39 the same problem with the other respondent that she spent most time for the main
activity and had limited time for closing activity. The seventh respondent still needed to improve the class management skill since she allowed the students to
speak in Javanese while answering the question given. Furthermore, as a good teacher who speaks in front of students, she should manage the sentence with
correct grammar and pronunciation since Indonesian says that teacher is an example for students.
The last respondent who did not manage the time well was the eighth respondent, she also spent the time mostly for set induction activity and
main activity, and she had no time to close the lesson.
b. Set Induction Skills should be Improved
Teaching Skills Respondent
Perc enta
ge 1
st
2
nd
3
rd
4
th
5
th
6
th
7
th
8
th
9
th
10
th
Set Induc
tion Skills
Introduction of Teaching
Material
√ √
√ √ 40
Explaining Teaching
Goals
√ √ √
√
40
Table 2. Set Induction skills should be Improved In responding to the first observation, the researcher stated that there were
40 of respondent should improve their warming up activity which categorized as set induction skill. Set induction skill based on Allen and Ryan 1969, p.18 is
described as a set of pre-instructional orientation that helps the teacher prepare students for the lesson in order to induce the maximum pay-off in learning. It was
clear from the statement that teacher should prepare a set of warming up material
40 to make the students be ready with the lesson. Thus the material for warming up
should be interesting and understandable which could encourage students to be ready and follow the teaching and learning.
According to the first observation, the warming up activity created by the third respondent was too long and too much material which made the students got
confused about the lesson. Thus she had to make it better on the second teaching practice. Meanwhile, the fourth respondent’s warming up material was not
suitable with the topic and the level of students. He seemed to forget that his next real students were not PBI students who have been already mastering English but
they were senior high school students in the first grade who were in the process of learning English. Furthermore, the eighth respondent still needed to design better
warming up material because the warming up material on the first teaching could not gain attention from the students. Similar with eighth respondent, the tenth
respondent warming up material also had not gained students motivation to follow the teaching and learning activities.
Moreover, the researcher revealed that there were 40 of respondents who had not explained the teaching goal. Every teacher wants to have successful
teaching learning activity. By explaining teaching goal, teachers can strengthen the students understanding that the students know what are going to be learned on
that meeting. In this study, the first, second, fourth and eighth respondent had not explained the teaching goals. All of them directly moved on to the lesson material
discussion.
41
c. Stimulus Variation Skill should be Improved
