CHAPTER III

IMPLEMENTATION OF ACTIVITIES
3.1 Time
1. Breafing of Microteaching Program
Breafing for participants of microteaching program of teacher training and
education faculty of Tomakaka university was executed during one day on Saturday,
the 16th of April 2016 at 08.00 am until 18.00 pm in the hall of Tomakaka university.
2. Coaching Assistance Process
Coaching assistance of microteaching program was started on Sunday, the
23rd of April until Sunday, the 29th of May 2016.
3. Execussion Process of Microteaching Program
Execussion process of microteaching program was done in lectures room
of teaching training and education faculty of Tomakaka university on Monday, the
30th of May until Tuesday, the 31st of May 2016.

3.2 Types of Activity

There are some types of activities that had been done by the writer. It is
will be presented in the table below.
N

Day / Date

Activity

Target

o
1.

Saturday, the 16th

Breafing of

Participants of microteaching program

of April 2016.

microteaching

can execute learning process of teaching

program.

structurely, comprehending the condition

of learning environment intactly and also
know, comprehending and striving of
study models owning relevance to
curriculum 2013 in each education
ladder.

2.

Saturday, the 23rd

Coaching assistance

Improving the participants

of April until

process.

understanding in execution and also

Sunday, the 29th of

3.

making lesson plan and syllabus.

May 2016.
Monday, the 30th

Execution process

Understanding of the execution process

of May until

of microteaching

in teaching based on the procedure of

Tuesday. The 31st

program.

teaching.

of May 2016.

3.3 Technical, Method and Equipment of Activities

1. Technical
a. Briefing
Microteaching program was begun by some speeches. In this activity,
the briefing microteaching program was attended by all participants of
microteaching program and was attended by speakers from Tomakaka university.
The speakers were :
1)
2)
3)
4)
5)
6)

Bustamin Sadiyah, S.Pd.,M.Pd

Bongga Pasilong, S.Pd
Rusding M. Sabing, S.Pd
Nasruddin, S.Pd.,M.,Pd
Mulyana, S.Pd.,M.Pd
Rapi Hamdi Nur, S.Pd
b. Guiding of Microteaching Program
After briefing for participants of microteaching program, continued by
dividing Indonesian and English departement in a few group. One week later, for
the first activity, all participants met with counsellor lecturer for giving theory or
way of making lesson plan. After that, the participants were guided in making
lesson plan and practice it according to the syllabus of SMA level. After
counsellor lecturer was checking the first lesson plan that has been revised and
counsellor lecturer had signed in it, the participants continued making the second
and the third lesson plans.
c. Process of Microteaching Program
After all lesson plans had been revised and counsellor lecturer signed
in it, the participants conducted teaching practice according to lesson plan that
had been made by the participants. The students were expected to deliver their
material well by limited time that had been given to them.

This activity ought to be executed in range of time one day, however

very limited time and narrow of room, hence this microteaching program was
executed for two days.
2. Method
a. Method Lecture (Preaching Method)
The lecture method is a method of teaching by delivering
information and knowledge by spoken to a number of students who
generally follow passively. Muhibbin Shah (2000) in Titik Media (2014 : 1)
explain lecture method can be considered as the only method that is most
economical to convey information, and the most effective in addressing the
scarcity of literature or referral in accordance with the purchasing range and
understanding of students.

1). Some of the shortcomings of lecture are :

a.
b.
c.
d.

Creating passive students.

Contain elements of coercion to students.
Containing the students critical power.
Protege more responsive than would be the loss of vision visual and

more responsive protege greater auditif can accept it.

e. It is difficult to control the extent to which the acquisition of
learning of the students.
f. Teaching activities into verbal ( sense of the words ).
g. If too long boring.
2). Some of the advantages of the lecture method is :
a. Teachers easily master the class.
b. Teachers easily explained a large amount of teaching materials.
c. Can be followed by students in large numbers.
d. Easy to be implemented.
b. Assigment Method

Anggoro ( 2014 : 21 ) states that assigment method is a way of

teaching by giving a number of the assigment of teachers to students and
their accountability to results. The task can be :
1. Studying part of a text book.
2. Implementing something which aim to train the skill.
3. Carrying out the experiment.
4. Overcome a particular problem.
5. Undertake a project.
The overbalance of assigment method :
1. Trains student to be responsibility.
2. Train student for independent to study.
The shortage of assigment method :
1. Some student do not understand the assigment of teacher.
2. Requires a relatively long time.
c. Task Method
Based on Anggoros journal ( 2014 : 25 ), task method is teaching
or presenting of the material through the assigment of students to do a job.
Work assigment can be individually or group. Giving assigment for each
student or group can be the same and may also diffrent. In order to support
the success of assigment the learning process, then
1. Task must be done by a student or group of students.
2. The result of these activities can be followed by a presentation by
students from the group and responded by the students from the other
group or by the teacher concerned, and
3. At the end of activity there is the conclution obtained.
d. Question and Answer Method
Question and answer method is orally presenting the material to
achieve the goal of teaching, based on Anggoro ( 2014 : 14 ).
1. The advantages of question and answer method
a. Teacher can determine the students mastery of the material that has
been presented.
b. Can be used to investigate the speech to energize student.

2. The shortage of queation and answer method

a. Teacher only give students a turn at certain.
b. Only mastered by student who smart.

3. Equipment
The role of a tool in the laerning process is very important because
it can help a teacher in explaining the material taught to students, and through
appropriate media will also help students to more easily understand the
material being studied. In this microteaching practice, the writer uses the LCD
as a tool in the learning process. The benefits of these tools in addition to
providing a more attractive appearance can also see material make cleare and
saves time, since the material that will be taught are arranged in the slide and
not writters on the board first.
3.4

Learning Material
Microteaching discussion material containing syllabus learning and
implementation of lesson plan. The syllabus that used is a syllabus of class XI for the
second semester. The material is hartatory exposition text. The material of the subject
is about how to understand about defenition, generic structure, aim, and message of
hartatory exposition text. The syllabus and lesson plan that had been used were
presented below :