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
Teaching Skills Respondent
Perc enta
ge
1
st
2
nd
3
rd
4
th
5
th
6
th
7
th
8
th
9
th
10
th
Reinfor cement
Skills Verbal
Reinforce ment
√ √
√ √
√ √
√
70
Non Verbal
Reinforce ment
√ √
√ √
√ √
60
Table 4. Reinforcement Skills should be Improved. The next teaching skill which should be improved by micro teaching
students was reinforcement skills. Both verbal reinforcement and non verbal reinforcement skill should be improved by micro teaching students. After
observing 10 respondents first teaching practice, the researcher argued that there were 60 of respondents who had not shown good quality in giving
reinforcement to the students participation. Allen and Ryan 1969 identified reinforcement skill as a skill to give encouragement to the students to involve
actively in the teaching and learning activities. It was clear from the theory that students needed encouragement from the teacher through giving both verbal
44 reinforcement and non verbal reinforcement since it will make the student became
enthusiastic in following the teaching and learning activities. In responding to the verbal reinforcement skill, the first respondent had fair
reinforcement to the students. Her verbal reinforcement were not variety since she only used the word “good” and “ok” for every students’ participation. The third
respondent only said “ya” and “ok” for verbal reinforcement for the students’ participation, in other word she had very poor reinforcement. The fourth
respondent also had poor verbal reinforcement to the students’ since he only said “yes” to all students’ participation. The fifth respondent also did the same thing
about verbal reinforcement to the students’ participation. He only said “yes” for all students’ participation. It could be assumed that he could not motivate the
students to give more participation. The sixth respondent also did not mention any variety of verbal reinforcement skill. The other respondent who has poor verbal
reinforcement skill was the seventh respondent because she only said “ok” to all participations given. In addition, another respondent who had poor verbal
reinforcement skill was the eighth respondent that she only produced once reinforcement during the teaching process.
Moreover, as stated previously, that there were 60 of respondent who had poor non verbal reinforcement. According to the first observation, the second,
third, fourth, fifth, and eighth respondent did not produce any non verbal reinforcement skill. While, the seventh respondent produced once non verbal
reinforcement skill that was giving soft applause to the students’ participation.
45
e. Questioning Skills should be Improved
