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STUDENTS’ PERCEPTIONS OF THE EFFECTIVENESS OF MICROTEACHING CLASS ON PRE-SERVICE ENGLISH TEACHERS’
COMPETENCE
A THESIS
Submitted to the Faculty of Teacher Training and Education Muhammadiyah University of Makassar in Partial Fulfillment of the Requirement for the
Degree of Education in English Education Department
DEWI SARTIKA
10535635115
ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR 2020
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIK PRODI PENDIDIKAN BAHASA INGGRIS
iv
Jalan Sultan Alauddin No. 259Makassar
Telp : 0411-860837/860132 (Fax)
Email : fkip@unismuh.ac.id
Web : www.fkip.unismuh.ac.id
SURAT PERNYATAAN
Saya yang bertandatangan di bawah ini:
Nama : DEWI SARTIKA
NIM : 10535 6351 15
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : Students’ Perceptions Of The Effectivness Of Microteaching
Class On Pre-Service English Teachers’ Competence at
University of Muhammadiyah Makassar
Dengan ini menyatakan bahwa skripsi yang saya buat di depan Tim
penguji adalah hasil karya saya sendiri bukan hasil ciptaan orang lain dan
dibuatkan oleh siapa pun.
Demikianlah pernyataan ini saya buat dengan sebenar-benarnya dan saya
bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, 2020
Yang Membuat Pernyataan
DEWI SARTIKA
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIK PRODI PENDIDIKAN BAHASA INGGRIS
v
Jalan Sultan Alauddin No. 259Makassar
Telp : 0411-860837/860132 (Fax)
Email : fkip@unismuh.ac.id
Web : www.fkip.unismuh.ac.id
SURAT PERJANJIAN
Saya yang bertandatangan di bawah ini:
Nama : DEWI SARTIKA
NIM : 10535 6351 15
Jurusan : Pendidikan Bahasa Inggris
Fakultas : Keguruan dan Ilmu Pendidikan
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya,
saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapa pun.
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi
ini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2
dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang
berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, 2019
Yang Membuat Perjanjian
DEWI SARTIKA
vi
ABSTRACT
DEWI SARTIKA, 2020. Students’ Perceptions of the Effectiveness of
Microteaching Class on Pre-Service English Teachers’ Competence. The thesis of English Education Department, Faculty of Teacher Training and Education, Muhammadiyah University of Makassar. (Supervised by Nunung Anugrawati and Wildhan Burhanuddin)
This research focused on pedagogical and professional competence. This research aimed at describing and analyzing the students’ perceptions of the
effectiveness of microteaching class on their competence as pre-service English Teachers. The teachers competence in this research is divided in to pedagogical and professional competence.
This research used a descriptive qualitative method. The subject of this research was the seventh semester students of English Department at Muhammadiyah University of Makassar. The data of students’ perceptions was
obtained from the result of the questionnaire.
From the data that obtained, the students’ perception of the effectivness of
microteaching class on their pedagogical competence as pre-service English teachers is the students get they ability to plan the organization learning materials and being able to apply the teaching off basic skills and they ability using media or source and the students ability of developing learning materials on their professional competence as pre-service English teachers get teaching skill in the process of microteaching courses
Keywords: Microteaching Class,Pre-Service English Teachers’,Pedagogical
Competence, Professional Competence.
vii
ABSTRAK
DEWI SARTIKA, 2020. Persepsi siswa mengenai efektifitas kelas microteaching dalam pra-layanan kompetens guru bahasa inggris. Tesis Jurusan Pendidikan Bahasa Inggris , Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar. (Dibimbing ole Nunung Anugrawati dan Wildhan Burhanuddin).
Penelitian ini berfokus pada kompetens pedagogi dan profesional. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis persepsi siswa tentang keefektifan kelas microteaching dalam pelaksanaan magang sebagai guru bahasa inggris.kompetensi guru dalam penelitian ini terbagi dua yaitu pedagogik kompetensi dan profesional kompetensi.
Penelitian ini menggunakan metode penelitian deskriptif-kualitatif.Subjek penelitian ini adalah mahasiswa bahasa Inggris semester tujuh di Universitas Muhammadiyah Makassar. pengumpulan data menggunakan kuessioner.
Dari data yang diperoleh, persepsi siswa tentang keefektifan kelas microteaching dalam pelaksanaan magang pada pedagogik kompeten sebagai guru bahasa Inggris adalah kebanyakan dari mereka mengatakan bahwa mereka memperoleh kemampuan untuk menyusun materi pembelajaran dan mampu mengajarkan pelajaran-pelajaran yang dasar kepada siswa menggunakan media dan juga mampu mengembangkan kemampuan profesional kompetensi sebagai guru magang bahasa Inggris.
Kata Kunci : Kelas Microteaching, Pra-Layanan Kompetens Guru Bahasa Inggris, Pedagogi Kompeten,Profesional Kompeten.
viii
MOTTO
DEDICATION
This Research is Dedicated to My beloved father (Abd.Kadir) and My mother (Hamsina) who always has honesty sincerity to grow me up, educate, accompany and pray for me until getting
success and their greatest live and support for me until I can accomplish this script
Never Give Up Set A Goal And Go For It
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ACKNOWLEDGEMENTS
In the name of Allah Most Gracious Most Merciful
First of all, praise to Allah SWT, who gives his blessing and grace so that
the researcher can accomplish this thesis. Shalawat and Salam are addressed to the
final chosen religious messenger, the Prophet Muhammad SAW.
The researcher would like to give his gratitude, respect, and appreciation
to the following people who have supported her and made this thesis possible:
1. Prof. Dr. H. Abd. Rahman Rahim, S.E., M.M., the Rector of Muhammadiyah
University of Makassar for his academic advisor to the researcher during the
researcher’s study.
2. Erwin Akib, M.Pd., Ph.D, the Dean of Teacher Training and Education
Faculty, Muhammadiyah University of Makassar for his motivation and
academic advisor to the researcher during the researcher’s study.
3. The researcher also thank the Head of English Education Department, Ummi
Khaerati Syam, S.Pd., M.Pd. for her academic advisor, also for all lecturers
and staffs of English Education Department for giving the knowledge and
guidance and help during the researcher’s study.
4. The researcher high appreciation and great thankful are due to consultants
Nunung Anugrawati, S.Pd., M.Pd and Wildhan Burhanuddin S.Pd., M.Hum
for their guidance, encouragement, motivation and their patience from the
beginning until the end of writing this thesis.
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5. Thank you for my beloved father (Abd.Kadir) and my mother (Hamsina).
who always has honesty sincerity to grow me up, educate and pray for me
until getting success.
6. Thank you for my brother (Samsul Rijal) and my sister (Sardina). Thank you
for your love, help, support, pray and advice, so I am better than.
7. Thank you for my beloved best friends “Dearest”. Fitriani, and Nawira. Who
love me very much and because of their support and big love, so I can finish
my research well. Thanks you are always beside me in certain condition.
8. Thank you for my beloved friends “Coming Soon” You are the best, thanks
for giving me support, opinion and help me to finish my paper and thank you
for our relationship.
9. Thank you for my family for yor support.
10. All of my friends in English Education Department academic year 2015,
especially D (Different) Class 2015, for anything we shared for years.
11. All of my friends and influental people in my life that I cannot mention one
by one.
The words are not enough to say any appreciation for their help and
contribution in this paper. May Allah the Almighthy bless them all. Moreover, the
researcher also realized that this paper is far from perfect. It is a pleasure to get
critiques and suggestion to make this paper better.
