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management is seen as high priority for teachers to promote academic success Rubio, 2010; Rosas West, 2009. According to teaching practicum rubric, a good classroom
management means that the teacher gives attention and opportunity to all students equally, including the students who sit at the back row. The teacher also gives the
students a lot of opportunity to get involved in the lesson and motivate them to follow the lesson enthusiastically. In addition, Friedman as cited in Rosas West 2009 stated that
poor classroom management often causes misbehavior that interferes with teaching and learning, and procedures tremendous stress.
7. Use of Teaching Aids
According to
Klaus http:www.ehow.comabout_6317487_definition-teaching-
aids.html teaching aids are tools used by the teachers to help their students to understand more. Teaching aids can be visually, aurally, or both. In teaching practicum rubric, the
student-teachers should be excellent in using teaching aids. The teaching aids should support the teaching and learning process and help the students to understand the lesson.
The teaching aids used should be able to be seen or heard clearly by all students in the class. According to Gibbs and Habesaw 1992, teaching aids will help the teacher to
have a good interaction with the students. It also takes pressures off both the teacher and the students. As addition, teaching aids also help the teacher in explaining about abstract
thing so that the students can understand more about the materials explained.
8. Mastery of the Materials
Mastering the teaching materials is the important requirement that a good teacher should fulfill Rubio, 2010. Reynolds and Muijs as cited in Rubio 2010, considered a good
mastery of materials responses to the spontaneous and demanding students questioning. Moreover, with a good mastery of materials, the teacher can give the students additional
and meaningful information about the topic taught.
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In teaching practicum, the student-teachers are given feedback from mentor teacher both written and oral. The feedback is based on the student-teacher
s’ performance when they do the teaching, by looking at the rubric of each aspect.
The study Context of the study
The setting of this research is Satya Wacana Christian High School which is a well- known school located in Salatiga, Central Java, Indonesia. Satya Wacana Christian High
School is one of teaching practicum sites for student-teachers of the English Department of Satya Wacana Christian University. The students of this high school are familiar with
English. Furthermore, in English class, the students are not allowed to use other languages besides English. This school is one of teaching practicum sites for the student- teachers of the
English department. The student-teachers are obliged to teach all the classes of the first grade and the second grade.
Method of Research
This study was a descriptive qualitative study to find out the weakness of the student- teachers of the English Department at Satya Wacana Christian University in teaching.
Participants
The participants of the study were selected from student-teachers of the English Department at Satya Wacana Christian University and the mentor teacher of Satya Wacana
Christian High School. All of the student-teachers were students who did the teaching practicum in Satya Wacana Christian High School in the second semester of 20122013. This
study involved 9 student-teachers. The student-teachers should do at least 6 teaching. The
