THE MICROTEACHING STUDENTS’ TEACHER PERSONAL
EFFICACY AND ITS INFLUENCE ON THEIR MOTIVATION
TO BE TEACHERS
ASARJANA PENDIDIKANTHESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
by
Dionysius Prabawa Student Number: 051214152
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
i
THE MICROTEACHING STUDENTS’ TEACHER PERSONAL
EFFICACY AND ITS INFLUENCE ON THEIR MOTIVATION
TO BE TEACHERS
A SARJANA PENDIDIKANTHESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
by
Dionysius Prabawa Student Number: 051214152
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
iv
DEDICATION PAGE
I dedicate this thesis to
My beloved Bapak
My beloved broth
My lovely and dea
All of my friends
You
esis to:
apak and Ibu
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
references, as a scientific paper should.
Yogyakarta, September 22nd, 2011 The Writer
Dionysius Prabawa
vi
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Dionysius Prabawa
Nomor Mahasiswa : 05 1214 152
Demi pengembangan ilmu pengetahuan, saya memberikan karya ilmiah saya yang
berjudul:
THE MICROTEACHING STUDENTS’ TEACHER PERSONAL
EFFICACY AND ITS INFLUENCE ON THEIR MOTIVATION TO BE TEACHERS
kepada:
Perpustakaan Universitas Sanata Dharma
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 saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 22 September 2011
Yang menyatakan
vii
ABSTRACT
Prabawa, Dionysius. 2011. The Microteaching Students’ Teacher Personal Efficacy and Its Influence on their Motivation to be Teachers. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Teaching, nowadays, is expected to be effective; thus the learning goals can be achieved successfully. However, teaching is not an effortless activity. Teaching needs proper methods and techniques which suit to the learners’ need and characteristics to attain the effective teaching (Richards and Rodgers, 1986). Furthermore, effective teaching also needs proper teacher behaviour.
However, effective teaching can be influenced by teacher efficacy. Teacher efficacy is the belief that teaching and the teacher himself can bring about changes in learners’ achievement (Ashton and Web, 1986). Teacher personal efficacy can also be viewed as source of motivation. As teacher personal efficacy derives from teacher’s cognition, it can be called as internal factor of motivation. Basically, motivation derives from the external and internal (Petri, 1981; Kleinke, 1978). This theory also applies to teacher.
Microteaching is a course in which students of education can build up and develop their teaching skills (Brown, 1978). Thus, by learning and performing teaching, the students can shape their teaching ability. Besides, microteaching can result in the students’ teacher personal efficacy.
Therefore, this study was aimed to discover the Microteaching students’ teacher personal efficacy. The students’ teacher personal efficacy in this study was the belief of the students on their teaching ability. However, since students of education was expected and directed to be teachers, and efficacy is one of the sources of motivation, thus the second aim proposed in this study is to seek out the influence of the students’ teacher personal efficacy on their motivation to be teacher.
The method employed in this study was by distributing questionnaires to the Microteaching students of English Language and Education Study Programme at Sanata Dharma University. The distribution of questionnaire was conducted at the end of the course meeting. There were 49 items that the students had to respond to. There were two kinds of data analysis done. The first was by calculating the efficacy points the students had and leveling it into three levels: low-average-high. The second was by separating the response of the students who were and were not motivated.
viii
ix ABSTRAK
Prabawa, Dionysius. 2011. The Microteaching Students’ Teacher Personal Efficacy and Its Influence on their Motivation to be Teachers. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Saat ini, mengajar diharapkan lebih efektif sehingga tujuan pembelajaran akan tercapai dengan sukses. Akan tetapi, mengajar bukanlah suatu hal yang mudah. Dalam mengajar, dibutuhkan metode dan teknik yang tepat yang cocok atau sesuai dengan kebutuhan dan karakter murid untuk mencapai pengajaran yang efektif (Richards and Rodgers, 1986). Selanjutnya, pengajaran yang efektif membutuhkan tindakan guru yang tepat pula.
Bagaimanapun juga, pengajaran yang efektif dapat dipengaruhi olehteacher efficacy. Teacher efficacy adalah keyakinan bahwa dengan pengajaran dan pengajar itu sendiri dapat melakukan atau mengakibatkan perubahan atau perkembangan dalam pencapaian murid (Ashton and Web, 1986). Teacher personal efficacy dapat juga dipahami sebagai salah satu sumber motivasi. Teacher efficacymerupakan internal motivation karena berasal dari kognitif guru. Pada dasarnya, motivasi berasal dari internal dan eksternal (Petri, 1981; Kleinke, 1978). Dan teori ini tentu saja terjadi pada seorang guru.
