62 their previoue activities. The student of XI Bahasa did not give proper response.
Most of them kept silent when being asked by the student teachers.
4. The students’ involvement in the begining of leaarning activities
The students’ involvement in set induction activities also becamethe problem for the student teacher 3. The student teacher 3 stated that she used
certain method in set induction, since she wanted to increase the students’ involvement or participation in the class. In some classes like XI IPS 3 and XI IPS
1, the students’ involvements were quite good. The students always tried to answer every questions delivered by the student teacher 3, but what happened in
XI Bahasa was completely different. The students were very passive. The students’ involvements in set induction were very low. The students would stay
quiet when they thought tah the material was hard or difficult. It happened in her two time taching in XI Bahasa.
3. How the Student Teachers Overcome the Problems
This part presented the solutions from the student teachers to overcome the problems they faced in the classroom while conducting set induction in. Each
student teacher had their own solution to overcome the problems they faced in the class. These data were taken by conducting interview and classroom observation.
a Student Teacher 1
When the student teacher 1 faced the problem about drawing the students’ attention in XI IPS 3, she tought quickly change the activity from giving question
to ask the students directly did the Vocabulary quiz. After the students finished
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63 doing the quiz, the student teacher 1 discussed the answer of Vocabulary quia.
The student teacher 1 realized that the students were very passive, therefore she told them to give extra point to those who actively give answer in the discussion
of the Vocabulary quiz. After they finished discussing the quiz, the student teacher 1 told the students that the worksheet would be submitted as the part of
their final mark. By telling it the student teacher 1 expected that the students would focus on the material.
b Student teacher 2
Since the student teacher 2 only had problem in time management, which had no relationship with set induction, she focused on how to manage the remaining
time.
c Student Teacher 3
As the last participants who faced more problems than other participants, the student teacher 3 also had solution to anticipate the problems she faced in the
class in conducting set induction. As it was stated, there were four problems that the student teacher 3 faced. For each problem, the student teacher 3 had solutions.
For the first problem that she faces was the students’ understanding about the set induction activities. Since som of the students in XI IPS 3 werestill enable to
understand the game, she decide to explain about the game again. The student teacher 3 also planned to use bilingual language for the nex teaching in XI IPS 1,
when she is conducting the game in set induction. After she explain the game using Englsih, she explain the rule again using Bahasa Indonesia, to avoid
misunderstanding meaning like in XI IPS 3.
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64 While for the second problem, the students’ motivation to laern that she found
in XI IPS 1 and XI Bahasa, the student teacher 3 motivated the students by giving some speecess to raise the students’ positive emotion to learn. She also added that
the topic of Analytical Exposition is one of the test material. The third problem was the students’ attention to the topic learned. It happened when she taught the
students of XI Bahasa. It was hard to the student teacher 3 to direct the students’ attention to the material taught. In the second meeting in XI Bahasa, the student
teacher 3 changed the activity and strategy in the beginninig of the lesson in coonducting set induction. The student teacher 3 asked the students to do the
unfinished homework in a group outside the class. After the students finished doing the uundone homework, the came back to the class and discused the answer.
For the last problem, it was about the students’ involvement in the learniing activities in the beginning. The student teacher 3 delivered some guiding
questions to stimuli the students to give more answers and reponses. In XI IPS 1 the students were quite passive. Therefore, the student teacher 3 had to choose
some students to give responses and answer that she delivered. After several students gave their answers, the student teacher 3 delivered another questions that
give stimulus to the students’ curiousity and responses. Whioe in XI Bahasa, the student teacher 3 started to delivered questions into groups. Bu working in groups,
the students were forced to find the answer.
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65
B. Discussion
This section discusses the findings of research with the relevant theories. The research findings were 1 set induction methods used by the student teachers
in the teaching practice, 2 the student teachers’ teaching skill in conducting set induction the teaching practice, 3 the problems that the student teacher faced and
4 the solution to overcome the problems faced by the student teacher. The discussion bellow was divided into 3 main parts based on the three questions in
the problem formulation.
1. The Student Teachers’ Teaching Skill in Conducting Set Induction
Set induction is included in basic teaching skill of how to open the class or lesson. The student teacher should have mastered before they are sent to formal
high schools to practice teaching. Based on the theory, there are some criteria of a good set induction in a learning activity. It is also stated that there are some
methods that can be used for set induction activity in the beginning of a lesson. Set induction itself has an important role in learning activities. The use of suitable
set induction can start a successful learning activity. Since, it is the foundation for understanding so that the rest of the lesson is established Ince, 2000. Instead of
that the use of suitable set induction method can bring contribution to the students’ learning achievements.
In this first discussion, the researcher would like to discuss about the first question of the problem formulation. It covered the two research findings, they
were 1 set induction methods used by the student teachers in the teaching practice and 2 the student teachers’ teaching skill in conducting set induction the
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