Student Teacher ST 1 Feedback of 5 Selected Teaching Skills Implemented by Student Teachers

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id on skill of introducing a lesson and skill of explaining. Meanwhile, those 12 feedback talked about creating situations, audio-visual aids, ask appropriate question, link between previous and new knowledge, towards the end to summarize, present consolidate picture, covering essential points, subject, devices and techniques of exploring, questioning, testing previous knowledge, and introducing surprise. From those 12 feedback, there were 3 or 25 feedback that ST 2 had implemented appropriately, 4 or 33 feedback that had been implemented but less suitable, and 5 or 42 feedback that she had not implemented yet. Here is the detail of percentage gained by ST 2 in implementing feedback: Chart 4.19 The Percentage of Feedback Implementation by ST 2 For detailed explanation about one of the feedback that ST 2 had implemented appropriately, feedback that she had not properly 25 33 42 The Percentage of Feedback Implementation by ST 2 1. Feedback that has been implemented appropriately 2. Feedback that has been implemented but less suitable 3. Feedback that has not been implemented yet digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id implemented and she had not implemented yet, the researcher used tables presented below: 1 Feedback that had been Implemented Appropriately As the previous table containing of feedback that ST 1 had implemented appropriately, the table below also contains feedback that ST 2 had made use properly. Same as the previous description, appropriately means ST 2 had implemented all feedback or suggestion on one specific component given by the lecturer based on what the lecturer explained in the first teaching cycle. Aspect LF on 1 st teaching cycle FI by ST at 2 nd Teaching Cycle Skill of introducing a lesson: a. Audio-visual aids ST 2: you don’t need to use instrument background sound when introducing the lesson. You may use that instrument when students do their task. ST 2: In the second cycle, she did not use instrument background sound when introducing the lesson anymore. 2 Feedback that had been Implemented but less suitable Less suitable here means that ST 2 had tried to implement all feedback or suggestion given, however, the way or the steps to do the things that she should improve as suitable as the feedback told by the lecturer in the first teaching cycle, were still wrong or less appropriate. digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id Aspect LF on 1 st teaching cycle FI by ST at 2 nd Teaching Cycle Skill of explaining: a. Covering essential points ST 2: don’t only focus on explaining about generic structure. Actually you should focus on how students could learn to describe something. ST 2: in the second cycle, ST 2 did not try to focus explaining about generic structure anymore. She had tried to directly focus on how students could understand the content of a narrative text by providing such tasks and make simple paragraph of narrative story although she had not explained anything yet to make students could do those tasks. 3 Feedback that had not been Implemented yet Lecturer’s feedback covered on the following table was one of the feedback that ST 2 had not implemented yet in her second cycle teaching practice. Aspect LF on 1 st teaching cycle FI by ST at 2 nd Teaching Cycle Skill of introducing a lesson: a. Subject ST 2: choose the material that fits with students’ intelligence. Don’t make it too low. ST 2: The lesson taught was too difficult. It was proven with the expression said by three students, “Ma’am, it is difficult” also with the comment given by the lecturer telling that the subject she introduced was digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id too difficult. Besides, there were two students who repeated to ask how they could do the task given in introduction stage.

c. Student Teacher ST 3

ST 3 gained 7 feedback from the lecturer in the first teaching cycle. Those feedback were included into skill of probing question, skill of explaining, and skill of using teaching aids. For more specific, those 7 feedback dealt with provide series of questions helping students to develop correct response, blackboard, charts, model, picture, and others, ask appropriate question, gives few simple questions, use different media of communication, apply teaching aids that are meaningful and purposeful, and Engage students in learning process. From those 7 feedback, there were 4 or 57 feedback that she had implemented suitably and 3 or 43 feedback that she had not implemented yet in her second cycle of teaching practice.