STUDENT TEACHERS OF ENGLISH LANGUAGE
EDUCATION STUDY PROGRAM’S PERCEPTION ON THE
ROLE OF SUPERVISING TEACHER AND SUPERVISING
LECTURER IN PROGRAM PENGALAMAN LAPANGAN
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Anastasia Pramita Student Number: 071214094
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DE PART MENT O F LANGUAGE AND ARTS E DUCATIO N FACULT Y O F TE ACHERS TRAI NING AND E DUCATIO N
SANATA DH ARMA UNIVE RSIT Y Y O G Y A K A R T A
i
STUDENT TEACHERS OF ENGLISH LANGUAGE
EDUCATION STUDY PROGRAM’S PERCEPTION ON THE
ROLE OF SUPERVISING TEACHER AND SUPERVISING
LECTURER IN
PROGRAM PENGALAMAN LAPANGAN
ASARJANA PENDIDIKANTHESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By
Anastasia Pramita Student Number: 071214094
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DE PART MENT O F LANGUAGE AND ARTS E DUCATIO N FACULT Y O F TE ACHERS TRAI NING AND E DUCATIO N
SANATA DH ARMA UNIVE RSIT Y Y O G Y A K A R T A
ii
ASarjana PendidikanThesis on
STUDENT TEACHERS OF ENGLISH LANGUAGE
EDUCATION STUDY PROGRAM’S PERCEPTION ON THE
ROLE OF SUPERVISING TEACHER AND SUPERVISING
LECTURER IN
PROGRAM PENGALAMAN LAPANGAN
By
Anastasia Pramita Student Number: 071214094
Approved by
Advisor
iii
ASarjana PendidikanThesis on
STUDENT TEACHERS OF ENGLISH LANGUAGE
EDUCATION STUDY PROGRAM’S PERCEPTION ON THE
ROLE OF SUPERVISING TEACHER AND SUPERVISING
LECTURER IN
PROGRAM PENGALAMAN LAPANGAN
By
Anastasia Pramita Student Number: 071214094
Defended before the Board of Examiners on 17thJuly 2012
and Declared Acceptable
Board of Examiners
Chairperson : C. Tutyandari, S.Pd., M.Pd. ... Secretary : Drs. Barli Bram, M.Ed., Ph.D. ... Member : Ag. Hardi Prasetyo, S.Pd., M.A. ... Member : Made Frida Yulia, S.Pd., M.Pd. ... Member : Drs. Barli Bram, M.Ed., Ph. D. ...
Yogyakarta, 17thJuly 2012
Faculty of Teachers Training and Education Sanata Dharma University
Dean,
v
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, 17thJuly 2012 The Writer
vi
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Anastasia Pramita Nomor Mahasiswa : 071214094
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
STUDENT TEACHERS OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM’S PERCEPTION ON THE ROLE OF SUPERVISING
TEACHER AND SUPERVISING LECTURER INPROGRAM PENGALAMAN LAPANGAN
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta
Pada tanggal: 6 Juli 2012 Yang menyatakan
vii ABSTRACT
Pramita, Anastasia. (2012). Student teachers of English Language Education Study Program’s perception on the role of supervising teacher and supervising lecturer in Program Pengalaman Lapangan. Yogyakarta: Sanata Dharma University.
Supervising teacher and supervising lecturer in Program Pengalaman Lapangan have a very important role for student teachers. It is because supervising teacher and supervising lecturer are close to student teachers during PPL process. That is why student teachers’ perception on the role of supervising teacher and supervising lecturer is very important. Through their perception they are able to evaluate supervising teacher and supervising lecturer performances in guiding and helping student teachers to be good teachers in PPL. There are two research problems in this research 1) What is student teachers’ perception on the role of supervising teacher and supervising lecturer in PPL? 2) What is student teachers’ suggestion on the role of supervising teacher and supervising lecturer in PPL in order to help supervising teacher and supervising lecturer improve thei role in guiding student teachers during PPL process?
To answer the research questions, the researcher used survey research. The researcher took 40 respondents, seventh semester student teachers of English Language Education Study Program who have just finished PPL from academic year 2008/ 2009. The researcher obtained the data by using a questionnaire and an interview as the research instruments. The questionnaire consisted of 16 closed-ended questions and 3 open-closed-ended questions. The questionnaire used Likert Scale to measure how strong student teachers’ perception on the role of supervising teacher and supervising lecturer. The interview was conducted to verify the questionnaire result and to dig out further information.
The result of the research showed that student teachers’ perception on the role of supervising teacher and supervising lecturer was good. There were also some bad perceptions of it but just 3 out of 16 roles of supervising teacher and supervising lecturer. From this research, the researcher can know what is needed by student teachers from the supervising teacher and supervising lecturer.
The student teachers gave some recommendation for supervising teacher and supervising lecturer. Most of them talked about lack of time allocated by supervising lecturer. Besides, they also give suggestion for other student teachers who are going to take PPL to prepare them well and to be more active during PPL.
viii ABSTRAK
Pramita, Anastasia. (2012). Student teachers of English Language Education Study Program’s perception on the role of supervising teacher and supervising lecturer in PPL.Yogyakarta: Universitas Sanata Dharma.
Guru pamong dan dosen pembimbing memiliki peran yang sangat penting bagi praktikan saat PPL. Hal ini dikarenakan guru pamong dan dosen pembimbing menjadi orang yang paling dekat dengan praktikan saat program PPL berlangsung. Oleh karena itu persepsi praktikan tentang peran guru pamong dan dosen pembimbing sangatlah penting untuk mengevaluasi kinerja guru pamong dan guru pembimbing dalam membimbing dan membantu praktikan berproses menjadi seorang guru yang baik selama PPL. Ada dua rumusan masalah yang dikaji dalam penilitian ini: 1) Bagaimana persepsi praktikan terhadap peran guru pamong dan dosen pembimbing selama PPL? 2) Saran apa sajakah yang diberikan oleh praktikan kepada guru pamong dan dosen pembimbing supaya mereka dapat meningkatkan perannya dalam mendampingi praktikan selama PPL berlangsung?