Microteachingmerupakan mata kuliah dimana mahasiswa pendidikan dapat membentuk dan mengembangkan kemampuan mengajar mereka (Brown, 1978). Sehingga, mahasiswa dapat mengasah kemampuan mengajar mereka dengan belajar dan mempraktekkan mengajar. Selain itu, dengan mengikuti Microteaching, mahasiswa akan memperolehefficacymereka.
Oleh karena itu, studi ini bertujuan untuk menemukan atau mengetahui level teacher personal efficacy para mahasiswa Microteaching. Teacher Personal Efficacy mahasiswa dalam studi ini merupakan keyakinan dari para mahasiswa terhadap kemampuan mengajar mereka. Namun, karena mahasiswa pendidikan diharapkan dan diarahkan untuk menjadi guru atau tenaga pengajar, dan efficacy tersebut adalah salah satu sumber motivasi, maka tujuan kedua dari studi ini adlah untuk mencari pengaruh dari efficacy tersebut dalam motivasi mahasiswa untuk menjadi guru.
x
tahapan kedua adalah dengan menghitungefficacy points dari para responden dan mengkategorikannya ke dalam tiga level, yakni Rendah, Sedang, dan Tinggi.
xi
ACKNOWLEDGEMENTS
I would like to deeply honor God the Almighty for the blessing and gift and His Great System of Universe and Earth He has created where I can lay and wonder and act and be loved.
I would like also to express my gratitude toMr. A. Hardi Prasetyo, S.Pd., M.A.,the only sponsor who has patiently assisted and guided me during my work on this thesis. And I would also like to ask for forgiveness for having taken his 2.5 years to be my thesis sponsor. I also thank him for the optimism and also the confusion he made during the sponsorship.
I would also like to thank to the Microteaching Lecturers: Mrs. Christina Kristiyani, S.Pd., M.Pd.; Mrs. V. Triprihatmini, S.Pd., M.Hum., M.A.; Mrs. Caecilia Tutyandari, S.Pd., M.A.; Mrs. Carla Sih Prabandari, S.Pd., M. Hum.; Mr. A. Hardi Prasetyo, S.Pd., M.A.; who have given permission and opportunity to conduct research in their class. I also thank to the Microteaching students who have voluntarily joined in the research. And I also would like to thank to Ms. Christina Lhaksmita Anandari, S.Pd., Ed. M. for doing and approving the validity of the questionnaire in her weekend.
I would also like to gratitude to the English Language and Education Study Program of Sanata Dharma University for being a place where I could learn many things to develop myself. And I thank also for the deadline the ELESP has made for the senior students which has motivated me to finish this thesis.
I would like also to present an earth of gratitude to my family, especially my father,Yohanes Ngatimin, my mother,Christina Sugiyanti, and my stepmother,
Monica Sutriyah, who has let me to be exist in this world, for the guidance and support, for the anger, and also for the financial backup they have spent for me. I would also like to thank to my sisters, Mbak Ria who has also supported me financially and given me working experience and for being patient and kind; and
xii
My great honor will given to my dearest friends Boyzonly: Verdi, Andre, andBocong, who has helped me to live up my life and the motivation given to me every time I was down and the laugh of course; and also toGendhis,Julek,Esti,
Wiwin (thanks for proofreading this thesis), Funi, and Dea who become great friends. I also thank to Kos Pringwulung member who has let me in and boarding mates in Pringgading 9 who has supported my life in that boarding house. To
Krisand Angga, thanks for the advice for my thesis and the absurd talk of life. And Jody, thanks for helping me when we were in P9 and proofreading this thesis. Moreover, I would like to thank to Vega for sharing me the copy of her thesis that has supported my work. I would also like to thank to Tompret for lending his PC and etc.
