VARIATION SKILLS

Supporting Lecturer:
Mr. Kadaruddin S.Pd. M.Pd.

Made by:
Arfan Arianto (180230094)

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVESITY OF SEMBILANBELAS NOVEMBER KOLAKA
 ABSTRACT
The teacher is one of the human components in the learning process that has a role in
the effort to create and develop potential human resources as investment in development
through thought, exercise and sports.
Teachers are professional educators with the main task of educating, teaching, guiding,
directing, early childhood formal pathways, primary education and secondary education.
The teacher profession is a job that requires expertise in educating, teaching and
directing students so that they are able to create educated and quality human resources.
To become a teacher requires several competencies and special skills in the teaching
process, so that students are able to accept and absorb the knowledge given.
As for skills, one of them is to make variations. The skill of making variations is a
teaching skill determined by the knowledge and creativity of the teacher. Initial data from
observations in the components of the use of media and teaching materials experiencing
problems. How to create a pleasant atmosphere, appropriate learning methods, interesting
learning media and so on. Those are some variations that must be created by a teacher in
teaching, so that the knowledge conveyed can be accepted by students properly and is useful
for their future lives.
 LIST OF CONTENTS
Cover…………………………………………………………………………………………….i
ABSTRACT…………………………………………………………………………………….ii
LIST OF CONTENTS………………………………………………………………………….iii
PREFACE……………………………………………………………………………………….1
CHAPTER I (INTRODUCTION)
A. Bacground……………………………………………………………………………...2
B. Problem Formulation…………………………………………………………………..2
C. Purpose of Discussion………………………………………………………………….2
CHAPTER II (DISCUSSION)
A. Understanding the Skills of Conducting Variations……………………………………
3
B. Purpose and Benefits of Making Variations……………………………………………
8
C. Principles of Variety
Skills……………………………………………………………..4
D. Teaching Skills Component……………………………………………………………4
E. Implementation of Conducting Variations in Classroom………………………………7
CHAPTER III (CLOSING)
A. Conclusion……………………………………………………………………………..8
B. Suggestions………………………………………………………………...…………..8
REFERENCES……………..……………………………………………………………………9
 PREFACE
First of all, the write wants to express his thanks to Allah SWT, because of His bless
and grace, the entitled “Variation Skills” can be finished on time.
The purpose in writing this paper is to fulfill the assignment that given by Mr.
Kadaruddin S.Pd. M.Pd. as lecturer in micro teaching.
In arranging this paper, the writer trully get lots challenges and obstructions but with
help of many individuals, those obstructions could passed. Writer alsa realized there are still
many mistakes in process of writing this paper.
The author is aware that in delivering this paper there are still some mistakes, both
intentional and unintentional, for this reason the author apologizes if there are authorship errors
in this paper. The author is very happy with the criticism and suggestions given for the good of
this paper in the future, so that this paper can be useful for readers. Thank you.

Kolaka, April 1st, 2021

Author
 CHAPTER I
INTRODUCTION

A. Background
To become a teacher requires several competencies and special skills in the teaching
process, so that students are able to accept and absorb the knowledge given.
As for skills, one of them is to make variations. A teacher must be creative in the
learning process. How to create a pleasant atmosphere, appropriate learning methods,
interesting learning media and so on. Those are some variations that must be created by a
teacher in teaching, so that the knowledge conveyed can be accepted by students properly
and is useful for their future lives.

B. Problem Formulation
1. What is meant by variation skill?
2. What are the purposes and benefits of variation skills?
3. What are the principles of variation skill?
4. What are the components of variation skills?
5. How is the application of variety skills in the classroom?

C. Purpose of Discussion
1. Knowing what is meant by variation skills
2. Knowing what are the goals and benefits of variety scheduling skills
3. Knowing what are the principles of variation skill
4. Menegunya components in the skill to make variations
5. Knowing the application of the skills to make variations in the classroo
 CHAPTER II
DISCUSSION

A. Definition of the Skills to Conduct Variation

The skill of using variation is one of the teaching skills that teachers must master. In the
learning process, it is not uncommon for the routine that the teacher does such as going to
class, taking student attendance, asking for homework, or asking questions to make students
bored and bored. Students are human subjects who have limited levels of concentration so they
need a new atmosphere that makes them fresh and excited to continue learning activities.
In conditions like this, the teacher must be clever in using the art of teaching situations
by changing teaching styles, using learning media, or using interaction patterns with the
intention of creating a more pleasant learning atmosphere. So making variations is a skill that
must be possessed and mastered by a teacher so that students do not feel bored and remain
diligent, enthusiastic and full of participation in the learning process. The existence of
variations in teaching is also an attempt by the teacher to provide a variety of (varied) learning
stimuli, allowing students to respond through sensory tools and different ways to gain a broad
and deep learning experience.

B. Purpose and Benefits of Making Variations

The use of variations in teaching by the teacher is intended to:
1. Attract students' attention to the learning material being discussed
2. Maintain the stability of the learning process both physically and mentally
3. Generating motivation to learn during the learning process
4. Overcoming situations and reducing boredom in the learning process, and
5. Provide the possibility of individualized learning services.
Meanwhile, holding variations has a number of benefits for students and the quality of learning.
Procurement of variety has benefits for:
1. Reducing students' boredom in following lessons
2. Increase student motivation
3. Encourage, develop, and bind students' attention to the lessons they are taking
4. Foster students' curiosity about new things
5. Foster positive learning behavior in students
 6. Increase student participation in the interaction of learning activities
7. Streamline and explain communication between teachers and students