Untuk menjawab rumusan masalah tersebut, peneliti menggunakan penelitian survey. Peneliti mencari 40 mahasiswa Pendidikan Bahasa Inggris semester 7 angkatan 2008 yang baru saja menyelesaikan PPL. Peneliti mengambil data dengan menggunakan kuisioner dan wawancara sebagai instrumen penelitian. Kuesioner terdiri dari 16 pertanyaan tertutup dan 3 pertanyaan terbuka. Kuesioner menggunakan Skala Likert untuk mengukur seberapa kuat persepsi praktikan terhadap peran guru pamong dan dosen pembimbing di PPL. Wawancara diadakan untuk memverifikasi hasil kuesioner dan untuk menggali info yang lebih dalam.
Hasil dari penelitian menunjukkan bahwa persepsi praktikan terhadap peran guru pamong dan dosen pembimbing PPL sangat bagus. Memang ada beberapa persepsi buruk tetapi hanya ada 3 dari 16 peran guru pamong dan dosen pembimbing. Dari penelitian ini kita juga bisa mengetahui apa yang sebetulnya praktikan butuhkan dari guru pamong dan dosen pembimbing.
Para praktikan memberi saran kepada guru pamong dan dosen pembimbing. Kebanyakan dari mereka membahas tentang minimnya waktu yang diberikan oleh dosen pembimbing. Tak hanya itu mereka juga memberi masukan kepada praktikan yang baru akan mengambil PPL supaya lebih mempersiapkan diri lagi dan lebih aktif selama PPL.
ix
ACKNOWLEDGEMENTS
Thanks God, finally I could finish this thesis. First of all, I would like to give my deepest gratitude to Jesus Christ and Mother Mary who have accompanied me in time of difficulty.
Second, my biggest gratitude goes to Agustinus Hardi Prasetyo, S.Pd., M.A, my advisor. I thank him for his guidance, patience, and support in guiding
me finishing this thesis. My gratitude also goes to all PBI lecturers and staff, who have given me valuable lessons and experiences during my study at Sanata Dharma University. My appreciation also goes to all the staff in the library for helping me so much in finding books and references.
For the seventh semester student teachers, academic year 2008 of English Language Education Study Program, I thank them for allocating their time to participate in the process of collecting the data. Without them, the research would not be conducted. For Alfonsus Rinardi Rintardo, S.Pd and Rieta Anggraheni, S.Pd, I thank them for allocating their time as my proof readers.
I would like to thank my beloved parentsBapakFransiscus Indarna,Ibu Caecilia Sudasriwati and my brother Adek Paskalis Devian Kristy for their love, prayer, support and patience.
x
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
PERNYATAAN PERSETUJUAN PUBLIKASI... vi
ABSTRACT ... vii
ABSTRAK... viii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... x
LIST OF TABLES ... xiii
CHAPTER I. INTRODUCTION A. Research Background ... 1
B. Research Problems ... 2
C. Problem Limitation ... 2
D. Research Objectives ... 3
E. Research Benefits ... 3
xi
CHAPTER II. REVIEW OF RELATED LITERATURE 8
A. Theoretical Description ... 8
1. Perception ... 8
2. Factors Influencing Perception ... 9
3. The Relationship between Perception and the Ways of Human Thinking and Learning... 10
4. Program Pengalaman Lapangan... 10
4. The Job Descriptions of Supervising Lecturers... 10
5. The Job Descriptions of Supervising Teachers ... 14
B. Theoretical Framework ... 16
CHAPTER III. RESEARCH METHODOLOGY 19 A. Research Method ... 19
B. Research Setting ... 20
C. Research Participants/ Subjects ... 20
D. Instruments and Data Gathering Technique ... 21
E. Data Analysis Technique ... 24
F. Research Procedure ... .. 25
xii
1. Data presentation ... 26
a. Data presentation of the questionnaire ... 27
b. Data presentation of the interview ... 30
2. Discussion ... 34
B. Student Teachers’ Suggestions on the Role of Supervising Teacher and Supervising Lecturer in PPL ... 40
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS 43 A. Conclusions ... 43
B. Recommendations ... 44
REFERENCES 47 APPENDICES 49 Appendix 1 Questionnaire ... 50
Appendix 2 Questionnaire Result ... 52
xiii
LIST OF TABLES
Table Page
3.1 Questionnaire Blueprint ... 22
3.2 Interview Blueprint ... 23
3.3 Questionnaire Result Analysis ... 24
1
CHAPTER I
INTRODUCTION
Chapter 1 presents the introduction of the study. This chapter consists of
six sections; they are research background, problem formulation, problem
limitation, research objectives, research benefits, and definition of terms.
A. Research Background
As students who later on will be teachers, student teachers in Faculty of
Teachers Training and Education of Sanata Dharma University are given so many
fruitful things in order to develop their teaching skills and prepare them to be
good teachers. For example, they must follow some subjects which are important
in developing their teaching skills. One of those subjects isProgram Pengalaman
Lapangan(PPL).
In PPL student teachers practice how to be good teachers such as making
the teacher’s administration book and teaching in the real class. By doing this kind
of program, student teachers are expected to be good teachers in which they have
already faced the real teacher’s world. The problem is, sometimes there are some
unpredictable things happening duringPPL. Supervising lecturer cannot observe
student teachers because of some important activities, supervising teacher give
with their supervising teacher and the supervising lecturer so that they become
confused about what they are going to do.
That is why the researcher would like to make a research on student
teachers of English Language Study Program’s perception on the role of
supervising teacher and supervising lecturer in Program Pengalaman Lapangan
in order to help supervising teacher and supervising lecturer to optimize their role
in guiding student teachers inPPLso that student teachers can prepare themselves
to be good teachers.
B. Research Problems
Based on the background, there are two questions formulated in this
research.
1. What is student teachers’ perception on the role of supervising teacher and
supervising lecturer in theirPPL?
2. What are student teachers’ suggestions on the role of supervising teacher and
supervising lecturer inPPLin order to help them to improve their role in
guiding student teachers during PPL process?