Finally, I would like to express my appreciation and gratitude to PBI Staff,
Mbak Dhanniek and Mbak Tari for the patience and assistance in providing information during my study.
xiii
TABLE OF CONTENTS
TITLE PAGE ... i
APPROVAL PAGES ...Error! Bookmark not defined. DEDICATION PAGE... iv
STATEMENT OF WORK’S ORIGINALITY ... v
PERNYATAAN PERSETUJUAN PUBLIKASI... vi
ABSTRACT... vii
ABSTRAK... ix
ACKNOWLEDGEMENTS ... xi
TABLE OF CONTENTS... xiii
LIST OF TABLES ... xv
LIST OF FIGURES ... xvi
LIST OF APPENDICES ... xviii
CHAPTER I: INTRODUCTION A. Research Background ... 1
B. Problem Formulation... 4
C. Problem Limitation... 4
D. Research Objectives ... 4
E. Research Benefits ... 4
F. Definition of Terms ... 6
CHAPTER II: REVIEW OF RELATED LITERATURE A. Theoretical Description ... 8
1. The Nature of Teaching... 8
2. Theory of Microteaching ... 11
3. Microteaching Course in English Language Education Context... 16
4. Self-Perception and Motivation... 17
xiv
6. Teacher Efficacy... 21
7. Motivation ... 21
B. Theoretical Framework... 23
CHAPTER III: RESEARCH METHODOLOGY A. Research Method ... 27
B. Research Setting ... 28
C. Research Participants... 28
D. Research Instruments... 29
E. Data Gathering Technique... 36
F. Data Analysis Technique... 37
G. Research Procedure ... 39
CHAPTER 4: RESEARCH FINDINGS AND DISCUSSION A. Research Findings and Data Analysis ... 41
1. The Teacher Personal Efficacy Level of the Microteaching Students ... 42
2. The Influence of Efficacy on the Microteaching Students’ Motivation to be Teachers... 66
CHAPTER V: CONCLUSIONS AND RECOMMENDATION A. Conclusions ... 91
B. Recommendation ... 94
REFERENCES... 96
xv
LIST OF TABLES
Table 1 The Techniques to Answer the Research Problems... 25
Table 2 The Distribution of Theories on the Questionnaire ... 32
Table 3 The Distribution of Response ... 35
Table 4 The Level Standard ... 37
xvi
LIST OF FIGURES
Figure 1 Schematic Representation of Conceptions of Cognitive Motivation
(Bandura, 1997) _________________________________________ 19
Figure 2 The Theories Employed to Answer the Research Problems ________ 26
Figure 3 The Students who were and were not Motivated _________________ 42
Figure 4 The Teacher Personal Efficacy Points of the Students who were
Motivated to be Teachers __________________________________ 57
Figure 5 The Teacher Personal Efficacy Points of the Students who were not
Motivated to be Teachers __________________________________ 58
Figure 6 The Teacher Personal Efficacy Level of the Students who were
Motivated to be Teachers __________________________________ 59
Figure 7 The Teacher Personal Efficacy Level of the Students who were not
Motivated to be Teachers __________________________________ 60
Figure 8 The General Assessment on the Students' General Teaching Ability _ 60
Figure 9 The General Assessment on the Students' General Teaching Ability _ 61
Figure 10 The Students' Certainty on their Ability to Teach well ___________ 61
Figure 11 The Students' Certainty on their Ability to Teach well ___________ 62
Figure 12 The Students' Motivation after Self-Assessment ________________ 66
Figure 13 Self-Assessment Motivated the Students ______________________ 67
Figure 14 The Students' Value toward Teacher Personal Efficacy___________ 68
Figure 15 The Teacher Personal Efficacy Influenced the Students' Motivation to
be Teachers _____________________________________________ 69
Figure 16 The Percentage of Teacher Personal Efficacy Influence __________ 69
Figure 17 The Students' General Efficacy on their English Proficiency ______ 70
Figure 18 The Students' General Efficacy on their English Proficiency Influenced
the Teacher Personal Efficacy ______________________________ 71
Figure 19 The Distribution of Percentage for Item 36-49__________________ 71
Figure 20 Students' Motivation after Self-Assessment ____________________ 76
Figure 21 Self-Assessment Motivated the Students to be Teachers __________ 77
xvii
Figure 23 Teacher Personal Efficacy Influenced the Students' Motivation to be
Teachers _______________________________________________ 79
Figure 24 The Percentage of Teacher Personal Efficacy Influence __________ 79
Figure 25 The Students' General Teacher Personal Efficacy on their English
Proficiency _____________________________________________ 80
Figure 26 Students' General Teacher Personal Efficacy on their English
Proficiency Influenced the Teacher Personal Efficacy____________ 81
xviii
LIST OF APPENDICES
Permission Letters ... 99
Questionnaire Form... 104
Validity Approvals ... 110
Raw Data Presentation ... 140
The Distribution of Percentage of the Students who were Motivated to be Teachers (Responses of Items 2-26) ... 157
1
CHAPTER I INTRODUCTION
There are six elements in this chapter. Those six elements are research
background, formulation of problems, limitation of problems, research objectives,
research benefits, and definition of terms. Those six elements advocate this study
in finding the solution of the problems.
