Teaching pace Transition Teaching Technique

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3. Teaching Material

Based on the teaching practicum rubric, student-teachers of the English Department should prepare appropriate material for the level of the students that can help the students in practicing language skills. According to Kyriacou 2009, the materials of the lesson should accommodat e the students’ needs. In reality, the student-teachers could not fulfill what was expected. She wrote, “Don’t you think that the short story is a bit too long for the students to read? ” Student-teacher H From the mentor teacher’s written feedback, it can be seen that the materials that the student-teacher gave to the students were not appropriate for the level of the students. It was contrary to what was expected that student-teachers should provide appropriate materials for the level of the students. Besides giving appropriate materials for the level of the students, student- teachers should provide materials that can accommodate the students’ needs. They should also design the material that can help the students in practicing their language skills. In fact, some student-teacher could not design materials that can help the students in practicing their language skills. She wrote, “You have to create questions for the students to practice their listening before you ask them to open the book. ” Student-teacher E The similar feedback was also given to student-teacher A, C, and D. The mentor teacher’s written feedback indicate that student-teachers of English Department were still weak in designing the material that can help the students in practicing their language skills. It was contrary to Kyriacou 2009 who said that a good teacher should accommodate the students’ need in practicing their language skills. 17

4. Communication Skills

Communication skills are considered as one of the important things in teaching Rubio, 2010. A good teacher should be able to communicate the materials to their students well. Rubio 2010 adds that bad communication skills can make the students do not understand the explanations and the instruction from the teacher. In teaching evaluation rubric, communication skills include voice, eye contact, gesture, and body movement. From mentor teacher’s written feedback, it can be seen that there were some student-teachers of the English Department who were still weak in their communication skills especially in the volume of voice. To be a good teacher, student-teachers were supposed to have a good volume and control of their voice for all the students in the classroom. From the mentor teacher’s written feedback, it can be seen that student-teachers of English Department should speak louder when teaching. She wrote, “Pre teaching is OK. The problem is you don’t speak loud enough for the noisy students. ” Student-teacher B The similar feedback was also given to student-teacher G and H. It was contrary to what was expected. In teaching evaluation rubric, student-teachers were expected to speak in good volume when teaching. It enables their students in the back row to hear what the teacher say clearly. The same condition also happened when I observed one of the student-teachers. I sat at the back row and I could not hear her voice clearly.

5. The Use Of Teaching Aids

The student-teachers of the English Department were supposed to be excellent in using teaching aids. In teaching evaluation rubric, the student-teachers were supposed to use teaching aids that can support the teaching and learning process and help their students to