C. Problem Limitation
Since the researcher would like to conduct research on student teachers of
English Language Education Study Program’s perception on the role of
supervising lecture and supervising teacher, the focus of this research is student
teachers on the seventh semester who have already takenPPL course) perception
on the role of supervising lecturer and supervising teacher.
This research, once again, focuses on the role of supervising lecturer and
supervising lecturer which is directly related to student teachers based on the task
of supervising lecturer and supervising teacher provided on PPL manual book
Pedoman Pelaksanaan Program Pengalaman Lapangan (FKIP, 2007).
D. Research Objectives
This research is conducted in order to find:
1. student teachers’ perception on the role of supervising teacher and supervising
lecturer duringPPL;and
2. student teachers’ suggestions on the role of supervising teacher and supervising
lecturer inPPLin order to help them to improve their role in guiding student
teachers during PPL process.
E. Research Benefits
The findings of this research are expected to be beneficial for:
1. Student teachers of English Language Education of Sanata Dharma
University
This research provides information about what actually the task of
supervising teacher and supervising lecturer are, based on Pedoman Pelaksanaan
Program Pengalaman Lapangan, a manual book of PPL which is made by
Besides, this research also provides the role of the supervising teacher and the
supervising lecturer in the real situation based on student teachers’ perception.
Student teachers’ perception will be varied from the negative up to the positive
one based on their experiences in PPL. The student teachers on this thesis not
only give their perception but also their suggestions to supervising teacher,
supervising lecturer and thePPLprogram.
By reading this thesis, student teachers who are going to take PPL can
know about the role of supervising teacher and supervising lecturer. So they can
ask their right which must be fulfilled by supervising lecturer and supervising
teacher. Besides, if supervising teacher and supervising lecturer cannot do their
role in helping student teachers as stated on their job description based on PPL’s
manual book because of other academic business, in this thesis the student
teachers can find some solutions by reading the experiences of student teachers
who have finished theirPPL.
2. Lecturers (especially in English Language Education Study Program of
Sanata Dharma University) who often become supervising lecturer inPPL This research has mentioned the problem formulation in the beginning of
this chapter which is formulated to find out student teachers’ perception on the
role of the supervising teacher and the supervising lecturer, and students teachers’
suggestion on the role of the supervising teacher and the supervising lecturer.
By conducting the research which can answer those two questions, the
lecturer is expected to know and understand what is actually needed by the
duty during PPL such as helping the student teachers reach their goal; teaching
English in the real situation. The researcher understands that a lecturer has many
tasks to do, but as she/he has already given the duty as a supervising lecturer for
PPLstudents, of course the lecturer must cooperate well with the students. Beside
knowing her/his task in PPL and knowing what is actually students’ expectation,
by reading this thesis the supervising lecturer can also know many solutions given
by the student teachers if the lecturer cannot do some of their tasks. For example,
the lecturer did not have enough time for the student to consult their progress. On
this research one of the student teachers said that they still can use technology for
example by using e-mail.
3. Teachers who often become supervising teacher ofPPLstudents
This research expects the teacher to know and understand what is actually
needed by the students during their PPL (students’ expectation on the role of the
lecturers). Supervising teacher can know what exactly his / her role in PPL is and
the teacher can also know many suggestions and solutions from the students in
many different problems which occur in school.
F. Definition of Terms
For the sake of avoiding misunderstanding, the researcher provides some
definition of terms used in this study.
1. Perception
Based on Suparinah (1986), perception is an active process in which a
Another researcher, Sternberg (1988, p.8), defines perception as “the way human
perceives the world. Furthermore it is the ability to see, hear, or understand things;
awareness.” Robbins (2001) also defined perception as a process by which
individuals organize and interpret their sensory impressions in order to give
meaning on their environment. From all of the definitions above it means that
perception is what comes in human mind as the result of their experiences about
something. In this study, perception refers to what comes to student teachers’
mind about their supervising lecturer and supervising teacher in PPL based on
what they knew, saw, felt, and experienced duringPPLprocess.
2. Role
In this study, role is the way supervising teacher and supervising lecturer
involving themselves to guide and help student teachers duringPPLprocess.
3. Program Pengalaman Lapangan (PPL)
In this study, PPL (KPE 369) or Program Pengalaman Lapangan is a
program which is designed to make the student teachers practice in order to have
complete and integrated teaching skills (FKIP, 2007, p. 7).
4. Supervising Teacher
In this study, supervising teacher is an English teacher who is pointed by
the school to accompany and help student teachers of English Education Study
5. Supervising lecturer
In this study, supervising lecturer is a lecturer of English Language
Education Study Program who is pointed by the faculty as a supervising lecturer
for some student teachers who are doingPPL.
6. Student teacher
In this study, student teachers are students who study at English Language
Education Study Program of Sanata Dharma University and have already finished
8 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses the related literature as the reference theories for the
study on this research as has been explained before on Chapter I. On this review
of related literature, there are two parts which will be discussed; they are
theoretical description and theoretical framework.
A. Theoretical Description
In this section, the theories that are mainly discussed are the theories of perception, factors influencing perception, the relationship between perception and the ways of human thinking and learning, PPL, and the job descriptions of supervising teachers and supervising lecturers inPPL.
1. Perception
As has been explained on the definition of term in Chapter I, in this study
perception is what comes in human mind as the result of their experience
(including what people see, hear and understand) about something. Szilagyi and
Wallace (1980, p. 70) said “Perception is defined to process by which individuals
attend to incoming stimuli, organize and then interpret such stimuli into a message
that in turn indicates an appropriate action and behavior”. Robbins (2001) also
explained perception as a process by which individuals organize and interpret
2. Factors influencing perception
According to Altman (1985, p..86-91), there are four factors which
influence human’s perceptions. Those are:
a. Selection of stimuli
People have so many stimuli in their brain, but actually they cannot absorb
all of those stimuli into opinion. People need to go for the appropriate stimuli to
be what is called view. Selection is the process of focusing only on small number
of stimuli. The reason why people perceive things differently is because each
person selects specific cues and screens out of others.
b. Organization of stimuli
After the information has undergone the screening process, it must be
arranged to be meaningful. The mind tries to bring order out of the disorganized
sensory data by selecting particular items and putting them together in a
meaningful way that is based on experience.
c. The situation
A situation affects what a person perceives. Perceiving a situation
accurately is also related to how well a person organizes behavior to situations.
d. Self-concept
Self-concept is the way we perceive and feel about ourselves. The way we
3. The relationship between perception and the ways of human thinking and
learning
By knowing what is perception and the factors influencing it, we can now
move to the relationship between perception and the ways of human’s thinking
and learning. Based on Merleau (1962, p...3-5), on his book named
Phenomenology of Perception, perception can happen when someone experienced
something by himself or herself. It means that perception comes from someone’s
experience. They have already felt, hear, or experience something by themselves
so that they can make a perception on it.