Makassar, Januari 2020
DEWI SARTIKA
xi
TABLES OF CONTENTS
TITLE PAGE .......................................................................................... i
APPROVAL SHEET .............................................................................. ii
COUNSELLING SHEET ....................................................................... iii
SURAT PERNYATAAN ........................................................................ iv
SURAT PERJANJIAN ........................................................................... v
ABSTRACT ............................................................................................. vi
ABSTRAK ............................................................................................... vii
MOTTO AND DEDICATION ............................................................... viii
ACKNOWLEDGEMENTS .................................................................... ix
TABLE OF CONTENTS ........................................................................ xi
LIST OF TABLES .................................................................................. xiii
LIST OF FIGURES ................................................................................ xiv
LIST OF APPENDINCES ...................................................................... xv
CHAPTER I INTRODUCTION
A. Background ................................................................................... 1
B. Problem of Statement .................................................................... 4
C. Objective of the Research ............................................................. 5
D. Significant of the Research ........................................................... 5
E. Scope of the Research ................................................................... 5
CHAPTER II REVIEW OF RELATED LITERATURE
A. Previous Research Findings .......................................................... 6
B. Some Pertinent Ideas ..................................................................... 8
PAGE
xii
1. Concept of Perception ............................................................. 8
2. Concept of Microteaching ....................................................... 13
3. Concept of Teachers’ Competence ......................................... 21
C. Conceptual Framework ................................................................. 35
CHAPTER III METHOD OF THE RESEARCH
A. Research Design ............................................................................ 36
B. Variable of the Research .............................................................. 36
C. Participants of the Research ......................................................... 36
D. Research Instrument ...................................................................... 36
E. Data Collection Procedure ............................................................ 37
F. Data Analysis ................................................................................ 37
CHAPTER VI FINDING AND DISCUSSION
A. Finding ......................................................................................... 39
B. Discussion ..................................................................................... 48
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion .................................................................................... 54
B. Suggestion ..................................................................................... 55
BIBLIOGRAPHY ................................................................................... 57
APPENDICES ......................................................................................... 60
CURRICULUM VITAE ......................................................................... 71
xiii
LIST OF TABLES
Table 3.1: Degree of Likert Scale ............................................................. 38
Table 4.1: Microteaching gives me experience real teaching ................... 39
Table 4.2: Microteaching developed my teaching skill before going into
the real class ................................................................................ 40
Table 4.3: I get a description of various conditions of student who will
come when i teaching practice in microteaching ........................ 41
Table 4.4: I get more knowledge about hhow to teach from
microteaching courses ................................................................ 42
Table 4.5: I get feed-back after doing teaching practice in
microteaching courses ................................................................. 43
Table 4.6: I know how to use media or source after i learning
microteaching .............................................................................. 44
Table 4.7: In microteaching class i learn techniques in developing
materials. ..................................................................................... 45
Table 4.8: Microteaching can add understanding the principles of
learning ....................................................................................... 46
Table 4.9: In the class microteaching students learn about how to
managing the teaching and learning interactions ........................ 47
Table 4.10: In microteaching class i learn how to mastering the
materials based on curriculum .................................................... 48
PAGE
xiv
LIST OF FIGURES
Figure of 2.1. Diaragmatic representation of a microteaching cycle ........ 18
Figure 2.2 Conceptual Framework ........................................................... 35
PAGE
xv
LIST OF APPENDICES
Appendix 1: Questionnaire Sheet............................................................ 60
Appendix 2: Questionnaire Result .......................................................... 63
Appendix 3: Documentation .................................................................. 69
PAGE
1
CHAPTER 1
INTRODUCTION
A. BACKGROUND
Amberg and Deborah J. Vause. (2010) Language is foremost a means
of communication, and communication almost always takes place within
some sort of social context, this is why effective communication requires an
understanding and recognition of the connections between a language and the
people who use it. From the statement we can say that language is one of the
tools that can be used by human to communicate with each other. Without
language we will find difficult to interact and we do not know what is
happening in the world.
Amberg (2010: 3) said that language is integrally intertwined our
notions of who we are on both the personal and the broader, societal levels.
Language can make our knowledge grow more broadly and connect between
us and those around us. When we use language, we communicate our
individual thoughts, as well as the cultural beliefs and practices of the
communities of which we are a part: our families, social groups, and other
associations. Therefore, we are requiring to mastering several foreign
language, one of which is English.
In Indonesia, English is a foreign language. English is the most
important foreign language learned in Indonesia. English in Indonesia is
generally taught as a foreign language. The term foreign language in the field
of teaching languages is different from the second language. Foreign
2
language is a language that is not used as a communication tool in a particular
country where the language is taught. While the second language is a
language that is not the main language but is one of the languages used in
general in a country. Meanwhile, foreign languages are usually taught as one
of the subjects in school with the aim of learning English in general so that
English can be used with smoothly as a medium of communication, both
verbally and in writing and also of course able to master 4 language skills
(listening, reading, writing, speaking). Every English teacher must have 4
skills so that he is able to master the lessons to be taught to students.
Microteaching is a method that has been used since 1960’s in teacher
education and in other teaching-learning environments. Its application
showed that in education, medicine, anthropology classes teacher behaviors
are affected considerably by micro teaching, and micro teaching improves
teachers’ behaviors in learning environment. It can be used for a range of
functions from teacher education to teacher employment and in-service
courses (Brown, 1975; Baytekin, 2004).
Microteaching helps develop skills to prepare lesson plans, choose
teaching goals, speak in front of a group, and to ask questions and use
evaluation techniques. Teachers’ self confidence grows in a comfortable
environment. It provides an opportunity to learn multiple skills that are
important for teaching in a short time. It is a useful experience to learn how to
realize teaching goals through planning a model lesson. It shows how
preparation, organization, and presentation are important in learners’ learning.
3
A teacher is a person who helps others to acquire knowledge,
competences or values. Informally the role of teacher may be carried out in an
informal setting, such as within the family (homeschooling), rather than in a
formal setting such as school or college. Some other profession may involve a
significant amount of teaching. In most countries, formal teaching of students
is usually carried out by paid professional teachers.
A student is primarily a person enrolled in a school or other
educational institution who attends classes in a course to attain the
appropriate level of mastery of a subject under the guidance of an instructor
and who devotes time outside class to do whatever activities the instructor
assigns that are necessary either for class preparation or to submit evidence of
progress towards that mastery. In the broader sense, a student is anyone who
applies themselves to the intensive intellectual engagement with some matter
necessary to master it as part of some practical affair in which such mastery is
basic or decisive.
The use of microteacing for teachers at Muhammadiyah University of
Makassar plays a very good role because with the microteaching method
teachers can know how to teach and interact with students. with the
microteaching method the teacher can provide a direct assessment for
students whether the student has mastered the method or not and with the
microteaching method students get a lot of learning from the teacher about
how to teach well.
4
Microteaching is a teacher training and faculty development technique
whereby the teacher reviews a recording of a teaching session, in order to get
constructive feedback from peers and/or students about what has worked and
what improvements can be made to their teaching technique and
subsequently been used to develop educators in all forms of education.
Why i choose microteaching, because i want to know the student
perceptions of the effectiveness of microteaching to the students when they
learned microteaching and also i want to know the students’ opinion about
microteaching it self. Is the microteaching can make the students able to
know thw real of teacher in the class or not.
Based on the above description, the researcher wants to know what
are the “students perceptions of the effectiveness of Microteaching class on
their pedagogical and professional competence as Pre-service English
teachers at Muhammadiyah Unuversity of Makassar”.
B. Problem Statement
Based on the background above problems statement appear:
1. What are the students perceptions of the effectivness of Microteaching
class on their pedagogical competence as Pre-service English teachers?
2. What are the students perceptions of the effectivness of Microteaching
class on their professional competence as Pre-service English teachers?
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C. Objectives of the Research
According to the problem statement the objective of this research are:
1. To know what are the students perceptions of the effectivness of
Microteaching class on their pedagogical competence as Pre-service
English teachers?
2. To know what are the students perceptions of the effectivness of
Microteaching class on their professional competence as Pre-service
English teachers?
D. Significance of the Research
1. For the students
In this study students are expected to be able to see their strengths
and weaknesses in presenting or training themselves in microteaching
1. For the lecturer
As the information about the ability of the students in the students
perceptions of the effectivness of Microteaching class on Pre-service
English teachers competence.
2. for the next researchers
To add references for them when they tend to do an investigation
which is related to this study.
E. Scope of the Research
The scope of this research only focused to know what are the students
perceptions of the effectivness of Microteaching class on their pedagogical
and professional competence as Pre-service English teachers.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Related Research Finding
There are researchers conduted theirs research that related to this
research as follows:
Buanawati (2017) this study aims at investigating the students’
perceptions about English lecturer. It focuses on: the students’ perceptions
about English lecture characteristics by student of English department in
University Muhammadiyah of Surakarta. This research was done by
interview three students of English department in UMS. The object of the
study was characteristics of English lecturer. The data came from students’
perception, in the from of interview transcript. This research found three
themes, they are: (1) a good character (2) bad character (3) expected
character.
Unlu (2018) confirmed that the micro-teaching practices conducted
with concrete models contributed to the development of the pre-service
teachers’ self-efficacy about using concrete models. Many other studies have
also revealed that micro-teaching practices have positive effects on teaching
self-efficacy. micro-teaching enhances pre-service teachers’ sense of self-
efficacy in teaching. On the other also found that micro-teaching had a
positive impact on developing pre-service teachers’ sense of self-efficacy in
teaching.
