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.