Robbins (2001, p. 2) says that,” perception can also be defined as
conscious mental process of observing, viewing, responding and understanding, in
which someone gives a meaning on the stimulus he receives.” It means that
perception is something comes in human’s mind about something which has a
direct relation to the ways of human thinking about something.
4. Program Pengalaman Lapangan (PPL)
Program Pengalaman Lapangan (PPL) was designed in order to train
student teachers so that they can have integrated teacher skills (FKIP, 2007, p. 7).
Hence, student teachers are given so many tasks to do at schools where they are
doing their PPL. Those tasks are the same with the real teacher task such as
teaching in the real class, and making the teachers’ administration book.
5. The job descriptions of supervising lecturers
There are twelve job descriptions for supervising lecturers, based on
a. Giving instructions to student teachers before doing theirPPL
As it is the first time student teachers practice teaching outside the
university, supervising lecturers should tell student teachers what they should do
during PPL process. This instruction is important because it is related to the way
student teachers do their PPL.
b. Transferring student teachers to the school
Supervising lecturers should come to school to transfer student teachers
there. It is because supervising lecturers represent the faculty to entrust student
teachers at the school where student teachers are going to practice.
c. Explaining the faculty’s principles aboutPPLto the school
It is important to explain the faculty principles about PPL to the school
because student teachers are doing the PPL based on guideline made by the
faculty. The guideline is entitled Pedoman Pelaksanaan Program Pengalaman
Lapangan. The book will give enough explanation aboutPPLto student teachers,
supervising lecturers, supervising teachers and the school.
d. Monitoring student teachers’ activities and holding some meeting for
consultation periodically
Even though the supervising lecturers have given instructions in the
beginning, student teachers need guidance during the PPL process. Therefore,
supervising lecturers can hold some meeting for consultation periodically in order
e. Being the representative of the faculty to handle problems which appear during
PPL
Supervising lecturers are the representative of the faculty during the PPL
process. It means that if there is a problem occurs during the PPL process,
supervising lecturers should represent the faculty to solve the problem.
f. Doing observation to student teachers’ teaching practice one time at the
minimum.
Supervising lecturers should observe student teachers’ teaching practice at
least once. Observation is important because the result of the observation being
one of the considerations on students’ assessments.
g. Helping the Study Program Coordinator for PPLto get data to give certificate
to whoever helping the student teachers duringPPLat school
Supervising lecturers are the representative of the faculty. So, supervising
lecturers should help the Study Program Coordinator for PPL to get data during
the PPL process to give a certificate to whomever helping student teachers at
school.
h. Asking all assessment instruments which have already filled by the supervising
teachers and the school’s head master
Supervising lecturers are the one who later on decide student teachers’
final mark. Therefore, supervising lecturers should ask all instruments which have
already filled by supervising teachers and the school’s head master in order to
i. Taking back student teachers from school and giving the certificate on the
D-day
In the beginning, supervising lecturers represent the faculty to entrust
student teachers at school. At the end, supervising lecturers also represent the
faculty to take back student teachers from school and give the certificate to
supervising teachers and the school.
j. Having the responsibility on thePPL’s report of their students
PPL’s report becomes one of considerations to measure student teachers
achievement after the PPL process. Therefore, supervising lecturers should
ensure that student teachers collect their PPL’s report and then check it.
k. Holding a spoken test about thePPL’s report
Supervising lecturers can hold spoken test to their student teachers after
student teachers give their final report to their supervising lecturers. The spoken
test is intended to gain much more student teachers’ experiences and
improvements in their teaching skill after the PPL process finished.
l. Deciding student teachers’ final mark.
Even though during the PPL process student teachers more often
communicate with their supervising teachers, but the one who will decide student
teachers’ final mark is supervising lecturers. Supervising lecturers can decide the
final mark through some observations, supervising teachers’ evaluation sheet,
6. The job descriptions of supervising teachers
There are eleven job descriptions for supervising teachers based on
Pedoman Pelaksanaan Program Pengalaman Lapangan(FKIP, 2007, p.12).
a. Helping student teachers recognize the school situation and the subject that will
be taught
Student teachers do not know how the school situation and the subject that
will be taught. Therefore, supervising teachers can help them to recognize the
school situation, the students, and the subject that will be taught before starting
the PPL process.
b. Giving explanations to student teachers on the activities they must do during
PPLat school
Supervising teachers must explain what student teachers should do during
the PPL process. Student teachers activities during PPL process are teaching,
making the teachers’ administration book, and making the lesson plan.
c. Guiding the student teachers to arrange thePPL’s programs
Supervising teachers should guide student teachers to arrange the PPL’s
programs. It is because supervising teachers are responsible for whatever student
teachers do at school.
d. Helping the student teachers prepare the equipments needed duringPPL
In PPL, supervising teachers are the closest person for student teachers.
Therefore, everytime student teachers need help supervising teachers should help
e. Giving the student teachers a learning model to be observed
Teaching in the real class is different compared to micro teaching.
Therefore, student teachers need a learning model before they teach in the real
class. Hence, supervising teachers should give student teachers a learning
model to be observed.
f. Giving task to student teachers and helping them to make a lesson plan, and
syllabus.