7
Indah (2016) student must do microteaching in two modes. At the first
mode, each student simulates specific teaching skills for approximately 5-10
minutes. There are ten types of teaching skills to be learned in this course.
Student will get feedback from their friend and lecturer right after they
finished their simulation. This mode is a pure microteaching form. While in
the second mode, students must simulates all of teaching skills in a 30
minutes lesson as part of microteaching lesson study. On the first mode, each
student plan their lesson individually, while on the second mode they plan,
observe and reflect the lesson collaboratively in a group of four.
Setyaningsih and Ahmad (2012) conduct a research about “ Teacher
professionalism: A study on Teachers’ professional and pedagogical
Competence at junior, senior, and vocational High school in Bayumas
Regency, Central Java Indonesia. This research mostly discusse about
teachers’ professionalism. Moreover, this research focused on both teachers’
professional and pedagogic competence. The same research was also conduct
by Setyaharjoe and Irtanto (2013), the research which entitle “The
Competency of Teachers as Human Resources at Senior high School in
Kediri, East Java, Indonesia result that the rate of teachers’ competence had
satisfactorily in line with standard categories especially the profesional and
social competence.
There are some relation between the previous research and this
researcher. Most of the previous research discussed about student must do
microteaching in two modes. On the first mode, each student plan their lesson
8
individually, while on the second mode they plan, observe and reflect the
lesson collaboratively in a group of four. And a research about “ Teacher
professionalism. So based on the result of the research above, the research
conclude that there are so many types of teaching skills to be learned in this
course. Student will get feedback from their friend and lecturer right after
they finished their simulation. Abaout teachers professionslism there are two
study on Teachers’ professional and pedagogical Competence. so, through
this research, the research wants to know what are the students perceptions of
the effectivness of Microteaching class on their pedagogical and professional
competence as Pre-service English teachers at Muhammadiyah University of
Makassar.
B. Some Pertinent Idea
This part present about some related theories of defenition which can
support this research.
1. Concept of Perception
a. The Definition of Perception
In psychology, philosophy and the cognitive sciences,
perceptions is the process of attaining understanding of sensory
information. In biology, perceptions is understood as “the mental
interpretation of physical sensations produce by stimuli from the
outside word”. Here mental interpretation hass been interpreted as a
process of constructing an internal model of the environment.
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Perception has connection with human psychology, which has
been defined as a conscious act of one's environment through
physical sensations that indicate one's ability to understand.
Meanwhile, from the expert said that, “the perception is defined in
accordance with the opinions and views of someone” (Unumeri,
2009).
Nelson and Fast as cited in Nurohman (2018), "perception is
the process of interpreting the information about other people".
Slameto in Ulfah (2019) found that perception is process to input
message or information to human brain by the human perception that
continuously makes relation with environment. This relation is done
by the five senses those were sense of sign, sense of feeling, sense of
smell and sense of touch. The point is that people's opinions about
things are based on information that is known and available so that
they can interpret the information correctly. Some people may know
the same information but they have different conclusions to convey
the information because of individual differences in the capacity to
interpret information. However, perception will influence the
information that enters working memory of someone.
Students’ perceptions are students’ point of view toward
something that happened in learning process class and produced it
with suggestions or arguments for teacher or classmate to improve
their learning process (Shidu, 2003). Students’ perception according
10
to Akande as cited in Nugrahaeni (2018), can be understood as
the students’ ability to justify their own opinions and distinguish
it from research being presented in the class.
Students’ perception of teachers’ knowledge of subject
matter, attitudes to work and teaching skills is absolutely dependent
on the fact that they have been taught by the teachers under
evaluation and are familiar with them. They therefore, have minds
already pre-occupied with memories and reactions that inventory for
data collection will measure (Adediwura, 2007:165). From this
statement, students' perceptions are ways of thinking by students to
respond and understand the material that taught by the teachers.
Students' perception can be understood as the students' ability
to justify their own opinions and distinguish it from research heing
presented in the class (McGoldrick and Caffrey as cited in Nurohman
2018). Perception is subjective, depending on one's perspective on a
particular object.
b. Types of Perception
Based on explanation, Zaden in Ulfah (2019) divides perception into
three types as follow:
1) Personal perceptions
Person perception refers to that process by which we come to
know and think about other. Their characteristics, qualities, and
inner states. We construct image of others in ways that serve to
11
stabilize, make predictable, and render or manageable view of
social world to the extend which we attribute stable strait and
enduring disposition to the other people. We feel that we are
better able to understand their behavior and predict their future
actions and we use these nations to guide our interaction with
them.
2) Social perceptions
Social perception means that trying to understand people
whether they are professional athletes, political, leader, criminal
defendants, entertainer, or loved closer to home is not easy task.
Perception does not occur in vacuum instead we bring to
bear prior knowledge that we have structure and stored in our
heads for the processing of new information about individuals.
Social life dictates that we do something more than creatures of
the moment. Sustained patterns of interaction or social
relationship require us to retain information, as the situation
require without memory we should react to every event as if it
unique, and if we did not remember the fact, we should be in
capable of thinking or reasoning.
3) Situational perceptions
Social psycholinguistic views a situation as all the social
factors that influence a person experience or behavior at a given
12
time, and given place. It is an interaction of time and space within
we act in specific ways.
The situational contest in which stimulate happen has
consequences for their interpretation. Anyone of multiple worlds
may emerge. Depend on which stimulate and interpret.
c. Factors Influencing Perception
Several of factors operate to shape and sometimes distort
perception. These factors can be categorized into 3 types, there are
from perceivers, object or target and the last context of situation.
1) Characteristic of Perceiver
Several characteristics of the perceiver can affect
perception. When an individual looks at a target and attempts to
interpret what he or she, that interpretation is heavily influenced
by personal characteristics of individual perceiver.
The major characteristics of the perceiver influencing
perception are:
a) Attitude is a positive; negative or mixed evaluation of an
object that is expressed at some level of intensity. It is an
expression of a favorable or unfavorable evaluation of a
person, place, thing or event.
b) Motive. Unsatisfied needs or motives stimulate individuals
and may exert a strong influence on their perceptions.
13
c) Interest. The focus of our attention appears to be influenced
by our interests. Because our individual interests differ
considerably, what one person notices in a situation can differ
from what others perceive.
d) Experiences. Successful experiences enhance and boost up
the perceptive ability and lead to accuracy in perception and
vice versa.
e) Expectation. Expectations can distort your perceptions in that
you will see what you expect to see. People who accept
themselves are more likely to be able to see favorable aspects
of the people.
2. Concept of Microteaching
a. Defenition of microteaching
Microteaching, a teacher training technique currently
practiced worldwide, provides teachers an opportunity to perk up
their teaching skills by improving the various simple tasks called
teaching skills. With the proven success among the novice and
seniors, microteaching helps to promote real-time teaching
experiences. The core skills of microteaching such as presentation
and reinforcement skills help the novice teachers to learn the art of
teaching at ease and to the maximum extent. The impact of this
technique has been widely seen in various forms of education such
as health sciences, life sciences, and other areas. The emerging
14
changes in medical curricula by the Medical Council of India and the
role of medical teachers envisage the need of this special training of
teachers and monitoring of their skills for their continued efficient
performance at any age. The alleged limitations of microteaching
can be minimized by implementing this at the departmental level in
several sequences (Remesh 2013).
By the help of this technique, teacher candidates can
experiment and learn each of the teaching skills by breaking them
into smaller parts and without encountering chaotic environment of
the crowded classes. While instilling teaching skills in students
during microteaching, reciprocal negotiation of the students actively
presenting and watching about the performances can make great
contribution to the acquisition of the skills (taşdemir, 2006).
Micro teaching has been viewed as a successful method in
teacher candidates’ education and used in several places, stages of
professional development for some time now (Kpanja,2001). It is
especially used to improve teacher candidates’ pedagogical skills. It
involves the cycle of teach-again teach. Teaching again depends on
the teachers’ wish. In other words, if teacher candidates do not want
to teach again, they cannot be forced to re-teach. In micro teaching,
the application is done based on the stages of lesson preparation,
application, observation-videotaping, viewing the videotape,
reorganizing, application, observation, videotaping again,
15
determining the progress made, evaluating deficiencies and progress
(Nicholl, 2003; Kilic, 2003.