A. Research Background
Teachers, nowadays, are not only sharing the knowledge to the learners to
achieve the learning goal(s), but are also responsible to achieve targets the school
or government has made. The fulfillment of the goal(s) or target(s) can be
distinguished by the learners’ achievement. It is so obvious that learners’ good
achievement is the learning goal and target of all educational institutions. Thus,
teachers are expected to be effective.
Many experts state that effective teaching is subjected to the teaching skills
the teachers possess. Effective teaching includes teaching methods, techniques,
and teacher behavior. The selection of teaching methods and the teaching
techniques that the teachers will apply should be in concord with the learners’
need and characteristics (Richards and Rodgers, 1986; Richards, 1990).
Meanwhile, teacher behavior deals with classroom management. Teacher is
expected to support and assist learners to engage in learning and thus achieve the
learning goals. Therefore, effective teaching is viewed as a factor of learners’
Learners’ achievement can also be influenced by teacher efficacy. Teacher
efficacy is the belief that teaching and the teacher himself can bring about changes
in learners’ achievement (Asthon and Web, 1986). Teacher efficacy can be a
predictor of learners’ achievement. Ashton and Web (1986) state that teacher
efficacy can improve student achievement in math. Thus, it can be said that
teacher efficacy can also show the high probability of effective teaching the
teacher will have.
The source of teacher personal efficacy consists of mastery experience,
vicarious experience, social persuasion, and psychological and affective state
(Bandura, 1997). Mastery experience is based on the successful achievement the
teacher has had, while vicarious experience is based on the achievement the others
has had toward the similar tasks. Meanwhile, teacher personal efficacy can derive
from the persuasion the society has made to the teacher. And the psychological
and affective state is the efficacy according to the psychological and physiological
condition of the teacher during the performance of successful teaching. (Bandura,
1997)
Teacher efficacy can also become the indicator of teacher effectiveness in
the area of classroom management (Gordon, 2001). Teacher who has high
efficacy tends to see the learning difficulties on the learners as solvable matter.
Teacher who has high efficacy believes that learners can learn effectively
regardless their negative character upon learning. Thus, the teacher would not give
in teaching. He would attempt teaching to the full (Alderman, 2004). Therefore,
could drive teacher to teach the (difficult) learners. Furthermore, since teacher
personal efficacy comes from teacher’s cognition, it can be called as an internal
factor of motivation.
Basically, source of motivation is from the internal and external (Petri, 1981;
Kleinke, 1978). This also applies to motivation to be teacher. Most of the factors
are from the internal. It includes loving teaching, loving the subject matter,
wanting to share knowledge, eager to work with children or teenager. Meanwhile,
some of the external factors are the long life learning and job satisfaction.
(Dornyei, 2001; Ryan and Cooper, 1984)
Pastor and Erlandson (1982, in Ellis, 1984) conducted a research to discover
the teacher motivation. The result was that “high internal motivation,” work
satisfaction, and high-quality performance were influenced by three “critical
psychological states,” namely experienced meaningfulness, responsibility for
outcomes, and knowledge of results. Likewise, Sergiovanni discovered that
teachers’ high satisfactions derived from their sense of achievement in interacting
with their students, experiencing recognition, and responsibility feeling.
Students of English Language and Education Study Program (ELESP) of
Sanata Dharma are expected to be qualified English teachers. Thus, the students
learn and practice teaching skills in Microteaching Course in order to understand
the concepts and procedure of English language teaching and be able to apply
them in a real classroom teaching situation and to evaluate their teaching
performance (Buku Panduan Akademik Program Studi Pendidikan Bahasa
teaching is not an easy mater. A case-study conducted by Puruhita in 2010 shows
that some ELESP students found English language teaching was difficult during
Program Pengajaran Lapanganand altered their motivation to be teacher.
B. Problem Formulation
Based on the background of the study, there are two questions that the study
would reveal:
1. What was the level of Microteaching students’ teacher personal
efficacy?
2. Did students’ teacher personal efficacy bring about significance on
their motivation to be teacher?
C. Problem Limitation
The study focused on discovering the level of the Microteaching students’
teacher personal efficacy and finding out whether the efficacy had significance or
not on their motivation to be teacher. The participants were the Microteaching
students of English Language Study Program of Sanata Dharma University.