At school, supervising teachers are the one who give instructions on what
student teachers should do during PPL. The instructions include giving tasks to
student teachers to make some lesson plans and syllabuses. Therefore, supervising
teachers should help student teachers to do those tasks.
g. Monitoring and evaluating the student teachers’ teaching practice
At school, supervising teachers has bigger role to help student teachers
during the PPL process than supervising lecturers. Supervising lecturers may
observe student teachers just once, but supervising teachers should monitor and
evaluate student teachers directly after teaching in the class.
h. Supervising the student teachers directly after the teaching practice
Student teachers need feedback after their teaching practice in order to
improve their teaching skill. Therefore supervising teachers should supervise
i. Monitoring the student teacher’s activities duringPPL
Supervising teachers are the one who have responsibility during student
teachers doing their PPL at school. Therefore everyday supervising teachers
should monitor student teachers activities.
j. Giving all the assessment instruments to the supervising lecturers
Student teacher’s final mark is decided by supervising lecturers. So,
supervising teachers should give all the assessment instruments to the supervising
lecturers as one of considerations.
k. Checking thePPLreport which was made by student teacher
The PPL’s report is one of considerations on student teachers assessments.
Therefore supervising teachers should check it first before student teachers give
the report to the school and to their supervising lecturers.
B. Theoretical Framework
This research is a study on student teachers of English Language Education
Study Program’s perception on the role of supervising teachers and supervising
lecturers in Program Pengalaman Lapangan (PPL). The researcher looked for
some facts about everything related to perception. There are many factors which
can affect someone’s perception. First, as the researcher has provided about those
facts on the theoretical description, there are some factors influencing perception.
Based on Altman (1985, pp. 86-91), there are four factors which can influence
perception; those are selection of stimuli, organization of stimuli, the situation,
especially human brain. As has been explained on the theoretical description,
there are many stimuli in our brain which can catch much informations when
people are doing something. Those informations then are chosen by their brain
which can make different result to other people, because their brain may choose
different stimuli one to another. There are two other things that can influence
someone’s perception; they are situation and self-concept. So, the researcher can
conclude that different characters and situation of someone may affect his/ her
perception on something.
After knowing all things that can affect someone’s perception, the
researcher now discusses the relationship between perception and the ways of
human thinking and learning. As has already provided on the theoretical
description, Robbins has stated clearly about that case. The researcher concludes
that after people receive some information in their brain, they can make such an
interpretation resulted in their perception which then affects human’s ways of
thinking. As has already stated clearly about what perception is, the factors
influencing perception and the relationship between perception and the ways of
human thinking and learning, the researcher then tried to look for student
teachers’ perception on the role of supervising teachers and supervising lecturers
by using Likert Scale provided in the questionnaires and interview in order to
know whatever affected student teachers’ perception on that.
Next, after knowing factors which can affect perception and the
relationship between perception and the ways of human thinking and learning,
teachers and supervising lecturers. It has stated clearly on Pedoman Pelaksanaan
Program Pelaksanaan Lapangan, that student teachers, supervising lecturers and
the supervising teachers have their own job descriptions inPPL.The book entitled
Pedoman Pelaksanaan Program Pelaksanaan Lapangan is used as a guideline
what are actually the supervising teachers, the supervising lecturers and student
teacher should do inPPL. As the comparator, the researcher also included the role
of student teachers in PPL. There is one role clearly stated on PPL’s book that
student teachers must consult the syllabus and lesson plan to the supervising
teachers and supervising lecturers. It means that not only supervising teachers and
supervising lecturers who have responsibility to help student teachers but student
teachers also must help themselves by come to supervising teachers and
supervising lecturers. In this research not all of the roles of supervising teachers
and supervising lecturers will be included on the research because as has been
stated on the limitation of the study that this study is only focused on the role of
supervising teachers and supervising lecturers which is directly related to student
teachers. For supervising teachers, ten out of eleven job descriptions would be
included in this research. For supervising lecturers, five out of twelve job
descriptions would be included in this research because those roles are directly
19
CHAPTER III
RESEARCH METHODOLOGY
This chapter gives information on how this study is conducted. There are
six parts on this chapter; research method, research participants, research
instruments, data gathering technique, data analysis technique, and research
procedure.
A. Research Method
Since the aim of this research was to find out student teachers’ perception
on the role of the supervising lecturers and the supervising teachers in PPL, the
method which was used to gain the data was descriptive research. According to
Ary, et al (2002, p.381) “Descriptive research studies are designed to obtain
information concerning the current status of phenomena.”
In doing this research, the researcher conducted a survey. The survey
included two main instruments in collecting the data; questionnaire and interview
as stated by Sprinthall, Schumutte and Sirois (1991, p.93) that “survey research is
designed to collect information from samples by using questionnaire and
interview”. The guideline of making the question insides the questionnaire and
interview on the role of supervising teachers and supervising teachers was taken
from PPL’s manual book, Pedoman Pelaksanaan Program Pengalaman
the supervising lecturers and the supervising lecturers in order to find student
teachers’ perception on the role of supervising teachers and supervising lecturers
in PPL, student teachers’ suggestion on the role of supervising teachers and
supervising lecturers inPPLand to find solution on some issues happened inPPL
such as when supervising teachers and supervising lecturers could not do some of
their tasks.
B. Research Setting
The research was conducted in two different sections. The first one was
held on 21st November 2011. On this day the data was obtained in the form of
questionnaire. The second research was held on 15th December 2011. On this
second research, the data was obtained in the form of focused interview.
C. Research Participants/ Subjects
In order to get the data, the researcher used sample survey because some of
the student teachers were still doing PPL and have not finished PPL yet. Sample
survey is ‘a study that studies only a portion of the population’ (Ary, et al, 2002).
The researcher used purposive sampling to look for the respondents of the
questionnaire. According to Cohen “in purposive sampling, researchers handpick
the cases to be included in the sample on the basis of their judgement of their
typicality, in this way, they build a sample that is saticfactory to their specific
needs” (2000, p. 103). In this research, the researcher pick-up forty student
respondents of the questionnaire. For the interview section, the researcher used
convenience sampling (or it is sometimes called accidental or opportunity
sampling) to look for the respondents. According to Cohen ‘convenience
sampling involves nearest individuals to serve as the respondents, or the
researcher simply chooses the sample from those to whom she/ he has easy
access’ (2000, p. 102). In this research, the researcher took four student teachers
as the interviewee.
