Student Teacher ST 12 Feedback of 5 Selected Teaching Skills Implemented by Student Teachers
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?
”
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
for the activities you set up with your
lesson plan.
From those finding, it can be concluded that all students had tried to implement the feedback that they gained in the first teaching cycle for
their second teaching cycle although there are still feedback that some student teachers had not implemented yet. In this case, each percentage
gained by each student teachers was different. There were 5 of 13 student teachers who had 100 implemented
lecturer’s feedback. Then, there were only 2 of 13 student teacher who
implemented 90 lecturer’s feedback. Meanwhile, there were 4 of 13 student teacher who had
implemented lecturer’s feedback up to 57-60 and only 2 of 13 student teachers who had tried to implement lecturer’s feedback up to 50. From
those percentages, it can be known that perhaps all student teachers had mobilized their effort
to apply lecturer’s feedback in order to gain improvement in the second cycle of teaching practice although there were
feedback that the implementation was still less appropriate. This assumption is proven with the fact that there was not student teachers who
attempted to implement lecturer’s feedback under 50. To make the
reader easier in understanding and interpreting the data, the researcher used the chart below to present a number of student teachers who had
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
implemented the feedback up to 50, 60, 90 and 100 by using percentage.
Chart 4.31 The Percentage of Student Teachers Who Had
Implemented Feedback Gained