D. Research Objectives
This study was aimed to answer the three research questions. The first
objective was to discover the Microteaching student’s teacher personal efficacy
level. The second objective was to determine whether students are motivated to be
teachers or not. And the last objective is to reveal the influence of teacher personal
efficacy on the Microteaching students’ motivation to be teachers.
E. Research Benefits
a. Microteaching Students
Microteaching students are expected to apply all teaching skills in their
teaching performance. Through this research, microteaching students are
encouraged to perceive themselves whether or not they have the adequate
level of teaching performance and be prepared for the next level of teaching
experience in the real formal education. Afterward, it is hoped that this
research could motivate them to engage in teaching service after finishing
their study.
b. Microteaching Lecturers
This research is presented to give benefits for Microteaching lecturers in
conducting or teaching the course to Microteaching students, especially
evaluating the teaching techniques and strategies the lecturers had whether
or not it has motivated the students’ to decide teaching as a future profession
concerning on students’ teacher personal efficacy.
c. Students of English Language and Education Study Programme and Researchers
This research may be a pre-eliminatory research that can encourage other
researchers to continue this study into a more depth research, or conduct a
F. Definition of Terms a. Teacher personal efficacy
According to Bandura (1977), Efficacy is the belief of self in the “capability
to perform a given task. “ In the matter of teaching, there are two efficacies:
learners’ efficacy and teacher’s efficacy. Teacher’s efficacy consists of two
beliefs. First is general teaching efficacy or belief about what teachers, in
general, can accomplish despite obstacles… Personal teaching efficacy is a
judgement about the extent the teacher, personally, can affect student
learning.” (Ashton and Webb, 1986)
On this study, Microteaching Students’ teacher personal efficacy refers to
teacher personal efficacy. It is the students’ belief that they are capable to
bring about change (improve) learner’s achievement.
b. Microteaching Students
Microteaching is used to describe a cluster of teacher education technology,
which allows teachers, especially beginning teachers, to acquire, practice, or
refine teaching skills in a setting of reduced complexity (Bush, 1968).
Meanwhile, the word student means a person “who is enrolled for a course
of instruction in a college or university: an undergraduate.” (Concise
English Dictionary, 1994).
In this research, Microteaching students are the students of Sanata Dharma
c. Motivation to be English Teacher
Motivation, according to Stone and Nielsen (1982: p. 179), is a type of
driving force, appearing from either internal or external in human beings,
which could drive human to do an action.
In this research, motivation to be teacher is some matters that drive
Microteaching students to be teacher after finishing their study at Sanata
Dharma University. Meanwhile, the students’ teacher personal efficacy is
CHAPTER II LITERATURE REVIEW
The focus of this study is the Microteaching students’ teacher personal
efficacy and its influence on their motivation to be English teacher. In order to
conduct this research, reviewing the literature is taken to support this research.
Afterward, having discussed the basic theories underlying this research, the
researcher would then elaborate those theories to illustrate the steps to gather the
data needed.
A. Theoretical Description
The following would discuss the theories related to the study. Those theories
are about the nature of teaching, the theory of microteaching, microteaching
course in the language education context, motivation, and self-efficacy.
1. The Nature of Teaching
According to Posner, as in Richards (1998: pp. 2-3), teaching has three
understandings, namely didactic view, discovery view, and interactionist view.
Didactic view of teaching devotes the belief that teaching is transmitting
knowledge or skill through clear explanation, demonstration, or discussion.
Discovery view of teaching concern that teaching is the developing of students’
knowledge through investigation, discovery, or observation. Next, interactionist
necessary interaction between the students’ own ideas, their empirical
observations, and the curriculum content.
a. Theory of Teaching
Teaching involves method in its implication by teacher, for example
audiolingualism, natural method, collaborative and communicative learning
techniques, etc. Beside, teacher always decides what approach will be involved in.
However, in applying the approaches, methods, or techniques in teaching, teacher
draws it according to experience he has.
The explanations given by teachers for what they do are typically not derived from what they were taught in teacher education programs… Rather, the classroom action of teachers are guided by internal frames of reference which are deeply rooted in personal experiences, especially in-school ones, and are based on interpretations of those experiences. (Marland 1995:131)
Therefore, experiences which are taking roles in teacher decision on approach,
methods, and techniques in teaching also influence the development of the skills
of teaching. Putorak (1993 in Richard, 1998), defined the progress of the
development of skills, awareness, and knowledge from the level of technical
rationality where the focus is in the mastery on basic teaching skills and
techniques to the level of critical reflection where teaching is lead by the self
assessment, personal theory, and self-reflection, and also self-evaluation.
b. Teaching Skills
Teaching skills are the core of teaching competence of language teacher. It
is defined as the generic teaching skills underlying the competence in teaching.