D. Instruments and Data Gathering Technique
In order to collect possible data for answering two questions on this
research, instruments are needed. Warga (1983, p.107) stated that perceptions are
based on past experiences. The questionnaire and the interview are the
instruments to gain the information relate to facts, feelings, and so on (Ary, et al,
1999, p.173). Therefore, on this research, the researcher used two instruments;
questionnaire and interview. Each of the instruments contained questions which
are suitable to answer the two basic questions this research is going to find out.
1. Questionnaire
The first instrument used in this study was questionnaire. The researcher
used questionnaires in order to get student’s perception on the role of supervising
teachers and supervising lecturers in PPL. There were nineteen questions which
elaborated two basic questions on this study. Based on Ary, et al (1979, p.178)
“Questionnaires are two types: structure or closed form, and unstructured or
answered by choosing strongly agree, agree, disagree and strongly disagree) and
open-ended questions which could be answered based on their opinion. All of the
statements on this questionnaire were taken from PPL’s manual book Pedoman
Pelaksanaan Program Pengalaman Lapangan (FKIP, 2007). This questionnaire
consisted of two parts; Part A consisted of sixteen statements on the role of
supervising teachers and supervising lecturers in order to look for student
teachers’ perception on the role of supervising teachers and supervising lecturers
in PPL, Part B consisted of three open-ended questions on student teacher
expectation towards supervising teachers and supervising lecturers, their
evaluation towards their supervising teachers and supervising lecturers in PPL,
and student teachers’ suggestion. student teachers’ perception on the role of supervising teachers in PPL
2. Part A 12 to 16
These five questions gathered information about student teachers’ perception on the role of supervising lecturers inPPL.
3. Part B 1 to 2
These questions gathered information about student teachers’ perception on the role of supervising teachers and supervising lecturers by giving score.
4. Part B 3
2. Interview
The second instrument used by the researcher was interview. There were
thirteen questions that must be answered. The researcher used this instrument in
order to get deeper data from the students on their experiences, perception,
suggestion and many things related to the role of the supervising teachers and
supervising lecturers inPPL.
Table 3.2 Interview Blueprint
No. Questions Description
1. 1 to 2 These questions gathered information about student teachers’ background inPPL.
2. 4, 5 These questions gathered information about student teachers’ activities and experiences inPPL.
3. 3, 6, 7, 8, 9, 10,11,12
These questions gathered information about student teachers’ perception on the role of supervising teachers and supervising lecturers inPPL
4. 13 This question gathered information about student teachers’ suggestion for supervising teachers,
supervising lecturers, other student teachers andPPL
program in the future.
The first technique used by the researcher to gain the data was
questionnaire. The questionnaires were distributed to forty student teachers of
English Language and Education Study Program academic year 2008 who have
finished PPL. The researcher distributed the questionnaires on Monday at 10
attending SPD (Service Program Design) class on the fourth floor of Sanata
Dharma University’s administrative building.
The second technique used by researcher was interview. The researcher
took four random samples from forty student teachers who had answered the
questionnaire sheet. The interview was recorded by using sound recorder.
E. Data Analysis Technique
The data was collected from the questionnaires and the interview. Then,
all of the data must be analyzed. The result of the closed questions would be
shown in the form of percentage. Afterwards, the result (in the form of
percentage) would be divided or classified into some categories. The result of the
open questions would be discussed per item to complement the data needed to
answer research questions on this research. The researcher also used formula
q = to analyzed the data in the form of grade. stands for the ‘mean’, Ʃx
stands for the total score andNstands for the amount of student teachers.
Table 3.3 Questionnaires Analysis
No. Statement Strongly Disagree
(%)
Disagree
(%)
Agree
(%)
Strongly Agree
F. Research Procedure
First, the researcher decided the subject of the study and after that she
made the problem formulation. In order to answer the research questions, the
researcher designed a set of questionnaires and interview in order to get further
data. After that, the researcher scheduled the time to distribute the questionnaire.
The next step was distributing the questionnaires to the respondent, forty student
teachers of English Language Education Study program academic year 2008 who
have just finished PPL. After collecting all of the questionnaires, the researcher
provided the questionnaire result in the form of percentage. Finally, the researcher
held an interview by choosing four random student teachers. Then, the researcher
used the result of the questionnaires and interview to answer three basic answers
in order to find what student teachers of English Language Education Study
Program’s perception on the role of supervising teachers and supervising lecturers
in PPL is. The interview result was used in order to get further data and
26
CHAPTER 1V
RESEARCH RESULTS AND DISCUSSIONS
This chapter presents detailed information about the data gathered in this
study. The discussion involves data analysis based on the research questions: what
student teachers’ of English Language Study Program’ perception on the role of
supervising teachers and supervising lecturers in PPL is, and what student
teachers’ suggestion on the role of supervising teachers and supervising lecturers
inPPLis .
A. Student Teachers of English Language Education Study Program’s
Perception on the Role of Supervising teachers and Supervising lecturers
inPPL
In order to answer the research questions, the researcher used questionnaire
and interview. The questionnaire items which were used to answer the first
research question (what student teachers’ of English Language Study Program’
perception on the role of supervising teachers and supervising lecturers in PPLis)
were Part A and the interview items which were used to answer this research
question was number three up to number 12.
1. Data Presentation
The researcher used two instruments, interview and questionnaire.
presentation of the questionnaire and the second part is the data presentation of
interview.
a. Data Presentation of the Questionnaire
In this study, the questionnaire consisted of 16 items. The purpose of
questionnaire here was to find out whether supervising teachers and supervising
lecturers carried out their role or not. The questions on this questionnaire were
based on Pedoman Pelaksanaan Program Pengalaman Lapangan (FKIP, 2007)
page 12 and page 15 which consisted of job description of supervising lecturers
and supervising teachers. The researcher focused on the role of supervising
lecturers and supervising teachers related to the activities of student teachers in
school during PPL, so some roles provided on the book was not included in this
questionnaire. For supervising teachers there were ten job descriptions included
and for supervising lecturers there were five job descriptions included on the
questionnaire. There were four responses to be chosen on the questionnaire: 1.
