C.

observing and reviewing real teaching in schools

Observing actual teaching in schools, particularly in classrooms is highly beneficial for aspiring
teachers or those engaged in microteaching. This firsthand experience allows individuals to witness
the application of fundamental teaching skills, serving as valuable examples for their microteaching
endeavors.

D. developing a lesson plan

Before engaging in micro-teaching, aspiring educators should create a Lesson Plan (RPP) as it serves
as a valuable guide. It facilitates the execution of micro-teaching by providing essential guidance. It is
important, however, to ensure that the prepared RPP aligns with the principles of micro-teaching,
emphasizing the need for simplified teaching methods.

E. Dividing groups

Students, along with the teacher, are categorized into two groups: observer groups and student
groups. All students should rotate through both roles to gain a comprehensive understanding of the
process. Micro-teaching participants must diligently study and comprehend the theory as it serves as
the fundamental basis for the smooth implementation of practical aspects. Understanding micro-
teaching theory is deemed essential for ensuring effective and seamless direct practice. The five
preparations are crucial, as this stage places a significant emphasis on theory.

1.4.2 implementation of micro-teaching

Several things need to be done in the implementation stage, as follows:

a. Practicing micro-teaching

Prospective teachers who are not on duty as observers and students practice the micro-teaching
process in front of their friends in the student group. Usually, the teaching process that is practiced is
under the Lesson Plan that has been prepared previously in the preparation stage.

b. Observing and giving feedback

During this phase, the observer group plays a crucial role as they act as observers, assessors, and
commentators. Their main responsibility is to observe prospective teachers in the learning process,
evaluating adherence to the prepared lesson plan (RPP) and other relevant aspects. The observer
provides an assessment of the performance and offers feedback, typically comprising comments on
the prospective teachers' presentation and suggestions for improvement in future sessions, aiming to
enhance their skills.

c. Following the teaching and learning process

During this phase, the students' group plays a crucial role as it serves as the medium through which
the prepared material is conveyed. Furthermore, the implementation involves three stages within
each group, with performers assigned specific proportions. Adequate facilities also play a vital role in
this stage, influencing the overall execution of the micro-teaching process.

1.4.3 Following -up

Evaluations and feedback for improvement are typically provided. This evaluation is aimed at
assessing how well the micro-learning process aligns with the initial plan. Essentially, the follow-up
involves discussing and analyzing performance results, with subsequent implementation of
recommendations or suggestions. Key activities in this phase include reviewing recordings,
engaging in feedback discussions, self-evaluation, and undergoing follow-up training if needed. The
objective of this follow-up stage is to enable those involved in micro-teaching to enhance their
skills and improve teaching effectiveness. Figure 3 provides a visual representation of the activities
student teachers go through during micro-teaching, where terms like "teaching," "follow-up," and
"observation and feedback transfer" correspond to lesson planning, conducting lessons, and
discussing and concluding, respectively.