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
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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
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIK PRODI PENDIDIKAN BAHASA INGGRIS
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
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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.
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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.
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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
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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
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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
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)
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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
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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.
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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.
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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
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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
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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
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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
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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,
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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,
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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
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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,
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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.
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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
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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
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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
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Questionnaire Result
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DOCUMENTATION
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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