Strongly Disagree (SD), 2. Disagree (D), 3. Agree (A), and 4. Strongly Agree
Table 4.1 The Percentage Result of Questionnaire Part A
1 The supervising teacher explained to you about the situation in the school and the subject that will be taught.
0 15 45 40
2 The supervising teacher explained about
what you should do duringPPL. 0 7.5 67.5 25 3 The supervising teacher guided you in
arranging the programs. 2.5 25 65 7.5 4 The supervising teacher helped you to
prepare the equipments needed duringPPL. 5 45 32.5 17.5 5 The supervising teacher gave you a learning
model to be observed. 2.5 20 62.5 15 6 The supervising teacher gave you some tasks
to do, such as giving the students home work, etc.
10 20 42.5 27.5
7 The supervising teacher helped you to make
the lesson plan, syllabus, etc. 17.5 22.5 50 10 8 The supervising teacher monitored and
evaluated your teaching practice. 0 7.5 52.5 40 9 The supervising teacher supervised you
directly after your teaching practice. 5 20 60 15 10 The supervising teacher monitored your
activeness duringPPL. 10 25 42.5 22.5 11 The supervising teacher checked your final
report. 7.5 22.5 47.5 22.5
12 The supervising lecturer gave instructions to
you before you do thePPL. 7.5 17.5 60 15 13 The supervising lecturer monitored your
activities and held some meetings for consultation periodically.
2.5 52.5 40 5
14 The supervising lecturer observed your
teaching practice. 7.5 15 55 22.5
15 The supervising lecturer checked all of your
report. 5 40 40 15
16 The supervising lecturer gave you an oral
On this part, the researcher used this kind of answer rather than yes-no, in
order to gain further data. By using Likert Scale; strongly agree, agree, disagree
and strongly disagree, the researcher not only wanted to know whether the
supervising teachers and the supervising lecturers did their role or not, but also
could know how deep the supervising teachers and the supervising lecturers
involved themselves in their role.
From the result of the questionnaires, the researcher categorized the result
as follows:
Strongly disagree : Student teachers really sure that the supervising teachers
or the supervising lecturers never did the role.
Disagree : The supervising teachers or the supervising lecturers did
not do the role.
Agree : The supervising teachers or the supervising lecturers did
the role.
Strongly Agree : The supervising teachers or the supervising lecturers did
the role very well.
The researcher also looked for student teachers’ perception on the role of
the supervising teachers and the supervising lecturers by asking them to give score
to the supervising teachers and the supervising lecturers from 1 to 10
(Questionnaire Part B number one and two). 1 meant very bad and 10 meant very
good. The researcher then looked for the meanand categorized the mean into five
1 – 2.8 = very bad perception
2.9 – 4.6 = bad perception
4.7 – 6.4 = enough perception
6.5 – 8.2 = good perception
8.3 - 10 = very good perception
Question number one asked student teachers to give score to the role of
supervising teachers. From forty student teachers, they gave various score based
on their perception ranged from 1-10, the total score was 315 and from this total
score the researcher looked for the mean by using = and the mean was
7.875. This mean was categorized as good perception. So in student teachers’
perception, the role of supervising teachers inPPLwas good.
Question number two asked the student teacher to give score to the role of
supervising lecturers. From forty student teachers, they gave various score based
on their perception range from 1-10, the total score was 292.5 and from this total
score the researcher looked for the mean by using = and the mean was
7.3125. This mean was categorized as good perception. So in student teachers’
perception, the role of supervising lecturers inPPLwas good.
b. Data Presentation of Interview
There were eight out of the 13 questions which would be used to answer
what the role of supervising teachers and supervising lecturers was. Those
questions were number three, six, seven, eight, nine, 10, 11, and 12.
Question number three asked student teachers about their experiences
lecturers. Three out of four student teachers said that their supervising teachers
gave them a big help during the PPL process such as give them many advises,
easily to be contacted, and friendly while all of them said that their supervising
lecturers did not give them significant help during the PPL process.
Question number six asked student teachers whether supervising teachers
or supervising lecturers helped them solve their problem or not and two out of
four student teachers told that supervising teachers usually gave them advices;
while the other student teachers told that he/she did not consult their problem to
their supervising teachers or supervising lecturers and tried to solve it by
themselves.
Question number seven asked student teacher on the role of supervising
teachers and supervising lecturers that could not be fulfilled by supervising
teachers and supervising lecturers. All of the interviewees had the same answer
that supervising teachers and supervising lecturers did not observe them.
Supervising lecturers was too busy so that he/ she could not match the schedule
with student teachers’ teaching practice, while the supervising teachers sometimes
did not observe student teachers in order to make them become more independent
and because the supervising teachers had other important business to do.
Question number eight asked about when the student teachers want to meet
the supervising teachers and what they were talking about. Two of them held daily
meeting with the supervising teachers while the other two held meeting before
their teaching practice. Those who held the meeting every time before their
quoted by the researcher: “I always meet my teacher before I start my teaching
practice in order to ask the teaching material for today’s lesson” (Student teacher
1) and “I meet the supervising teachers before I teach in order to discuss how to
get student’s attention at class” (Student teacher 3). Two other student teachers
who met the supervising teachers everyday usually discussed everything with the
supervising teachers except their teaching practice, as quoted from the interview
sheet one of the student teachers said “I shared everything that I felt and
experienced in PPL” (Student teacher 2), while the other one said that she often
discussed some matters outside the teaching practice.
Question number nine asked the student teacher when they met the
supervising lecturers and what they discussed. Most of them were seldom met
with their supervising lecturers. The student teachers usually met the supervising
lecturers not more than 2- 3 times during PPL. They usually met only on the
beginning and the end of the PPL to discuss about the observation schedule, ask
for the supervising lecturers’ signature and discuss thePPLreport.
Question number 10 asked the student teacher whether they had
difficulties to communicate with the supervising teachers or not, and how they
tried to solve the problem. From 4 student teachers, all of them said that there was
no communication problem between them and supervising teachers. They could
easily communicate with the supervising teachers both inside and outside school.
When the supervising teachers were not at school, the student teacher could
communicate with the supervising teachers by sending an SMS (Short Message
Question number 11 asked the student teacher whether they had
difficulties to communicate with the supervising lecturers or not, and how they
tried to solve the problem. From four student teachers, 2 of them said that it was
difficult to meet the supervising lecturers.
