CHAPTER III

TYPE OF TEACHING SKILLS AND TECHNICAL LEARNING

A. TYPE OF TEACHING SKILLS

Teaching microteaching is a teaching and learning activity that gives the opportunity
for the student teacher (praktikan) to understand and master a number of basic teaching skills.
The formation of basic teaching skills in question can be done systematically from
understanding, observation / demonstration, to then followed by a tiered exercise that is
limited exercise, peer-teaching exercises and field exercises.

Basic teaching skills that must be mastered by teachers and / or prospective teachers is
very diverse types. But in teaching microteaching, according to the number of semester credit
units (SKS). The type of skill that can be trained is still limited to 8 (eight) types of skills.
Skills training is performed in isolated laboratory situations.

The types of basic teaching skills in question are as follows:

1. Asking skills
2. Strengthening skills
3. Skill of performing variation
4. Explaining skills
5. Skills open and close lessons
6. Skills to guide small groups
7. Classroom managing skills
8. Teaching skills of small groups and individuals

1. Asking skills

1.1 Basic Concepts of Asking Skills

Asking is an activity that exists in everyday life that aims to obtain information about
things that have not been known to the pen.

In the activity of teaching and learning in class, ask not aim to get information, but
want to membelajarkan learners.

Questions that are well-spoken and well conveyed by the teacher can accomplish
some of these goals as follows:

a. Awaken interest and curiosity of students to a subject

b. Concentrate students on a subject or concept
c. Diagnose specific difficulties that prevent students from learning
d. Floating the way students learn active (CBSA)
e. Give students the opportunity to assimilate information
f. Encourage students to express their views in solving a problem
g. Increase student participation in teaching and learning activities
h. Test and measure student learning outcomes
 Questioning skills in teaching and learning activities are divided into two levels: a)
basic level ask skills, and b) advanced questioning skills.

1.2 Things to Look For

Two things to note when teachers / prospective teachers use the skills to ask questions
in the learning process both basic and advanced questioning skills, as described below.

a. The warmth and keantusisasan of teachers in asking questions to students should show
the attitude and style that is really, not artificial or because of compulsion.
b. Avoid bad habits when asking questions

1.3 Components of Questioning Skills

Basic and advanced inquiring skills have several components that must be trained in
microteaching teaching as described below:

1.3.1. Components ask basic

a. Clear and concise (Clarity and Brevity)

b. Giving reference (Structuring)
c. Speed and time lapse (Pause)
d. Redirecting
e. Distribution
f. Giving guidance (Prompting)

1.3.2. Components ask more

a. Changing the demands of cognitive level in answering questions

b. Setting the order of questions
c. Use of tracker questions
d. Increased interaction

1.4 Types of Questions

1.4.1. Type of question according to the meaning

a. A query question, a question that expects the student to obey the command spoken in
the form of a question
b. A rhetorical question, a question that does not require an answer, but is answered by
the teacher in order to convey only information to the student.
c. The question directs or guides, the question that aims to give direction or guidance to
the disciple, until the student can find out for himself the answer to the question posed
to him
 d. The question of digging is a follow-up question that can encourage students to learn
more about the answers or questions asked beforehand.

1.4.2. Types of questions according to the narrowness of the target

a. Narrow questions, ie questions that require closed answers are usually the key answer
is already available.
b. The broad question, the question that requires more than one answer because it has no
specific answer, so that the expected answers / results are open

1.4.3. Types of questions according to Bloom's Taxonomy

According to Bloom's Taxonomy, the question can be classified into 6 levels. The 6
(six) levels of questions are as follows:

1. Knowledge Question
2. Understanding questions
3. Application questions
4. Analyze questions
5. Synthesis question
6. Evaluation question

B. Reinforcement Skills

2.1. Basic Concepts of Giving Strengthening Skills

In teaching and learning activities, the award given is called reinforcement. Reinforcement
can be interpreted as a form of response, both verbal and nonverbal; against a behavior that
may increase the likelihood of recurrence of the behavior. The awards teachers give to
students, after showing good behavior, such as a nod of head, a smile, words of praise will be
able to strengthen the behavior and appearance of students to keep repeating it in other
situations.
Providing wise and systematic reinforcement based on the right principles will give some
benefits for students to:
a. Increased attention to teaching and learning activities
b. Gain ease in following teacher presentation
c. Maintain and enhance high learning motivation
d. Transform and control behavior towards a more productive
e. Develop and organize themselves in their learning activities, and
f. Redirecting the way of thinking to a higher level

2.2. How to Gain Reinforcement

Some ways that teachers can use to strengthen their learners During the teaching-learning
process, among others:
1. Giving immediate reinforcement, ie giving reinforcement after the expected behavior or
student response appears.
2. Incomplete reinforcement, ie reinforcement-reinforcement for a student who gives a
correct answer to the teacher's question.
3. Reinforcement to a particular person, namely the provision of strengthening addressed to a
particular student by mentioning his name while looking directly at the student in question.
4. Strengthening to the group, ie strengthening addressed to a group of students (working
group / discussion), after completing a task well.
5. Variable reinforcement or variation of reinforcement, ie provision of reinforcement that is
varied or not monotonous.

2.3. Principles of Strengthening Use

Reinforcement given to students will be useful if the delivery is based on the following
principles:
a. Warmth and enthusiasm
The meaning of teachers in giving reinforcement to students should reveal the attitude and the
real style, not the attitude or style of pretending or forced
b. Meaningfulness
The meaning of the student must be generated an attitude of reinforcement given by the
teacher to him is a thing that should be received in accordance with his behavior and
appearance.
c. Avoiding the use of a negative response when the teacher faces the problem student

2.4. the components of Skills Using Reinforcement

There are several components of strengthening skills that need to be understood and mastered
by teachers to be able to provide wise and systematic reinforcement, including:
a. Verbal reinforcement, ie reinforcement expressed / expressed using words or sentences-
praise, rewards.
b. The non-verbal use of reinforcement is given without the use of words or phrases, but
simply by gestures like
1. Mimic and body movements
2. How to approach students (proximity), namely the approach of teachers to students to
express attention and pleasure to the work, behavior or appearance of students
3. Touch (contact)
4. Symbols or objects, namely by using symbols or certain objects.
5. Fun activities, namely through the assignment of duties - duties favored by students