Teaching Method Teaching Technique

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b. Teaching pace

Pace refers to the speed of teaching. It concerns the idea of keeping up the rate of events in the lesson so that the students are kept being involved and attentive Kyriacou, 2009. In the teaching evaluation rubric, the student-teachers were supposed to use appropriate pace when teaching. But in fact, there were still some student-teachers who did not use appropriate pace. She wrote, “Increase the speed of your teaching. Manage your time wisely .” Student-teacher I From the feedback given, it can be seen that the teaching pace of the student-teacher was too slow. The similar feedback was also given to student-teacher A and B. Supposed to be a good teacher, the student-teachers should use appropriate teaching pace. When teaching pace is too slow or too fast, attention will be easily lost Kyriacou, 2009.

c. Transition

In delivering the materials, student-teachers were also supposed to be good in ending one activity and moving to the next activities. They have to use interesting transition between activities and maintain the students’ attention. Looking at the mentor teacher’s written feedback, some student-teachers were still weak in transition. She wrote, “The significant purpose of pre-teaching is to get the students ready for the class. So, before you move on, make sure that everyone is ready to start the lesson and join the discussion .” Student-teacher B From the feedback, it can be seen that the student-teacher did not know when to move from one activity to another activity. It was contrary to the second element of transition according to Kyriacou 2009 that a good teacher should be sensitive in deciding when to move from one activity to the next activity. 16

3. Teaching Material

Based on the teaching practicum rubric, student-teachers of the English Department should prepare appropriate material for the level of the students that can help the students in practicing language skills. According to Kyriacou 2009, the materials of the lesson should accommodat e the students’ needs. In reality, the student-teachers could not fulfill what was expected. She wrote, “Don’t you think that the short story is a bit too long for the students to read? ” Student-teacher H From the mentor teacher’s written feedback, it can be seen that the materials that the student-teacher gave to the students were not appropriate for the level of the students. It was contrary to what was expected that student-teachers should provide appropriate materials for the level of the students. Besides giving appropriate materials for the level of the students, student- teachers should provide materials that can accommodate the students’ needs. They should also design the material that can help the students in practicing their language skills. In fact, some student-teacher could not design materials that can help the students in practicing their language skills. She wrote, “You have to create questions for the students to practice their listening before you ask them to open the book. ” Student-teacher E The similar feedback was also given to student-teacher A, C, and D. The mentor teacher’s written feedback indicate that student-teachers of English Department were still weak in designing the material that can help the students in practicing their language skills. It was contrary to Kyriacou 2009 who said that a good teacher should accommodate the students’ need in practicing their language skills.