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understand the lesson. The teaching aids should be able to be seen or heard clearly by all the students in the class. The benefit of using aids in teaching was stated by Gibbs and Habesaw
1992. They said that teaching aids would help the teacher to have a good interaction with the students. It also takes pressures off both the teacher and the students. As addition,
teaching aids also help the teacher in explaining about abstract thing so that the students can understand more about the materials explained. The same argument was also stated by Lin,
Chen and Dwyer 2006 who said that the material would be easier to be remembered when it is delivered both verbally and visually. From the mentor teacher’s written feedback, it can be
seen that some student-teachers have used the teaching aids well but there were still some student-teachers who used the teaching aids less well especially in using Power Point PPT
slides. She wrote, “Make clear PPT slides with bigger fonts and contrast background.”
Student-teacher I The similar feedback was also given to student-teacher B, F and H. the feedback
indicates that some student-teachers could not use the teaching aids optimally. The PPT was unclear because the font was small and the background was not in contrast. This was contrary
to what was expected in the teaching evaluation rubric that student-teacher should use clear teaching aids so that all the students can see it.
6. Mastery Of Materials
Mastering the teaching materials is the important requirement that a good teacher should fulfill Rubio, 2010. In teaching evaluation rubric, the student-teachers were expected
to have excellent knowledge of the topic which being taught. With a good knowledge of the materials, the teacher can give the students additional and meaningful information. Most of
the student-teachers of English Department were good in mastering the materials but there were still some student-teachers who were not mastering the material well. She wrote,
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“Headline: Besides omitting the “be”, also omit the article a, an, the…. You miss these I your explanation and exercise.
” Student-teacher H From the mentor teacher’s written feedback, it can be seen that the student-teacher did
not have a good content knowledge of the topic which was being taught. The student-teacher missed some important explanation in her teaching. When I observed this student-teacher, she
looked unconfident in teaching and did not master the material well. That condition made her students got bored and sometimes got noisy. This was in line with Kyriacou 2009 who said
teacher who could not teach well would provoke student’s misbehavior. Besides not
mastering the materials well, some student-teachers were also unable to provide the correct answer for some exercise. It can be seen from mentor teacher’s written feedback that asked
them to be careful in giving the answer of the exercise. She wrote, “Make sure you’ve got the
correct answers. Consult with me if you’re not sure or your lesson plan should have been equipped with the answer key when having consultation.” Student-teacher I
A similar feedback was also given to student-teacher G. It can be seen that the student- teachers gave the wrong answer for the exercise.
7. Language Use.
In the teaching evaluation rubric, the student-teachers were supposed to be excellent in using language when teaching. The student-teachers should have good grammar knowledge
and avoid mispronunciation that can interfere with students’ understanding. Most student-
teachers of the English Department were good in their language use but few of them were still weak in their grammar knowledge. From nine participants, there were two student-
tea chers who were weak in their grammar. She wrote, “Be careful with your grammar
constrains. ” Student-teacher G