Microteaching is to be found in five essential proposition, the
first of which is that micro teaching is real teaching but the
complexities of normal classroom teaching are lessened. That there
is a focus on training for the accomplishment of specific tasks, that
allowance is made for increased control of practice and that the
control knowledge of results or feedback dimensions is greatly
expanded. Micro-teaching is a scaled down teaching encounter in
class size and class time. Allen and Rayen(1969)
b. Phases of Micro-teaching
Microteaching procedure involves three phases; 1.
Knowledge Acquisition Phase. 2. Skill Acquisition Phase. 3.
Transfer Phase of Micro-teaching. Let us discuss these phases one by
one.
1) Knowledge Acquisition Phase : In this phase the teacher trainee
learns about the skill and its components through discussion,
illustrations and demonstration of the skill given by the expert.
He/She learns about the purpose of the skill and the condition
under which it proves useful in the teaching-learning process.
His/her analysis of the skill into components leading to various
types of behaviours which is to be practiced. The teacher trainee
tries to gain a lot about the skill from the demonstration given
16
by the expert. He discusses and clarifies each and every aspect
of the skill.
2) Skill Acquisition Phase: On the basis of the demonstration
presented by the expert, the teacher trainee plans a micro-lesson,
lesson for practicing the demonstrated skill. He practices the
teaching skill through the Micro-teaching cycle and continues
his efforts till he attains mastery level. The feed-back
component of micro-teaching contributes significantly towards
the mastery level acquisition of the skill. On the basis of the
performance of teacher trainee in teaching, the feedback is
provided for the purpose of change in behavior of the teacher
trainee in the desired direction.
3) Transfer Phase of Micro-teaching: After attaining mastery level
and command over each of the skills, the teacher trainee
integrates all these skills and transfer to actual classroom
teaching is done during this transfer phase.
c. Components of Micro-Teaching
The involvement of the following component in micro
teaching is necessary. In the absence of any component the success
of this technique is doubtful.
1) Micro-teaching Situations: Micro-Teaching consists of size of
the class, length of the content and teaching method etc. There
17
are 5 to 10 students in the class and the teaching period ranges
from 5 to 20 minutes. The content is presented in a unit.
2) Teaching skill: The development of teaching-skills of the
student’s teachers is provided in the training programme such as
lecturing skill, skill of black-board writing, skill of asking
questions etc.
3) Student Teacher : The student who gets the training of a teacher
is called student- teacher. During training his various capacities
are developed in him, such as capacity of class management,
capability of maintaining discipline and capacity of organizing
various program of the school etc
4) Feed-back Devices: Providing feedback is essential to bring
changes in the behavior of the students. Feedback can be
provided through videotape feed-back questionnaires
5) Micro Teaching Laboratory: Necessary facilities to feedback can
be gathers in microteaching laboratory.
d. Cycles of Microteaching
The six steps generally involved in micro-teaching cycle are;
Plan, Teach, Feedback Re-plan ,Re-teach, Re-feedback. There can be
variations as per requirement of the objective of practice session.
Allen and Rayen(1969).
18
Figure of 2.1. Diaragmatic representation of a microteaching cycle
1) Plan : This involves the selection of the topic and related content
of such a nature in which the use of components of the skill
under practice may be made easily and conveniently. The topic
is analysed into different activities of the teacher and the pupils.
The activities are planned in such a logical sequence where
maximum application of the components of a skill are possible.
2) Teach: This involves the attempts of the teacher trainee to use
the components of the skill in suitable situations coming up in
the process of teaching-learning as per his/her planning of
activities. If the situation is different and not as visualized in the
planning of the activities, the teacher should modify his/her
behaviour as per the demand of the situation in the class. He
should have the courage and confidence to handle the situation
arising in the class effectively.
1. Plan 2. Teach
3. Feedback
4. Re-plan 5. Re-teach
6. Re-Feedback
19
3) Feedback: This term refers to giving information to the teacher
trainee about his performance. The information includes the
points of strength as well as weakness relating to his/her
performance. This helps the teacher trainee to improve upon
his/her performance in the desired direction.
4) Re-plan : The teacher trainee replans his lesson incorporating
the points of strength and removing the points not skilfully
handled during teaching in the previous attempt either on the
same topic or on another topic suiting to the teacher trainee for
improvement.
5) Re-teach: This involves teaching to the same group of pupils if
the topic is changed or to a different group of pupils if the topic
is the same. This is done to remove boredom or monotony of the
pupil. The teacher trainee teaches the class with renewed
courage and confidence to perform better than the previous
attempt.
6) Re-feedback: This is the most important component of Micro-
teaching for behavior modification of teacher trainee in the
desired direction in each and every skill practice.
e. Benefits or Advantages of Micro Teaching:
Micro-teaching is a platform for beginner teachers to improve
teaching competencies. Here are few micro teaching benefits.
20
1) The elasticity of practice: Micro-teaching helps in developing
various skills in trainees as well as the current teaching staff. It
helps in improving the handling skills of the teachers. It gives
better opportunity due to small-scale teaching. Moreover, it
broadens the knowledge of various techniques of teaching.
2) Confidence booster: Micro teaching is a personality enhancer
too.Due to several micro-teaching activities and practices, micro
teaching effectively increases the confidence level of the
teachers. Moreover, the experience of teaching enables them to
better classroom management.
3) Budget oriented: Unlike other various programs and seminars
that are very costly, micro teaching program is budget oriented.
Teachers can practice within the real class or at any other place.
4) More learning and less damage: Micro teaching program is
conducted with no more than 3-4 students at a time. This makes
it possible to acquire better teaching experience. In addition, it
lessens the chances of mistakes.
5) Improves attitude: A positive attitude contributes to better
results. Thus, one of the objectives of this program is to guide
the trainees to attain a positive attitude towards any criticism. As
a result, negative feedbacks also motivate the trainees to strive
for betterment.
21
6) Promotes systematic lesson planning: Lesson planning is one of
the skills that a teacher needs to master. Micro teaching
program, within a given content, helps the trainee to prepare
systematic lesson plans.
7) Instant feedback: Feedbacks are the best way to improve.
Microteaching enables the teachers to gain instant feedback
from the supervisors. Instant feedback gives more potential for
rectifying mistakes.
8) Mastering skills: This program helps in mastering types of micro
teaching skills and strategies like lecturing, questioning, probing
and initiating discussions. Further, it helps in improving a
separate teaching style.
3. Concept of Teachers’ Competence
a. Definition of competence
Every professional teacher in Indonesia is required to have
certain standards of competencies. A professional standard attempts to
describe the teachers’ belief, knowledge, understanding and ability as
specialist practitioners in their fields (Ingvarson, 1998).
Houston & Howsam (1972) defines competence as adequacy for
a task or as possession of required knowledge, skills, and abilities.
Meanwhile in the perspective of national education, the government has
formulated four types of teacher competence as specified in Law of the
Republic of Indonesia Number 14 Year 2005 on Teachers and lecturers,
22
which are pedagogical, personal, social, and professional competences
which are obtained through professional education.
Generally speaking, pedagogical competence is the ability to
understand the learners, to design curriculum or syllabus, and to
actualize the learners into their various potentials. Pedagogical
competence can be described as the ability and the will to regularly
apply the attitude, knowledge and skills that promote the learning from
definite goals and frameworks through continuous development of
teaching in the best way. This should be in line with the goals and the
existing framework and presupposes continuous development of the
teacher’s own competence and course design (Ryegard, 2010). It has
close connection with three important factors of education, namely
educational achievement, professional development and societal change
(Suciu & Mata, 2011)
According to Risan (2014) competence can be define as
knowledge, specific to the skills and abilities controll by someone
who has become a part of him so that he can perform cognitive
behavior, effective and psychomotor as well as possible.
Teachers’ competence determines whether teaching and
learning process success or not. Teachers themselves have been filled
with skills and knowledge during their teacher training in University.
And it is their responsibility to improve and develop their skill in
teaching. Asnawi (2014) stated that the competence is a set of
knowledge recieved during a teachers’ education together with, skils
23
that are based on the knowledge, it is developed during through
practice and reflection, and teachers’ personal qualities.
According to gordon as saying by e .Mulyasa ( 2007: 38 ) ,
that there are six aspect or the contained in the concept of
competence , that is as follows:
1) Knowledge is conscientiousness in the field of cognitive, for
example a teacher know how to undertook the identification of
learning needs, and learning how to do with students suit its
needs.
2) Understanding is the depth of cognitive and and affective owned
by individuals, for example a teacher who will implement
learning must have good understanding concerning characteristics
and conditions students.
