacher voice is one of the factors that help teacher reach the purpose of stimulus variation skills.
Teacher has to produce loud, clear, and understandable voice in order to make the students understood about every sentence or word shehe said.
In responding to the voice production skill, the sixth respondent voice was too soft and unclear. The same thing done by the seventh respondent, her voice
was unclear also. The voice produced by eighth respondent was too fast which made the explanation became unclear. In addition, the tenth respondent did similar
problem about voice production that was too fast. The next part of stimulus variation skill which should be improved by the
respondent was teacher silence skill. It was found that there was 10 of respondent should improve the teacher silence skill. Although the teacher has to
speak and explain the material, they are also has to have silent moment somehow. This moment is done to give students time to think about the material given.
Based on the first observation, the tenth respondent should improve the teacher silence skill since on the first observation; the tenth respondent did not give time
for the students to get to know the lesson material. She did not stop in giving explanation and guided the students.
43 Moreover, another stimulus variation skill which also should be improved
by 10 of respondent was eye contact. It was assumed that there were 10 of respondent should maintain the eye contact to be better. According to the first
teaching practice, it was found that the sixth respondent had fair eye contact while teaching. Her eye contact still straight to the front, that made the students felt to be
lack of care by the teacher.
d. Reinforcement Skills should be Improved
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