18 learning through effective approaches, such as giving specific feedback, giving
positive rapport, giving sufficient time for learning and giving flexible instruction and interaction.
Those are the characteristics of effective teachers suggested by Hamachek.
He also stated that good teachers are good for many reasons, and one of the reasons is that they are good people to begin with. In other words, the
characteristics of effective teacher that suggested by Hamachek is the most characteristics found after some research on the characteristics.
4. Teaching Skills
In order to meet the requirements of being a good and effective teacher, future teachers should consider some teaching skills that need to be trained and
mastered. In this study, the researcher addressed some teaching skills by Purnomo, Rismiati, Domi and Rohandi in Buku Pedoman Pengajaran Mikro
2008 integrated with the theories of teaching skills by Brown 1975. Purnomo et al. 2008 suggests some teaching skills which are categorized
into four sections as follows.
a. Set induction skills and closure skills
Set induction and closure are teaching activities which are conducted at the beginning and at the end of the learning process. Set induction skills related to
teacher ’s ability to open the learning process by emerging students’ learning
motivation and interest. Set induction is also aimed to give students the learning background of materials they will learn. Set induction is also viewed as the
19 beginning of
the learning process with students’ attention-grabbing which is a very effective way to increase both learning and motivation Kauchak Eggen,
2011. Set closure is conducted in the end of every learning process. A teacher should be able to summarize and review all of the learning process in order to
give more meaningful learning for students. Kauchak and Eggen 2011 in their book also stated that summarizing the whole learning materials in the end of the
meeting is able to help students to organize what they have learned into a meaningful idea. Set closure is also a moment for a teacher to evaluate the
learning and give students feedback on their achievements.
b. Delivery Skills and Stimulus Variation Skills
Delivery skills and stimulus variation skills are conducted in the middle of students’ learning process. In delivering the materials, a teacher should be able to
use a simple language in explaining the materials and interacting with students. Giving illustration and examples of related materials is also required since the
students need clearer views on the learning materials. Delivery skills also cover teacher
’s ability to have clear and systematic explanation on the material itself so that students will not be confused or even lost in the middle of the learning
process. Some former studies on teachers organization and clarity revealed the similar and consistent results that teachers with good qualities of organization and
clarity in delivering the materials were viewed to be more effective in supporting more learning among students Cruickshank 1985; Good Grouws 1977; Land
Smith 1979.
20 Stimulus variation skills are teacher liveliness. A good teacher should be
able to reflect positive behaviors in front of hisher students. It is said that teacher liveliness supports student involvement in learning. Teachers with enthusiastic
liveliness is said to be able to encourage students to respond positively to their learning Rosenshine, 1970.
c. Questioning Skills and Reinforcement Skills