3) Skill is something owned by individuals to perform the or work is
charged with, for example the capability of teachers in choosing
and make props simple to made it easier to learn to students.
4) Value is a standards of behavior is believed and psychologically
have fused within one person, for example standards of behavior
teachers in weighting (honesty, openness , democratic , and
other).
5) Attitude is feelings (happy or not happy and like or dislike) or a
reaction to a stimulation coming from outside, reaction to
economic crisis, feelings for a raise, and others.
24
6) Interest is a tendency someone to perform an action , for example
interest to do something or to study something.
From the statements above can be conclude that teachers’
competence is the set of ability which involving skill and knowledge
of teacher to conduct teaching process in a specific way so that the
teachig process will be more effective and efficient.
b. Kinds of Teachers’ Competence
Teachers’ competence is a key factor to be success in teaching
and learning process. Referring to the Government Regulation no. 74
of 2008 as cited in Risan (2014), it is stated that there are four
competencies that should be mastered by the teacher, they are:
pedagogical competence, personal competence, social competence,
and professional competence. These competencies are assessed
trought certification. Moreover, professional competence is the
central of all competencies because it covers the four competencies.
1) Pedagogical competence
Peadagogical Competence:
a) Teaching Plan Competency. Efforts made to empower teacher
competency in this area were done by directing and enabling
teachers to have the ability of (1) describing objectives, (2)
selecting materials, (3) organizing materials,(4) determining
learning methods and strategies, (5) determining learning
sources, media, and tools,(6) designing assessment and
25
evaluation tools, (7) determining assessment and evaluation
technique, and (8) allocating time.
b) Learning and Teaching Process Competency: Improved
Learning and Teaching Process. Competency were (1)
opening lesson, (2) delivering materials, (3) using media and
method, (4) using teaching media, (5) using communicative
language, (6) motivating students (7) organizing activities, (8)
interacting with students communicatively, (9) concluding
lessons, (10) providing feedback (11) conducting assessment
and evaluation, and (12) using time effectively.
c) Learning and Teaching Assessment and Evaluation Competency.
The teacher empowerment in terms of this competency turned
out to directed to the ability of: (1) choosing questions based on
the level of difficulty, (2) selecting questions based on the level
of differentiation, (3) repairing the problem is not valid, (4)
checking the answer, (5) classifying the results of the
assessment, (6) processing and analyzing. assessment results, (7)
making interpretation of the trend assessment results, (8)
determining the correlation problem based on the assessment
results, (9) assessing to identify the level of variation in the
results, (10) inferring from the results of the assessment clearly
and logically, (11) arranging follow-up program assessment
results, (12) classifying students, (13) identifying the need for
follow-up assessment results, (14 ) carrying out follow-up, (15)
26
evaluating the results of follow-up, and (16) analyzing the results
of evaluation.
Competencies that must be owned by a teacher namely:
professional competence, personality, pedagogical, and social.
According to A. Fatah Yasin, pedagogic competence is the ability
of an educator in managing the learning of students include:
a) The ability to understand the learners, with indicators
between other: (1) Understanding the developmental
characteristics of learners, such as understand the level of
cognition of learners according to age; (2) Understanding the
principles of personality development of students, as to
recognize the personality types of learners, recognize stages
of personality development of students, and others; (3) Be
able to identify the provision of teaching early learners,
recognize differences in the potential of students, and so
forth.
b) The ability to create learning design, with indicators, among
others: (1) Ability to plan the organization learning materials,
such as being able to examine and describe the material listed
in the curriculum, teaching materials are able to choose in
accordance with the material, being able to use learning
resources adequate, and others; (2) Ability to plan
management learning, such as formulating learning
27
objectives to achieved in accordance with the competence to
be achieved, choose the type of strategy / learning methods
are suitable, determine steps learning, determining how that
can be used to motivate learners, determining forms questions
will be presented to the students, and others; (3) Ability
classroom management plan, such as a space arrangement
sitting learners, allocate time, and others; (4) Capable
planned use of the media and the means that can be used
facilitate the achievement of competencies, and others; (5)
Ability plan learning process valuation models, such as
determine the form, procedure, and assessment tools.
c) The ability to implement the learning, with indicators such
as: (1) Being able to apply the teaching of basic skills, such
as open lessons, explained, the pattern of variation, asked,
giving strengthening, and close the lesson; (2) Ability to
apply various kind of model approaches, strategies/learning
methods, such as active learning, learning portfolios,
contextual learning and other; (3) Ability to master classes,
such as activating participants learners in asking, able to
answer and direct questions student, group work, self-
employment, and others; (4) Capable measure the level of
achievement of competence of learners during the process
learning takes place.
28
d) Ability to evaluate learning outcomes, indicators among
others: (1) Ability to design and implement assessment, such
as understand the principles assessment, able to devise
various learning evaluation instrument, capable of carrying
out evaluation, and others; (2) capable of analyzing the
results of assessment, such as capable of processing the
results of evaluation of learning, able to recognize
characteristics evaluation instruments; (3) Being able to
utilize the results assessment for further improvement of the
quality of learning, such as utilizing the results of the analysis
in the process of evaluation instruments improvement of
evaluation instruments, and able to provide feedback for
improved planning, implementation and evaluation learning.
e) The ability to develop learners to actualize its potential, with
indicators, among others: (1) Facilitate learners to develop
academic potential, such as the channel potential academic
learners according to their ability, capable directing and
developing the academic potential of learners; (2) Capable of
facilitating learners to develop potential non-academic, such
as channeling the potential of non-academic participants
students according to their abilities, able to direct and
developing the potential of non-academic learners.
29
Pedagogical competence is directly related to the mastery
of educational disciplines and other disciplines related to the
duties as a teacher. Pedagogical competence also means that
teacher must have knowledge or capability to plan and conduct
the teaching process and assesment effectively in the filed.
Moreover, teachers have to master and implement the knowledge
of education, both in method and teaching (Asnawi, 2014)
Pedagogical competence or pedagogical aspect can be
defined as the ability of an individual to use a coordinat,
synergistic combination of tagible resources (instruction materials
such as books, articles, and cases and technology such as software
and hardware) and intagible resources (e.g. knowledge, skills, and
experience) to achieve efficiency and/or effectiveness in
pedagogy (Madhavaram, laverie, 2010).
According to chalmers stated that pedagogical competence
refers to educational and teaching qualifications. When assessing
pedagogical competence, the quality of teaching should be the
primary consideration. Scope, breadth and depth are also
important, as should the ability to plan initiate, lead and develop
education and teaching, as well as the ability to provide research-
based teaching on the basic of research in the relevant subject,
subject didactics and teaching learning in higher education. The
ability to interact on issues related to teaching and learning in
30
higher education with individuals active both within and outside
the university is also included in the concept of pedagogical
competence.
Pedagogical competence is based on sound, broad and
curreny knowledge within the subject area, as well as knowledge
of student learning and subject based teacing and learning issues.
It also presupposed a reflective and criticala`pproach to teaching,
learning and pedagogical development over time, as it is tied to
one’s own professional role.
According to Adnan Hakim pedagogic competence is the
ability of a person to exercise or perfrom a job or task that is
based on skills, knowledge and attitudes supported by work in
accordance with the demands of the job.
According to Spencer (1993) that, competency is an
underlying characteristic of a person related to the effectiveness
of individual performance on the job or the basic characteristics
of individuals who have a casual relationship or a cause and effect
with the criteria referenced, effective or excellent or superior
perforrmance work place or at certain situations.
2) Personal competence
Personal competence is the ability of personality to be a
solid, stable, mature, wise, signified, and role models for students.
Personal competences of teachers have contributed greatly to the
31
succes of education, especially in learning activities. Each teacher
is require to have sufficient personal competence even this would
be the underlying foundation of other competencies (Mulyasa,
2009).
3) Social competence
Social competence is the ability of teachers as part of
society to communicate and nteract efectively with students, staff,
parents/guardians, and the surrounding community. Teachers are
required to have adequate social competence because teachers are
also social life of the community and the enviroment. Especially
in relation to education that is not limited in learning at school but
also education that occurs and takes place in community
(Mulyasa, 2009).
4) Professional competence
Professional competence is the ability to master the
learning materian boardly and deeply. Asnawi (2014) stated that
professional competence is the core of teachers’ competence
because it covers the pedagogy competence and the knowlwedge
of the subject being thougt. Dardjowidjojo (2000) stated that
professionalism in the work is determined by there important
factors, namely: having a special skill that is prepared by the
expertise of the education program or specialization, having the
32
ability to improve the ability, and obtaining and adequate income
in return for such expertise.
