Recommendations CONCLUSIONS AND RECOMMENDATIONS

66 significant practices in Microteaching course so it is better to be recorded and observed.

B. Recommendations

The researcher would like to give some recommendations to Microteaching students as the teacher candidates, lecturers of English Language Education Study Program and future researchers. 1. Microteaching students as teacher candidates By seeing the results of this research and discovering the theories, the research can be a reference to understand the perception of the use of reinforcement skill in Microteaching class. The Microteaching students should maintain the positive performance on the use of reinforcement as a basic teaching skill. To improve teaching skill ability on the use of reinforcement, the teacher candidates need to keep on practicing to master it. 2. Lecturers of English Language Education Study Program The lecturers have experienced dealing with basic teaching skills. The lecturers should be the models of their students. The students are trained to be a professional teacher so it is better if the lecturers provide more teaching practice in the course and are the good examples in how to teach their learners well. 3. For the future researchers The future researchers may use this research as a source to enrich the knowledge related to reinforcement skill. They may find any other sources to expand and vary the theories used in this research. It is a recommendation to 67 conduct research investigating the use of reinforcement skill not only in Microteaching course but also in professional. So, it can be used as a reference to learn how to use reinforcement skill in teaching. 68 REFERENCES Allen, D. Ryan, K. 1969. Microteaching. London: Addison-Wesley. Altman, S., Valenzi, E., Hodgetts, R. M. 1985. Organizational behavior: Theory and practice. Orlando, FL: Academic Press. Asril, Z. 2011. Microteaching: Disertai dengan pedoman pengalaman lapangan. Jakarta: Rajawali Pers. Ary, D., Lucy, C. J., Christine, K. S. 2010. Introduction to research in education 8th ed. Belmont, CA: Wadsworth Group. Borich, G. D. 1996. Effective teaching methods. Englewood Cliffs, NJ: Prentice- Hall, Inc. Borg, W. R., Kelley, M. L., Langer, P. Gall, M. 1970. The mini course: A microteaching approach to teacher education. Beverly Hills, CA: Macmilan Educational. Brown, G. 1975. Microteaching: A programme of teaching skills. Philadelphia, PA: Harper Row Publishers. Brown, G. 1978. Microteaching: A programme of teaching skills. London: Matheum and Co Ltd. Cooper, J. M. 1982. Classroom teaching skills. Lexington, MA: D. C. Heath Company. Cooper, J. M. 2011. Classroom teaching skills 9 th ed. Belmont, CA: Wadsworth. Fontana, D. 1985. Classroom control. London: The British Psychological Society. Forgus, H. R. 1966. Perception: The basic process in cognitive development. New York, NY: McGraw-Hill Book. 69 Fraenkel, J. R. Wallen, N. E. 2009. How to design and evaluate research in education 7 th ed. New York, NY: The McGraw-Hill. Irwanto. 2006. Focused group discussion: Sebuah pengantar praktis. Jakarta: Yayasan Obor Indonesia. Kalish, R. A. 1973. The psychology of human behavior. Monterey, CA: BrooksCole Publ. Co. McNamara, E. 2000. Positive pupil management and motivation. London: David Fulton. Morgan, D. L. 1998. The focused group guidebook. Focus Group Kit 1. Thousand Oaks, CA: Sage Publications. Robbins, S. P. 2001. Organizational behavior. Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Suseno, T. W. Gilarso, T. 1986. Program pengalaman 1 Microteaching. Yogyakarta: Andi Offset. Turney, C., Cairns, L. G., Williams, G., Hatton, N. Owens, L. C. 1973. Sydney Micro Skills Handbook Series I: Reinforcement, basic questioning, variability. Sydney: Sydney University Press. Tutyandari, C., Prasetyo, A. H., Kristiyani, C. Bram, B. 2011. Panduan akademik Program Studi Pendidikan Bahasa Inggris. Yogyakarta: University of Sanata Dharma. VandenBos, G. R. 2007. APA dictionary of psychology. Washington D. C.: American Psychological Association. Walker, J. E., Shea, T. M., Bauer, A. M. 2007. Behavior management. Upper Saddle River, NJ: Pearson Merrill Prentice Hall. 70 APPENDICES 71 Appendix A Letter of Permisson to Conduct Research 72 Appendix B The Blueprint of the Questionnaire No Statements SD D A SA 1. The teacher praises the student who responds to a question in a class discussion or question and answer session. Cooper 2011 Purpose: feedback directly is more effective 2. The teacher gives brief response such as ‘Good’, ‘That is right.’ or ‘Excellent’ to the students’ comment in order to motivate them. Brown 1975 Use of praise and help 3. The teacher praises the students to develop their confidence in the learning activity. Brown 1975 Use of praise and help and Cooper 1982 reinforcement technique to increase students’ desire in participation 4. The teacher praises a group of students when they complete a difficult task in a group discussion to encourage the other groups to perform the expected student behavior. Brown 1975 Using reinforcement in other teaching situation 5. The teacher helps the students understand the lesson by giving corrective feedback if they make mistakes. George Brown 1975 Use of praise and help 6. Corrective feedback builds positive self-image in the students after the students make a response. George Brown 1975 Use of praise and help 7. When the teacher uses the students’ idea, the students become enthusiastic during the lesson. George Brown 1975 Using pupil’s idea to increase students’ participation 8. When the teacher uses the students’ idea, it can draw the students into a discussion. George Brown 1975 Using pupil’s idea to increase students’ participation 9. The teacher gives encouraging gestures such as smiling or nodding hisher head to indicate the response to the student’s idea. Cooper. 1982. Non-verbal reinforcement even more powerful 73 10. The teacher shows facial cues such as eye contact and facial expression that aim to make the students become more attentive. Cooper. 1982. Non-verbal reinforcement even more powerful

B. Perception as the Teacher No