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thinking. After that, teacher asked students
to read short text for only two minutes.
l. Student Teacher ST 12
Different with ST 11, ST 12 only gained two feedback from the lecturer. From those two feedback, ST 12 had implemented one of those
two feedback appropriately. Meanwhile, the rest had not been implemented yet by her.
Chart 4.29 The Percentage of Feedback Implementation by ST 12
As seen in chart 4.29, 50 feedback had been properly implemented, and the next 50 had not been applied yet. Those two feedback talked
about devices and techniques of exploring included into skill of introducing the lesson and use non-verbal media of presentation just like
50 50
The Percentage of Feedback Implementation by ST 12
1. Feedback that has been implemented appropriately
2. Feedback that has not been implemented yet
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concrete materials, models, maps, charts, graphs, diagrams on blackboard, and pictures involved into skill of illustrating with examples.
The table below will provide complete information on how ST 12 applied lecturer’s feedback for her second cycle of teaching practice.
1 Feedback that had been Implemented Appropriately
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 12: the staging that you used for
introducing
the lesson
should be
more difficult. What I mean here is I
don’t ask you to make the lesson to
be difficult for them, but
the staging.
Don’t make the same
staging in
every activity you conducted. It would
only make
you waste time.
ST 12: she had tried to use different level of
stages in introducing the lesson. It was also
supported
by the
second feedback given by the lecturer. The
lecturer stated that her staging for introducing
the lesson had been good.
Firstly, she
asked questions
relating to students’ habit in their daily life
using present
continuous form.
Afterwards, she
directed students to analyze why they put
–ing after the verb in their sentence. After
getting students’
answers, she
gave short confirmation on
what exactly
–ing meant and what the
function was. Next, she conducted game
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relating to the topic she
introduced to
make students’ more aware and recognize
more on the material they would learn.
2 Feedback that had not been Implemented yet
In this case, ST 12 had not tried yet to provide many examples as what had been suggested by the lecturer in first teaching cycle. It
means that she had not applied yet the feedback coming from the lecturer dealing with skill of illustrating with examples. The further
description is presented below:
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 12: don’t only provide one example
of „noodle’ to teach or
to introduce
procedure text to the students. Of course
there should
be many examples. Try
to use
different
examples.
ST 12: she did not present examples of
sentences
using present
continuous tense. She only asked
students to produce those examples by
themselves
in the
beginning. Then, she only asked students to
do the tasks relating to the material she taught
at that day. Even though she explained
the formula of the present
continuous tense, but she did not
provide examples of
