Student Teacher ST 4 Feedback of 5 Selected Teaching Skills Implemented by Student Teachers
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feedback were concerned on blackboard, charts, model, picture, and others, draw and maintain students attention, demonstration, apply
teaching aids that are meaningful and purposeful, encouragement and clear understanding, and gives overall picture of explanation introductory
statement The total of feedback that had been appropriately implemented by ST
5 was two feedback. While there were only one feedback that she had implemented but less suitable. Then, there were three feedback that had
not been implemented yet by her. The chart below will give clearer understanding on the percentage gained by ST 5 dealing with feedback
implementation:
Chart 4.22
The Percentage of Feedback Implementation by ST 5 As presented in chart above, there were 33 feedback that had been
used by ST 5 for improving her second cycle of teaching practice.
33
17 50
The Percentage of Feedback Implementation by ST 5
1. Feedback that has been implemented
appropriately
2. Feedback that has been implemented but less
suitable
3. Feedback that has not been implemented yet
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However, the feedback that she had not used yet were more than the feedback she had appropriately implemented, that was 50. While there
was only 17 feedback that ST 5 was still less successful to implement. The detail information about each feedback that had been implemented,
had not been implemented yet, and had been implemented but less proper, will be described below:
1 Feedback that had been Implemented Appropriately
Aspect LF
on 1
st
teaching cycle
FI by ST at 2
nd
Teaching Cycle
Skill of
using teaching aids:
a. apply
teaching aids
that are
meaningful and
purposeful ST 5: apply media in
order not to take much time of your
students with only writing
long sentences
on the
whiteboard. ST 5: she had tried to
use media
that potentially made her
not to take much students’ time. In this
case, she did not use whiteboard again to
write long sentences. She had attempted to
apply aids that could invite
students to
stand up, to model a role, and to work in
group.
2 Feedback that had been Implemented but less suitable
In this case, ST 5 had attempted not to do the same thing as what she had done in the first teaching cycle. She had tried to implement
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lecturer’s feedback by not talking with herself when explaining the material to students. However, she did not explain anything in the
second cycle of teaching practice eventhough she had tried not to talk with herself anymore.
Aspect LF
on 1
st
teaching cycle
FI by ST at 2
nd
Teaching Cycle
Skill of explaining: a.
Draw and
maintain students attention
ST 5: teacher tended to talk with herself.
That’s why students did not really pay
attention to her.
ST 5: she had tried to avoid to talk with
herself. She had tried
to maintain students’ attention although in
second cycle she did not explain anything.
3 Feedback that had not been Implemented yet
In case of feedback that had not been implemented yet, ST 5 truly did not use yet the feedback given by the lecturer in the first cycle of
teaching practice. Here is the detail of feedback that had not been use by ST 5.
Aspect LF
on 1
st
teaching cycle
FI by ST at 2
nd
Teaching Cycle
Skill of
probing question:
a. Encouragement
and clear
understanding
ST 5: the question that teacher gave to
students were not explicit
ST 5: the questions given by ST 5 still
were not quite clear. She seemed hesitate to
ask
questions to
students. Therefore,
sometimes students
said, “pardon
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Ma’am?” when ST 5 asked question.