[Instruction] involves the observable performance of variety of teaching acts. It includes of many crucial aspects of pedagogy: organizing and managing the classroom, presenting clear explanation and vivid descriptions: assigning and checking work… It thus includes management, explanation, discussion, and all of observable features of effective direct and heuristic instruction already well-documented in the research literature on effective teaching. (1987: 17)
Hence, the teaching will involve selecting learning activities, preparing students
for new learning, presenting learning activities, asking questions, checking
students’ understanding, providing opportunities for practicing new items,
monitoring students’ learning, giving feedback on students’ learning, reviewing
and reteaching when necessary. (Richard, 1998)
c. Communication Skills
1) General Communication Skills
Communication skills are the important skills of good teacher because
commonly, transmitting knowledge is done through speech. As Cooper in
Richards (1998) comments:
Although many variables affect classroom learning, it is generally agreed that the paramount variable is communication. The essence of teaching-learning process is effective communication for without communication, teaching and learning process would be impossible. Thus, one of the core components of teacher education should be speech communication. (1993: 473)
In order to achieve effective communication, its skills are required. Those skills
are namely personality, presence, general style; voice (audibility, ability to
project, modulation); voice (speed, clarity, diction); and ability to
2) Language Proficiency
Since language teachers are mostly nonnative speakers (NNS), it is
considerable that the concern of communication skills is in the language
proficiency. As Heaton (1981), in Richard (1998), claimed that classroom
discourse for language teaching contains a specific set of speech acts and function,
and fluency is in essential for NNS language teachers. Some of the functions
essential are, namely requesting, ordering, and giving rules; establishing attention;
questioning; repeating and reporting what had been said; giving instructions;
giving and refusing permission; warning and giving advice; giving reasons and
explaining. (Richards 1998:7)
The relationship between teacher’s proficiency and general teaching skills is
explored by Heaton (1981), as quoted by Richard (1998), who proposes the
interdependence of the two:
One of the basic assumptions underlying the approach here is that language cannot be divorced from content and practice. It is considered impossible, for instance, to teach English appropriate to the needs of practicing teacher without teaching basic classroom skills at the same time. By improving the language skills of the teacher, the course deliberately seeks to improve the particular teaching skills which involve the use of those skills. (1981: 14)
Hence, language proficiency holds the key role of many aspects of teaching
expertise, including teaching skills and subject matter knowledge.
2. Theory of Microteaching
Microteaching, according to Brown (1975), is a program of teaching skills in
which microteaching is to give teacher candidates to build up and develop their
teaching skills. Moreover, in teaching Microteaching, teacher educator can extract
the three model constituents of a teacher training program, namely PLANNING,
PERFORMANCE, and PERCEPTION. These three are acquired by the student in
the early experiences in teaching. In planning lessons, a student should be able to
develop a topic into its components, determine clear objectives or goals, and
decide the appropriate method in teaching. The performance may also be analyzed
into components and these skills consist of patterns of teaching moves. In
microteaching, the practice may involve in any level, but it is usually focused on
the general component skills. The perception of teacher-pupil interaction reminds
student about his own teaching behaviour, the consequences, and the influences
on pupil.
Microteaching, afterward, according to McKnight, is described as a teaching
revolution designed to develop new skills and refine old ones. In microteaching,
students will usually have small group teaching in 5 to 10 minutes, and the
teaching practice is then video recorded to observe and analyze together with all
students and the supervisor.
However, Microteaching itself was originally developed at Stanford in the
early 1960s (Allen and Ryan, 1969). Allen and Ryan sequence the course program
by Plan – Teach - Observe (Critique) - Replan – Reteach - Reobserve. Firstly
student teacher had to set a concept of teaching and then he performed it in class
with the “students” in which his activities would be observed by both supervisor
fellows and the supervisor. Afterward, according to the comments, advice, and
critiques from his colleagues and supervisor, student teacher would then start from
the beginning. The focus was only on the opening and setting closure.