A professional teacher is a person who has the ability and
expertise in the field of teacher or in other words he has educated
and very well trained. Educated and trained not only gain formal
education but also have to master a variety of strategies or in the
techniques of teaching and learning activities and master the
foundations as noted in the educational competence of teachers.
According to Arikunto (1993), professional competence
requires teachers to have a broad knowledge and depth of
understanding of the subject of teaching and will be taught, as well
as mastery of methodology in the sense of having theoretical
concepts, ability to choose the right method, and can use them in the
learning process. The professional competences mentioned in the
Decree of Ministry of Education and Culture of Indonesia No.16,
2007 cover:
a) the mastery of materials, structure, concept and mind set of
scientific support of teaching subjects,
b) the mastery of basic standards of competence and the competence
of the subjects/ fields of the development of teaching,
c) the ability of developing learning materials,
d) the ability of developing professionalism in a sustainable manner
by taking reflective action, and
33
e) the utilization of information and communication technologies to
communicate and develop themselves.
Competencies related to the skills of teachers in the
learning process are included in the category of professional
competence. Professional competence is the mastery of learning
materials is broad and deep, covering mastery of curriculum
content and substance of scientific subjects philosophically
(Jamal, 2009:157). While Komara (Jamal : 2009:157) states that
professional competence is the ability of dealing with the
adjustment tasks and competence of lecturers is very important
because it directly relates to the performance shown.
According to Wijaya (1992:25-30 in Saragih, 2008) that
the ability of professionals to be possessed teacher in the learning
process are: control of materials, manage learning programs,
managing the classroom, using a media source, mastering the
foundations of education, managing the interaction of learning
teaching, assessing student achievement for the sake of teaching
participants, knowing the functions and programs, guidance and
counseling services, and organizes the school administration
know and understand the principles and interpret the results of
educational research for teaching purposes. Indicators used to
measure the level of professional competence includes
understanding of the teaching materials appropriate curriculum,
34
understand the concepts and linkages with other sciences, as well
as mastering the steps in the research and critical analysis to
explore teaching materials.
According to Subroto (1983), factors attached to teachers
affecting the teaching and learning programs are personality,
material mastery, classroom management, ways of teacher talk,
ways of creating classroom situation, concerns for individual
principles, openness, collaboration, responsiveness to innovation,
willingness and ability to carry out learning experiments. That
teachers have the ability to manage learning well, teachers need to
have professional skills to meet the 10 competencies of teachers,
namely:
a) Mastering the materials,
b) Managing the teaching and learning programs,
c) Managing the class,
d) Using media or source,
e) Mastering the foundations of education,
f) Managing the teaching and learning interactions,
g) Assessing students' achievement for the benefit of lessons,
h) Knowing the functions of guidance and counseling services
in schools,
i) Understanding the principles of learning,
35
j) Interpreting the results of educational research for teaching
purposes (Subroto, 1983).
C. Conceptual Framework
Figure 2.2. Conceptual Framework
Based on the figure 2.2 conceptual framework above, analyzing and
understanding students’ perception of microteaching class based on pre-
service teacher competence include padagogical competence and professional
competence.
Microteaching Class
Pre-service english teachers’
competence
Pedagogical Competence
Professional Competence
Students’ Perceptions
36
CHAPTER III
METHOD OF THE RESEARCH
A. Research Design
The researcher used descriptive-qualitative research in this study.
This research was intended to find out what are the students perceptions of
the effectivness of Microteaching class on their pedagogical and professional
competence as Pre-service English teachers.
B. Variable Of the Research
Sugiyono (2013: 38) stated the research variables are the object of
research or what the point of attention of a study. Variables of this research
were microteaching class and students’ competences. Including professional
and pedagogical competence.
C. Participants of the research
The participants of this research were the seventh semester students of
English Education Department. The participants were selected based on two
criteria. The first was because they have already learnt Microteaching subject
and the second was because they have conducted their Pre-Service practice at
schools. The number of participants were 20 students selected from ten
classes of the seventh semester.
D. Research Instrument
The reaseach prepared instrument for data collection in the form of
questionnaire sheets. The questionnaire delivered to the students. The options
in the questionnaire consistted of five options, those were: Strongly Agree,
37
Agree, Undecided, Disagree, and Strongly Disagree. Questionnaire that used
was checklist questionnaire. The students only gave check to the column
provided. In this case, the questionnaire used to get information about
students’ perceptions of the effectiveness of Microteaching Class on pre-
service English teachers competence at University of Muhammadiyah
Makassar.
E. Data Collection procedure
The following procedures to collecting the data :
1. The researcher distributed the questionnaire to the students.
2. The students have 10-15 minutes to answer the questionnaire.
3. The researcher collected and analyzed the information from the
respondent to obtain the data.
F. Data Analysis
After the data collected, the researcher analyzed the data. There were several
steps to analyze the data, those were:
1. Data from questionnaire
a. Scoring
The process of data analysis in this research used qualitative
(questionnaire). The result gave score for each students. The data that
obtained from this research used the analysis by Likert scale
procedure that indicated whether 5 for Strongly Agree (SA), 4 for
Agree (A), 3 for Undecided (U), 2 for Disagree (D) and 1 for
Strongly Disagree (SD) for each statement.
38
Scale Score Strongly Agree 5 For agree 4 For Undecided 3 For Disagree 2 Strongly Disagree 1
Table 3.1: Degree of Likert Scale (Sugiyono,2012)
To analyze the percentages about students’ perceptions of the
effectiveness of Microteaching Class on pre-service English teachers
competence It used to know the students’ respons.
Based on Sudjana (2002) the formula that used is:
Explanation:
P= Percentage 100%= Constant of Value
F=The Frequency
N= Total respondent
(Gay,1981)
b. Analyzing Problems
The researcher analyzed the students perceptions of the
effectivness of Microteaching class on their pedagogical and
professional competence as Pre-service English teachers according
to the questionnaire result.
c. Concluding/Interpreting
The researcher concluded the result from the questionnaire by
using Likert scale formula, and then interpreting the data into the
percentage form.
P=F x 100 N
39
CHAPTER IV
FINDINGS AND DISCUSSION
A. Findings
After the students perceptions have been identified, the researcher
described the result of data analysis based on the problem statement. In this
research, the researcher used questionnaire used to get information about
students’ perceptions of the effectiveness of Microteaching Class on pre-
service English teachers competence at University of Muhammadiyah
Makassar. The number of participants were 20 students selected from ten
classes of the seventh semester.
1. The students perceptions of the effectivness of Microteaching class on
their pedagogical competence as Pre-service English teachers
a. Ability to plan the organization learning materials
Table 4.1: Microteaching gives me experience real teaching .
No Items Frequency Percentage (%)
1 Strongly Agree 9 45%
2 Agree 11 55%
3 Undecided 0 0%
4 Disagree 0 0%
5 Strongly Disagree 0 0%
Total 20 100%
Based on the table 4.1 above, the result reveal that there were
20 students’ respond “Microteaching gives me experience real
teaching”. The result indicated there were 9 student or 45% answered
40
strongly agree and there were 11 students or 55% of the students
whose agree with the statement. Meanwhile, none of the students
answered undecided, decided, and strongly decided with the statement
and It showed that some students have experience real teaching from
microteaching.
b. Being able to apply the teaching basic skill
Table 4.2: Microteaching developed my teaching skill before going into the real class
No Items Frequency Percentage (%)
1 Strongly Agree 9 45%
2 Agree 11 55%
3 Undecided 0 0%
4 Disagree 0 0%
5 Strongly Disagree 0 0%
Total 20 100%
Based on the table 4.2 above, the result reveal that there were
20 students’ respond “Microteaching developed my teaching skill
before going into the real class”. The result indicated there were 9
student or 45% answered strongly agree and there were 11 students or
55% of the students whose agree with the statement. Meanwhile, none
of the students answered undecided, decided, and strongly decided
with the statement and It showed that some students can developed the
teaching skill before going into the real class from microteaching.
41
c. Interacting with students communicatively
Table 4.3: I get a description of various conditions of student who will come when i teaching practice in microteaching
No Items Frequency Percentage (%)
1 Strongly Agree 4 20%
2 Agree 10 50%
3 Undecided 4 20%
4 Disagree 2 10%
5 Strongly Disagree 0 0%
Total 20 100%
Based on the table 4.3 above, the result reveal that there were
20 students’ respond “I get a description of various conditions of
student who will come when i teaching practice in microteaching. The
result indicated there were 4 students or 20% of the student answered
strongly agree and there were 10 students or 50% whose agree with
the statement. Meanwhile, there were 4 students or 20% answered
undecided with the statement and there were 2 students or 10% whose
answered disagree, and none of the students whose answered strongly
disagree. It showed that some students get description of various
condition of student who will came the teaching practice in
microteaching.