It was hard to match my schedule with the lecturer’s. In a week we just met 2-3 times because I must came to the school where I did PPL in the morning and attend another class at Sanata Dharma University in the evening. (Student teacher 2)
Even though, the student teacher had difficulties to meet the supervising lecturers
but she could communicate with the supervising lecturers by phone or SMS and
made an appointment to meet, then. Another student teacher also had difficulty to
communicate with the supervising lecturers because in the beginning ofPPL, her
supervising lecturers were on duty to another city for several months. There was
no communication at all. When the supervising lecturers were off of the duty, the
student teachers directly asked for signature and gave the PPL report. Even
though there was no communication at all, but the supervising lecturers still
observed her from the student teacher’s lesson plan and evaluation sheet from the
teacher. Two other student teachers did not find difficulties to communicate with
the supervising lecturers. They usually sent a SMS to the supervising lecturers,
made an appointment, and then came to meet the supervising lecturers by him/
herself or together with the other student teachers.
Question number 12 showed about student teacher’s perception on the role
of the supervising teachers and supervising lecturers in PPL. From four student
teachers all of them agreed that the supervising teachers did their role better than
teachers is quiet helpful and often give me guidance whether the supervising
lecturers seldom to give me advice because she was busy’ (Student teacher 1). It
meant that for student teachers, the supervising teacherss were quite helpful for
them while most of the supervising lecturerss were busy with other business.
2. Discussion
After getting the data presentation, the researcher then analyzed the data
from the results of the questionnaire with the result from the interview in order to
answer the first research question; what is student teachers’ perception on the role
of supervising teachers and supervising lecturers in PPL was, as follows.
Supervising teachers explained to student teachers about the situation in
the school. From the data of the questionnaire, 45% out of 40 student teachers
agreed that their supervising teachers did this role and 40% agreed that their
supervising teachers did this role very well. This result was also complemented by
interview result from question number three in which one of student teachers said
that she got many guidance and instructions from her supervising teachers. Based
on the result of the questionnaire and the interview, it could be inferred that most
of supervising teachers explained to student teachers about the situation in the
school.
Supervising teachers explained about what student teachers should do
during PPL. From the result of the questionnaire 6.5% student teachers agreed
that their supervising teachers did this role and 25% student teachers agreed that
their supervising teachers did this role very well. This result was complemented
graduated from Sanata Dharma University so she gave me many guidance and
instructions in PPL” (Student teachers 2) and “My supervising teacher gave me
instructions on how to teach and how to control the students” (Student teacher 3).
Based on the result of the questionnaire and the interview, it could be inferred that
most of supervising teachers explained about what student teachers should do
duringPPL.
Supervising teachers guided student teacher in arranging the programs
during PPL. Based on the result of the questionnaire 65% out of 40 student
teachers agreed that their supervising teachers did this role and 7.5% agreed their
supervising teachers did this role very well. This result was complemented by the
interview result from question number 3 “My supervising teacher gave me many
guidance and instructions” (Student teacher 2) and from question number 14 “My
supervising teacher was quite helpful for me in which she often gave me
instructions” (Student teacher 1). Based on the result of the questionnaire and the
interview, it could be inferred that most of supervising teachers guided student
teacher in arranging the programs duringPPL.
Supervising teachers helped student teachers prepare the equipments
needed during PPL. Based on the result of the questionnaire, 45% out of 40
student teachers disagreed with this statement and felt that supervising teachers
did not do this role. This result was complemented by interview result that none of
student teachers said that supervising teachers helped them in preparing the
that most supervising teachers did not directly help student teachers in preparing
all the equipments needed inPPL.
Supervising teachers gave student teachers a learning model to be
observed. Based on the data of the questionnaire, 62.5% out of 40 student teachers
agreed that their supervising teachers did this role and 15% agreed that their
supervising teachers did this role very well. The interview result from question
number three complemented this fact “In the first week, my supervising teacher
had private business and was absent from school for a week, so I taught every day
in a week after 3 times of observation” (Student teacher 1). From this statement it
could be inferred that supervising teachers gave enough learning model to be
observed by student teachers.
Supervising teachers gave student teachers some tasks to do such as giving
the students homework. Based on the data of the questionnaire 42.5% out of 40
student teachers agreed that their supervising teachers did this role and 27.5%
agreed that their supervising teachers did this role very well. The interview result
from question number 4 showed that student teachers were given many tasks by
supervising teachers such as teaching, making lesson plans, making report, and
substituting teachers who were absent to teach in the class. One of the student
teachers said that “My supervising teacher asked me to make lesson plans for
three years, and after I had finished this task, I could start to teach in the class”
(Student teacher 2). From the date resulted from questionnaire and interview, it
could be inferred that supervising teachers gave enough tasks for student teachers
Supervising teachers helped student teachers make the lesson plan and
syllabus. Based on the data of the questionnaire, 50% out of 40 student teachers
agreed that their supervising teachers did this role and 10% agreed that their
supervising teachers did this role very well. The interview result from question
number 8 showed that student teacher often came to their supervising teachers in
order to consult about the teaching material and the lesson plan. Based on the
result of the questionnaire and interview, it could be inferred that supervising
teachers helped student teacher make the lesson plan, syllabus, and other teaching
guidelines.
Supervising teachers monitored and evaluated student teachers teaching
practiced. Based on the data of the questionnaire, 52.5% out of 40 student teachers
agreed that their supervising teachers did this role and 40% agreed that their
supervising did this role very well. The interview result showed that 2 out of 4
student teachers always came to meet their supervising teacher everyday and 2 of
them always came to meet their supervising teacher every time they were going to
teach. Based on the result of the questionnaire and the interview, it could be
inferred that supervising teachers monitored and evaluated student teachers’
teaching practice frequently.
Supervising teachers supervised student teachers directly after their
teaching practice. Based on the data of the questionnaire, 60% out of 40 student
teachers agreed that their supervising teachers did this role and 15% agreed that
their supervising teachers did this role very well. The interview result showed that