The microteaching format will satisfy the requirements of teacher training
model if the rules of planning are given in learning, the performance is divided
into components skill demonstrated, and the opportunity is given for practice. It is
supported by statement that proposed by Allen and Ryan on the five significances
of Microteaching:
1. Microteaching is a real teaching. The teaching situation in the classroom is
an image of the real classroom situation although the teaching situation has
been determined.
2. Microteaching is the simplification of the normal classroom teaching due to
the lessening of the class size, scope of content, and time.
3. Microteaching emphasizes on gaining the specific skills. Student teacher
practices the instructional skills, teaching techniques, material mastery, and
teaching methods.
4. Control of practice in microteaching can be manipulated to provide the
students the opportunity to practice the certain skill in maximum condition
in high degree of control of setting.
5. In short or brief teaching practice, student teacher will get the evaluation
from peers and supervisor on his performance as feedback which then he can
In addition to the preceding propositions, microteaching also provides
straightforwardness to the sufficient teaching practice to the student teachers in
maintaining their professional skills. It is for the reason that, still according to
Allen and Ryan, microteaching provides:
1. Safe practice
Practice is an essential activity in successful learning; and setting of the class
can be controlled. Accordingly, student teachers can improve their teaching skills
safely and optimally.
2. A focused instrument
Its controlled setting puts student teachers in ease to explore try the teaching
skills, techniques, or methods, and even materials they choose to apply to or use.
3. A vehicle for continuous training
As the overwhelming changes in world of education, microteaching serves
teachers the availability to attempt new techniques, methods, or materials.
4. Modeling instructional skills
A recorded performance in microteaching can be a model of learning by
other participants to improve their teaching skills.
5. A new approach to supervision
Microteaching offers the relaxing situation to be supervised rather than
6. A research tool
Basically, microteaching was originated from an experiment or research,
thus microteaching can be a place to research in order to improve
teaching-learning.
On microteaching, the main concern is the teaching skills of the student
teacher that will be evaluated. Therefore, student teachers should be trained and
taught the skills that should be performed in teaching. And the teaching skills
stated by Allen and Ryan (Allen and Ryan, 1969) as well as Brown’s (1975) are
namely:
Set and Closure, by appropriate greetings in order to open or end the
meeting. Set induction is to start the lesson and invite learners to join
learning. Closure is aimed to finish the meeting and motivate learners to
learn more.
Teacher liveliness, showed through: teacher movement, gesture, eye contact
and movement, teacher voice, teacher silence, focusing, interactions, and
switching memory channels.
Explanation skill, by showing on giving explanations, brevity, appeal, and
covering the essential features.
Listening skill, by: organizing, summarizing, and bewaring of distractions.
Questioning skill, divided into 3 kinds, namely:
a. first, increasing fluency in asking question by having clarity and
coherence, pausing and pacing, directing and distributing, and prompting
b. second, level of questions consisting of lower order cognitive questions,
through: recall, comprehension, and application; and higher order
cognitive questions, through: analysis, synthesis, evaluation;
c. and last helping pupils to improve their answers.
Pupil reinforcement, by having stimulus variation, encouraging,
appreciating, rewarding, punishing, correcting, suggesting, etc.
Pupil participation, by: using pupils’ ideas, and varying interactions.
3. Microteaching Course in English Language Education Context
As stated inBuku Pedoman Pengajaran Mikro 2005, Microteaching subject
in Faculty of Teachers Training and Education of Sanata Dharma University
Yogyakarta is the course in which the students of teacher candidate for the first
time structurally learn to manage learning. A student performs teaching while
other students will play a role as “the students”. Besides, this subject is a
representation of the real situation in school for Program Pengalaman Lapangan
(PPL). Through the directed practices and feedbacks from constructive lecturer or
peers, it is hoped that various essential teaching skills will develop gradually. The
development of students’ teaching skills should result the beneficial intake of the
learning. The success of the learning will be shown by the students’ succeed in
learning.
In concord with the guidance from the Faculty, English Language
Education Study Program ofSanata Dharma University Yogyakarta designed the
goal from developing the subject, i.e. “students understand the concepts and
classroom teaching situation and to evaluate their teaching performance.” (Buku
Panduan Akademik Program Studi Pendidikan Bahasa Inggris2004)
4. Self-Perception and Motivation
Self-Perception can influence human motivation. However, the
self-perception that would be discussed is in the matter of self-self-perception of success
and failure. The process would be explained in the following.
i. Components of Success and Failure
Weiner et al (in Kleinke, 1978), have proposed that self-perception of
success and failure are relative to the ability, difficulty of task, luck, and effort.