42
d. Delivering Materials
Table 4.4: I get more knowledge about hhow to teach from microteaching courses
No Items Frequency Percentage (%)
1 Strongly Agree 7 35%
2 Agree 10 50%
3 Undecided 3 15%
4 Disagree 0 0%
5 Strongly Disagree 0 0%
Total 20 100%
Based on the table 4.4 above, the result reveal that there were
20 students’ respond “I get more knowledge about hhow to teach from
microteaching courses”. The result indicated there were 7 students or
35% of the student answered strongly agree and there were 10
students or 50% whose agree with the statement. Meanwhile, there
were 3 students or 15% answered undecided with the statement and
none of the students whose answered disagree and strongly disagree.
It showed that some students get more knowledge about how to teach
from microteaching course.
43
e. Providing Feedback
Table 4.5: I get feed-back after doing teaching practice in microteaching courses
No Items Frequency Percentage (%)
1 Strongly Agree 5 25%
2 Agree 9 45%
3 Undecided 6 30%
4 Disagree 0 0%
5 Strongly Disagree 0 0%
Total 20 100%
Based on the table 4.5 above, the result reveal that there
were 20 students’ respond “I get feed-back after doing teaching
practice in microteaching courses”. The result indicated there were 5
students or 25% of the student answered strongly agree and there were
9 students or 45% whose agree with the statement. Meanwhile, there
were 6 students or 30% answered undecided with the statement and
none of the students whose answered disagree and strongly disagree.
It showed that some students get feed-back after doing teaching
practice in microteaching course.
44
2. The students perceptions of the effectivness of Microteaching class on
their professional competence as Pre-service English teachers?
a. Using Media or Source
Table 4.6: I know how to use media or source after i learning microteaching.
No Items Frequency Percentage (%)
1 Strongly Agree 0 0%
2 Agree 13 65%
3 Undecided 6 30%
4 Disagree 1 5%
5 Strongly Disagree 0 0%
Total 20 100%
Based on the table 4.6 above, the result reveal that there were
20 students’ respond “I know how to use media or source after i learning
microteaching”. The result indicated that none students answered
strongly agree and there were 13 students or 65% whose agree with
the statement. Meanwhile, there were 6 students or 30% answered
undecided with the statement and there were 1 students or 5% whose
answered disagree and that none students answered strongly disagree.
It showed that some students can master a number of teaching skill
after attanding microteaching course.
45
b. The Ability of Developing Learning Materials
Table 4.7: In microteaching class i learn techniques in developing materials
No Items Frequency Percentage (%)
1 Strongly Agree 4 20%
2 Agree 13 65%
3 Undecided 3 15%
4 Disagree 0 0%
5 Strongly Disagree 0 0%
Total 20 100%
Based on the table 4.7 above, the result reveal that there were
20 students’ respond “In microteaching class i learn techniques in
developing materials”. The result indicated there were 4 students or
20% answered strongly agree and there were 13 students or 65%
whose agree with the statement. Meanwhile, there were 3 students or
15% answered undecided with the statement and that none students
whose answered disagree and strongly disagree. It showed that some
students obtain comfidence in teaching by developing and mastering
teaching skoll after attending microteaching course.
46
c. Understanding the Principles of Learning
Table 4.8: Microteaching can add understanding the principles of learning
No Items Frequency Percentage (%)
1 Strongly Agree 6 30%
2 Agree 11 55%
3 Undecided 3 15%
4 Disagree 0 0%
5 Strongly Disagree 0 0%
Total 20 100%
Based on the table 4.8 above, the result reveal that there
were 20 students’ respond “Microteaching can add understanding the
principles of learning”. The result indicated there were 6 students or
30% answered strongly agree and there were 11 students or 55%
whose agree with the statement. Meanwhile, there were 3 students or
15% answered undecided with the statement and that none students
whose answered disagree and strongly disagree. It showed that some
students can add insight in teaching from microteaching.
47
d. Managing the Teaching and Learning Interactions
Table 4.9: In the class microteaching students learn about how to managing the teaching and learning interactions
No Items Frequency Percentage (%)
1 Strongly Agree 7 35%
2 Agree 11 55%
3 Undecided 2 10%
4 Disagree 0 0%
5 Strongly Disagree 0 0%
Total 20 100%
Based on the table 4.9 above, the result reveal that there
were 20 students’ respond “In the class microteaching students learn
about how to managing the teaching and learning interactions”. The result
indicated there were 7 students or 35% answered strongly agree and
there were 11 students or 55% whose agree with the statement.
Meanwhile, there were 2 students or 10% answered undecided with
the statement and that none students whose answered disagree and
strongly disagree. It showed that some students when attending
microteaching courses, which is very important is teaching skills can
be ttrained in a controlled.
48
e. Mastering the Materials
Table 4.10: In microteaching class i learn how to mastering the materials based on curriculum
No Items Frequency Percentage (%)
1 Strongly Agree 3 15%
2 Agree 9 45%
3 Undecided 5 25%
4 Disagree 3 15%
5 Strongly Disagree 0 0%
Total 20 100%
Based on the table 4.10 above, the result reveal that there were
20 students’ respond “In microteaching class i learn how to mastering the
materials based on curriculum”. The result indicated there were 3
students or 15% answered strongly agree and there were 9 students or
45% whose agree with the statement. Meanwhile, there were 5
students or 25% answered undecided with the statement and there
were 3 students or 15% whose answered disagree and that none
students answered strongly disagree. It showed that some students
argue the implementation of microteaching courses has been effective
to become provision af teaching students.
B. Discussion
This section presented the discussion based on the findings of the
research. The result of this research dealt with answer of the problem
statement which aimed to know the students’ perception of the effectivness of
49
microteaching class on pre_service English teachers competence of English
Education Department at University of Muhammadiyah Makassar. The data
was collect by using que stionnaire.
1. The students perceptions of the effectivness of Microteaching class
on their pedagogical competence as Pre-service English teachers
Findings found that the students perceptions of the effectivness of
Microteaching class on their pedagogical competence as Pre-service
English teachers they ability to plan the organization learning materials
and being able to apply the teaching off basic skills. As we can see in this
statement “microteaching gives me experience real teaching” and
“microteaching developed my teaching skill before going into the real
class”, most of the students chose agree in this statement.
Tasdemir (2006) by the help of this technique, teacher candidates
can experiment and learn each of the teaching skills by breaking them
into smaller parts and without encountering chaotic environment of the
crowded classes. While instilling teaching skills in students during
microteaching, reciprocl negotiation of the students actively presenting
and watching about the performances can make great contribution to the
acquisition of the skills.
Pedagogical competence or pedagogical aspect can be defined as
the ability of an individual to use a coordinat, synergistic combination of
tagible resources (instruction materials such as books, articles, and cases
and technology such as software and hardware) and intagible resources
50
(e.g. knowledge, skills, and experience) to achieve efficiency and/or
effectiveness in pedagogy.
Indah (2016) student must do microteaching in two modes. At the
first mode, each student simulates specific teaching skills for
approximately 5-10 minutes. There are ten types of teaching skills to be
learned in this course. Student will get feedback from their friend and
lecturer right after they finished their simulation. This mode is a pure
microteaching form. While in the second mode, students must simulates
all of teaching skills in a 30 minutes lesson as part of microteaching
lesson study. On the first mode, each student plan their lesson
individually, while on the second mode they plan, observe and reflect the
lesson collaboratively in a group of four.
The researcher found that most the students agreed with
interacting with students communicatively and delivering materials.
Since microteaching is used they learn a lot of material provided by the
teacher and it can be used to acquiring new teaching skill to them. In line
with this statement, in questioner number 3 and 4 “I get a description of
various conditions of sudents who will come when I teaching practice in
microteaching”, and “I get more knowledge about how to teach from
microteaching courses” the students were agree that students perception
of the effectiveness of microteaching class on their pedagogical
competence as pre-service english teachers.
51
According to Spencer (1993) that, competency is an underlying
characteristic of a person related to the effectiveness of individual
performance on the job or the basic characteristics of individuals who
have a casual relationship or a cause and effect with the criteria
referenced, effective or excellent or superior perforrmance work place or
at certain situations.
