59
i. The Significant Improvement of the Ninth Respondent
Number Significant Improvement Improved
Not Improved 1 Appearance
teaching power
√
Table 15. The Significant Improvement of the Ninth Respondent Observing the ninth respondent, the researcher considered that she has
already done a great job in the first teaching. The ninth respondent has already implemented all teaching skill well. One thing which became her weakness was
lack of teacher power. She laughed as a child in front of the class while teaching. She did the same action on the second teaching. So, she had 0 of improvement
since she did not repair her weakness.
j. The Significant Improvements of the Tenth Respondent
Number Significant improvement Improved
Not Improved 1 Appearance
√
2 Confidence
√
3 Grammar accuracy
√
4 Warming up activity
√
5 Giving instruction skill
√
6 Voice production
√
7 Teacher silence skill
√
Table 16. The Significant Improvements of the Tenth Respondent
60 The tenth respondent was also one of respondents who applied the theory
of reflective teaching. In addition, she always paid attention to other teaching presentations and reflected it on the weekly reflection. During the space between
the first and the second teaching, she prepared the second teaching well. She had done several significance teaching skills improvements. First, the tenth respondent
improved the general skill of teacher which in her case were improving teacher authority and producing speaking with correct grammar. Second, she improved
her set induction skill by designing more interesting warming up which could gain students’ motivation to follow the teaching learning activities. Third, she produced
clear and understandable instruction, louder voice, teacher silence moment which were included into stimulus variation skill.
It could be argued that the tenth respondent had practiced reflective teaching well. She reached 87.5 of improvements on the second teaching
practice. It was assumed that the tenth respondent has made large amount improvements. It was because she did 7 significant improvements from 8
significant improvements should be improved on the second teaching practice. Based on the first and second observation session, the researcher revealed
that there were 40 of respondents who successfully implemented reflective teaching. It meant that they could improve almost all their weaknesses on the first
teaching practice. Furthermore, there were 30 of respondents who sufficiently practiced reflective teaching. It meant that they improved some parts of the
significant improvement should be improved. They had already practiced reflective teaching although there still weaknesses occurred on the second
61 teaching and did the same weaknesses. Moreover, the rest 30 of respondents did
not practice reflective teaching. They did not make any improvements on the second teaching. They could be stated as the respondents who fail in practicing
reflective teaching. The researcher summarized the result of the teaching skills should be improved by the respondent in the table 17.
Teaching Skills Respondent who
should improve Respondent
who improved
General Skills Material Mastery
2
nd
, 5
th
, 6
th
, 8
th
2
nd
, 5
th
, 8
th
Confidence 3
rd
, 6
th
, 7
th
, 8
th
, 9
th
, 10
th
3
rd
, 10
th
Appearance 6
th
, 7
th
, 8
th
, 9
th
, 10
th
10
th
Time class management 1
st
, 2
nd
, 3
rd
,4
th
, 6
th
, 7
th
, 8
th
1
st
, 2
nd
, 3
rd
Pronunciation 1
st
, 2
nd
2
nd
, Grammar accuracy
1
st
, 10
th
10
th
Speaking fluency 1
st
Set Induction Skills
Introduction of teaching material
3
rd
, 4
th
, 8
th
, 10
th
3
rd
, 8
th
, 10
th
Explaining teaching goal 1
st
, 2
nd
, 4
th
, 8
th
2
nd
, 8
th
Stimulus Variation skills
Giving clear instruction 1
st
, 4
th
, 8
th
, 10
th
8
th
, 10
th
Movement Gesture Voice 6
th
, 7
th
, 8
th
, 10
th
10
th
Silence 10
th
Interaction style Eye contact
6
th
6
th
Focusing Shifting sensory channel
62 Teaching Skills
Respondent who should improve
Respondent who improved
Reinforcement skill
Verbal reinforcement 1
st
, 3
rd
, 4
th
, 6
th
, 5
th
, 7
th
, 8
th
3
rd
, 5
th
, 6
th
, 8
th
Non verbal reinforcement 2
nd
, 3
rd
, 4
th
, 5
th
, 7
th
, 8
th
Questioning Skills
Clarity of question 4
th
Connecting of question and teaching content
Utilization of teacher pause or silence
Tempo of questioning Distributing question
1
st
1
st
Probing guiding 2
nd
, 6
th
2
nd
, 6
th
Variation of question technique
6
th
, 8
th
8
th
Set Closure Skill 1
st
, 2
nd
, 7
th
, 8
th
2
nd
Table 17. The Summary of Significant Improvements Table 17 consisted of the summary of the first observation and the second
observation. It was about the teaching skills which should be improved by the respondents and the result of the teaching skills which had been improved by the
respondent.
63
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presented the conclusion of the study and the suggestion. The researcher wrote the summary of the research in the first part. Moreover, the
researcher provided some suggestion that may be helpful to the next research deals with micro teaching course.
A. Conclusions
This study was conducted to seek out the contents of micro teaching students’ reflection and the of significant improvements that was done by the
micro teaching students from the first teaching practice to the second teaching practice.
In order to answer the first problem, the researcher downloaded the micro teaching reflection from the web blog. After that the researcher analyzed how the
micro teaching students write the reflection based on the function of reflection which also used as the criteria of good reflection. In responding to the first
problem, the result of the study revealed that the contents of all of micro teaching students’ reflections talked about the evaluation of weaknesses and strengths
made during the teaching practice. The next content of micro teaching students’ reflections was the evaluation about the method used to present the teaching
content and to evaluate the lesson taught. Furthermore, reflection consisted of their improvement and development made on the second teaching practice. In
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