C. Principles of Variety Skills

The use of varied teaching skills should fulfill the following principles:
1. Relevant to the learning objectives that teaching variations are used to support the
achievement of basic competencies
2. Continuous and flexible, meaning that variations are used continuously during teaching and
learning activities and flexible according to conditions
3. The enthusiasm and warmth shown by the teacher during the teaching and learning activities
4. Relevant to the level of development of students

D. Teaching Skills Components

Teaching variety skills include:
1. Variation of Teaching Styles
The teaching variation includes several components of skills which include the following:
a) Variation of stylistic voices
To bind children's attention and protect children from boredom, teachers can use
various sounds. The teacher can adjust the sound level and certain pressures for certain
purposes. For example, a sound with a certain stress to emphasize a concept that needs
special attention from children. In addition to eliminating the monotony, the use of
variations of sound quickly is appropriate to create a special impression of concepts and
issues that need attention.
b) Mimic and gestural variations (motion)
The impression of the enthusiasm of the teacher can be generated by making facial and
gestural variations. Mimic changes can help students to grasp the meaning conveyed by the
teacher. Likewise, gestural movements that are meaningful and correct can make it easier
for children to understand concepts.
c) Change of position
Changes in position can be done by moving closer and further away, or to the right and
left of the direction of the student. Teachers who are always in place or sitting in a chair do
not motivate children. With a change in position, the teacher can control the class. That way,
the teacher can immediately observe changes in the child's learning atmosphere. The
movement to approach children can have psychological effects on children, so that it can
create a familiar and warm impression.
d) Silence
When the teacher is explaining certain knowledge (facts, concepts, principles,
generalizations, or problem solving), the child's attention may fade. If these symptoms are
found, the teacher's job is to generate the "pause" technique.
With a silent technique for a moment, it makes children fix their attention. If the child's
attention symptoms have appeared, the teacher can continue the explanation.
Pause can be applied proportionally and with a short period of time. In the unit of
learning time, if the frequency of use is too high it can interfere with the fluency of the child
in mastering the part of knowledge explained by the teacher. Likewise, "length of silence"
that is too long can cause anxiety in children.
e) Concentration
The ease of learning of children is also influenced by the level of attention the child
focuses on the teacher's explanation. Therefore, the teacher must be able to stimulate the
emergence of children's attention, the teacher can use the "focus attention" technique.
There are several techniques teachers can use to focus a child's attention. These techniques
are as follows:
1. Ask the child to pay attention.
2. Adjusting the sound pressure, which means it needs attention.
3. Underlining important concepts.
4. With repetition of disclosure.
f) Contact view (eye contact)
Mastery of the classroom atmosphere by the teacher greatly affects children's learning
behavior in the classroom. Classroom that is noisy, there is no attention, and there is no
motivation to learn comes from teachers who cannot control the class.
With thorough contact, the child feels that he is getting the attention of the teacher. In
doing so, it will reduce children's chances of avoiding learning.
Perspective contact can be interpreted by the child as an attitude of enthusiasm for the
teacher in learning. If this is the child's feeling, the child will be motivated to learn.
Conversely, if the teacher's view is not directed at the child, the child's attention will
decrease. Vice versa, it can loosen the attention of other students.
View contact can be made in a variety of ways. The teacher can take the whole class
view, and vary it to target groups of students and to specific students. The use of these
 variations can be done by considering the right moments. The momentary conditions that
occur in class can encourage the need to use variations in teacher views.

2. Variation of Learning Media

Learning media, seen from the senses used, can be divided into listening media and
visual media (see). And listening-and-view media that children can manipulate.
Variation of learning media means the use of media varies between the types of
learning media that exist. However, its use cannot be separated from the consideration of the
learning objectives to be achieved. Likewise, the use of media is possible simultaneously in
two or three types of media in a particular teaching unit. Variations in the use of media and
learning materials that can be seen, heard or touched, and manipulated in the learning
process are very important. The reasons include:
a) The teacher can use a variety of media and learning materials that can be seen such as
using sketches, pictures, graphics, films, photos of TV shows, videos, or computers.
b) The use of various media and audible learning materials such as recordings, grub voices,
student voices.
c) The use of a variety of media and learning materials that can be touched and
manipulated, such as imitation of objects, direct experience, and so on.
The meaningful use of various teaching skills depends on the application of a number of
underlying principles. Therefore, the principles of using variation in teaching have an
important meaning.
3. Variations in teaching and learning interactions
Teaching and learning interactions can be varied with the methods and strategies used.
By varying the methods and strategies, the pattern of children's learning activities will also
vary. As with media variations, the use of variations in interaction patterns must consider
the effectiveness and efficiency of achieving teaching goals.
The interaction patterns can be varied as follows:
a) Teacher lecture-class discussion group assignments.
b) Demonstration of the question and answer-lecture skills.
c) Observation-class discussion group.
d) Experiment-group-debriefing report.
e) Question and answer-lecture individual assignments.
E. Implementation of Conducting Variations in Classroom
In its application, the skill of making variations is not merely individual and alternating.
This means that in a teaching performance, the teacher can combine several skills
simultaneously. However, it needs to be based on the principles of professional use. As an
illustration in an appearance, the teacher can combine the use of mimics, gestures, and changes
in position at once, and can even be combined with other aspects of variation.
 CHAPTER III
CLOSING

A. Conclusion
The skill of using variation is one of the teaching skills that teachers must master. In the
learning process, it is not uncommon for the routine that the teacher does such as going to
class, taking student attendance, asking for homework, or asking questions to make students
bored and bored. Students are human subjects who have limited levels of concentration so they
need a new atmosphere that makes them fresh and excited to continue learning activities.

B. Suggestions
With the skill of making variations, prospective educators are expected to master each
learning process so that learning objectives can be achieved.
 REFERENCES
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Springer. Design-Based Research Collective (2003). Design-based research: an emerging
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