2. The students perceptions of the effectivness of Microteaching class
on their profesional competence as Pre-service English teachers
Findings found that the students perceptions of the effectivness of
Microteaching class on their professional competence as Pre-service
English teachers they ability using media or source and the students
ability of developing learning materials. As we can see in this statement
“I know how to use media or source after i learning microteaching” and
“In microteaching class i learn techniques in developing materials”,
most of the students chose agree in this statement.
Dardjowidjojo (2000) stated that professionalism in the work is
determined by there important factors, namely: having a special skill that
is prepared by the expertise of the education program or specialization,
having the ability to improve the ability, and obtaining and adequate
income in return for such expertise.
Setyaningsih and Ahmad (2012) conduct a research about “
Teacher professionalism: A study on Teachers’ professional and
pedagogical Competence at junior, senior, and vocational High school in
52
Bayumas Regency, Central Java Indonesia. This research mostly discusse
about teachers’ professionalism. Moreover, this research focused on both
teachers’ professional and pedagogic competence.
The researcher found that most the students agreed with
understanding the principles of learning and managing the teaching and
learning interactions. Since microteaching is used they learn a lot of
material provided by the teacher and it can be used to acquiring new
teaching skill to them. In line with this statement, in questioner number 8
and 9 “Microteaching can add understanding the principles of learning”
and “in the class microteaching students learn about how to managing
the teaching and learning interactions”. The students were agree that
students perception of the effectiveness of microteaching class on their
professional competence as pre-service english teachers.
Professional competence is the ability to master the learning
materian boardly and deeply. Asnawi (2014) stated that professional
competence is the core of teachers’ competence because it covers the
pedagogy competence and the knowlwedge of the subject being thougt.
A professional teacher is a person who has the ability and
expertise in the field of teacher or in other words he has educated and
very well trained. Educated and trained not only gain formal education
but also have to master a variety of strategies or in the techniques of
teaching and learning activities and master the foundations as noted in
the educational competence of teachers.
53
According to Subroto (1983), factors attached to teachers
affecting the teaching and learning programs are personality, material
mastery, classroom management, ways of teacher talk, ways of creating
classroom situation, concerns for individual principles, openness,
collaboration, responsiveness to innovation, willingness and ability to
carry out learning experiments.
The comparison between pedagogical competence and
professional competence the most interest of students 7 semester in the
University of Muhammadiyah Makassar based on the findings the
researcher found that most of the student answer in this pedagogical
competence statment 1 (student answer 11) but in the professional
competence statment 6 (students answer 13) So can be seen that the
students are more interested in the professional competence because
more who choose this statment.
54
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of findings and discussion, it can be concluded
from the problems statement “What are the students perceptions of the
effectiveness microteaching class on their pedagogical competence as pre-
service English teachers ?” and “What are the students perceptions of the
effectiveness microteaching class on their professional competence as pre-
service English teachers of English Department at Unismuh Makassar ?”.
1. The result of the study shown that there were some students perceptions
of the effectiveness microteaching class on their pedagogical competence
as pre-service English teachers. The researcher found that they ability to
plan the organization learning materials and being able to apply the
teaching off basic skills. Mostly the pedagogical competence also means
that teacher must have knowledge or capability to plan and conduct the
teaching process and assesment effectively in the field Moreover,
teachers have to master and implement the knowledge of education, both
in method and teaching from microteaching courses.
2. The result of the study shown that there were some students perceptions
of the effectiveness microteaching class on their professional competence
as pre-service English teachers. The researcher found they ability using
media or source and the students ability of developing learning materials.
Mostly the professional competence is the ability educator mastery
55
matter in learning widely and depth maybe guiding students competence
have set (act teacher and lecturers). A professional are people who have
the ability and skill in the field of educated and trained well.
Understanding educated and trained is mastering various strategis or
technique in learning activities and mastering teaching.
B. Suggestion
Based on the result of the study, the researcher would like to give
some suggestions as follow:
2. For the students
In microteaching, the students should know the important of
teaching skill. The students as learner should learn the effectiveness of
microteaching class on their pedagogical and professional competence as
pre-service english teachers. If necessary they can look for information
for lecturer or reviewing related book.
3. For the lecturer
The teacher/lecturer should pay attention more to the student’s
perceptions of the effectiveness of microteaching class on their
pedagogical and professional competence as pre-service english teachers,
because pedagogical and professional competence in learning
microteaching class have an important role to improve the student’s
teaching practice.
56
4. For the next researcher
The next researcer suggested to use a better method to collected
data of their research. The researcher hope that the finding of this
researcher will be use as starting point for the future research on similar
problems.
57
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QUESTIONNAIRE SHEET
QUESTIONNAIRE
This questionnaire aims to collect the data about to know what are the
students perceptions of the effectivness of Microteaching class on their
pedagogical and professional competence as Pre-service English teachers at the
sixth semester of English departement in Muhammadiyah University of Makassar.
For this reason, you are expected to give a real answer so that the research result
can be obtained subjectively.your honest and sincerity are the hopes of the
researcher and at the same time your contribution in this research. For your
participation, the author says thank you very much.
The survey questionnaire is designed to know to know what are the
students perceptions of the effectivness of Microteaching class on their
pedagogical and professional competence as Pre-service English teachers at the
sixth semester of English departement in Muhammadiyah University of Makassar
Instruction
Please checklist the statement that match your condition. Questionnaire
consicts of 10 questions.
SA = Strongly Agree
A = Agree
U = Undecided
DS = Disagree
SD = Strongly Disagre
61
No. STATEMENTS LIKERT SCALES
SA
A
U
DS
SD
STATEMENTS OF PEDAGOGICAL
1. Microteaching memberikan saya pengalama mengajar yang nyata. (Microteaching gives me experience real teaching) = Ability To Plan The Organization Learning Materials.
2 Microteaching mengembangkan keterampilan mengajar saya sebelum terjun ke kelas yang sebenarnya. (Miscroteaching developed my teaching skill before going into the real class) = Being Able To Apply The Teaching Of Basic Skills.
3. Saya mendapatkan gambaran bermacam-macam kondisi peserta didik yang akan datang pada saat saya peraktik mengajar dalam microteaching. (I get a description of various conditions of sudents who will come when I teaching practice in microteaching) =Interacting With The Students Communicatively
4. Saya mendapatkan pengetahuan yang lebih tentang cara mengajar dari mata kuliah microteaching. (I get more knowledge about how to teach from microteaching courses) = Delivering Materials
5. Saya mendapatkan umpan balik (feed-back) setelah melakukan praktik mengajar di mata kuliah microteaching. (I get feed-back after doing teaching practice in microteaching courses = Providing Feedback
STATEMENTS OF PROFESSIONAL SA A U DS SD
62
6. Saya mengetahui bagaimana cara penggunaan media atau sumber pembelajaran setelah saya belajar microteaching
(i know how to use media or source after i learning microteaching)
= Using Media Or Source
7. Di kelas microteaching saya belajar teknik mengembangkan bahan pembelajaran. (In microteaching class i learn techniques in developing materials) = The Ability Of Developing Learning Materials
8. Microteaching dapat menambah wawasan dalam mengajar. (Microteaching can add understanding the principles of learning) = Understanding The Principles Of Learning
9. Di kelas microteaching mahasiswa belajar tentang bagaimana mengelola interaksi belajar mengajar (in the class microteaching students learn about how to managing the teaching and learning interactions) = Managing The Teaching And Learning Interactions
10. Di kelas microteaching saya belajar bagaimana cara menguasai materi sesuai kurikulum. (In microteaching class i learn how to mastering the materials based on curriculum ). = Mastering The Materials
71
CURRICULUM VITAE
DEWI SARTIKA was born in Bonto Tangnga on 2st
October 1997, as the first daugther from three siblings. Her
father’s name is Abd.Kadir and her mother’s name is
Hamsina. She began her study at SDN 07 Bonto Tangnga
and graduated in 2009. Then, she continued her education
at SMPN 3 Camba Maros and graduated in 2012.
Afterwards, she continued her study at SMAN 2 Camba Maros and graduated in
2015. In the same year, she was registered as a student of English Education
Department, Faculty of Teacher Training and Education, Muhammadiyah
University of Makassar. At the end of her study in 2020, she could finish her
thesis entitled Students’ Perceptions Of The Effectivness Of Microteaching Class
On Pre-Service English Teachers’ Competenceat University of Muhammadiyah
Makassar.
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