People perceive their ability according to the similar task they have experienced
before. When a person has done a successful task in the past, he will be likely to
attribute it to his ability. Besides, they also define their ability by observing how
well other people do at the same task.
ii. Attributions and Satisfaction
People define frequent failures as a cause of “low” ability and “high”
difficulty of the task. A good luck is defined as a cause of a success following
consistent failure. Whereas, interchanging success and failure preceding a failure
is frequently attributed to lack of effort and bad luck. (Kleinke,1978:pp. 152)
When people have indicated a success for a behavior, it leads them to a great
satisfaction. However, if the success comes as an unexpected event, it will
generate more satisfaction. The satisfactory will be increasing if the level of
result of very limited choice. However, a failure can be a reinforcer when the
person can define it as a lack of effort rather thanself-doubt.
iii. Performance of Other People
People evaluate themselves in doing a task by following their evaluation of
other people performing the similar tasks. If other people performed a task well or
worse while his performance was quite the same, the person would perceive that it
was the level of difficulty that mattered. It also happens when the performance
was successful while others failed. On the contrary, the effort appears as a
problem when the person was succeed or failed while others did not. It also
applies to the matter of luck.
Performance of other people also influences people’s efforts and
expectations of success. High expense on effort will be arising if the difficulty is
in intermediate level, but if it is easy, less effort will be spent. People will expect a
success if they view other people doing well on a task, which then it may predict
the future success. Lack of effort by other people is likely to be a prediction of a
success in the future.
5. Self Efficacy
Bandura (1997: p. 3) describes self-efficacy as “belief in one’s capabilities
to organize and execute the courses of action required to produce given
attainments.” He then adds that the influence of self-efficacy may control pupil’s
a. Source of Efficacy
Bandura (1997) defines the four sources of self-efficacy. They are namely
mastery experience, physiological and emotional arousal, vicarious experience,
and social persuasion. Mastery experiences are the experiences we have in the
domain. This source is the strongest source of self-efficacy information. Vicarious
experience is the experiences of other people whom we have observed. Social
persuasion is the environment feedback to our performance. However, social
persuasion cannot influence self-efficacy greatly; it needs other sources to work.
b. Motivational Processes
Human mostly generates motivation cognitively. After performing an action,
pupil would forethought the action. The forethought would form a belief on his
capability. The belief can be negative or positive. Afterward, he would set goals
and thus plan to avoid or improve the former action. Hence, self-efficacy “plays a
central role in cognitive regulation of motivation” (Bandura, 1997).
i. Attribution Theory
Referring to Weiner’s attribution theory of motivation, Bandura (1997)
explains that one’s past performance influences one’s motivation. The influence Anticipatory
occurs as a result of one’s evaluation or judgment over the past performance
(retrospective judgments). The success or failure of one’s past performance is
attributed differently. When a success is attributed to personal capabilities and
failures to insufficient effort, the person will carry out difficult task and carry on
in the face of failure. Meanwhile, if a person attributes success to situational
factors and failures to lack of ability, he will give up when facing difficult tasks.
Bandura (1997) then explains that a person who regards himself highly efficacious
will view achievement as a matter of how much effort is done. Meanwhile, low
efficacious person will view attainment as a matter that is influenced by
incapability and an uncontrollable factor.
c. Structure of Self-Efficacy Scales
Bandura (1997) states that “efficacy beliefs vary on several dimensions that
have important performance implications.” The first is that efficacy beliefs vary
on the level. The second is that self-efficacy beliefs differ in generality. People
may be highly efficacious in a wide range of activities or in a certain domain.
Next, efficacy beliefs differ in strength. It is related to how people attribute his
experiences to the internal factors or external ones.
“The items are phrased in terms can do rather than will do” (Bandura
(1997). can refers to a judgment of capability, while will is a “statement of
intention.” He continues that “the record of strength” of efficacy belief on a
100-point scale, “ranging in 10-unit intervals from 0 (‘cannot do’); through
assurance, 100 (‘certain can do’).” Efficacy belief scale does not include negative
numbers.
The item should represent the beliefs regarding the capabilities “to produce
specified levels of performance” and other characteristics must be excluded. The
evaluation on the measure’s adequacy is performed independently according to
the object measured and the level of specificity and also the domain of task
demands.
6. Teacher Efficacy
Similar to the theory of self-efficacy, Teacher Efficacy means the belief that
teaching and the teacher himself can bring about changes (improves) learners’
achievement (Woolfolk, 2005). Thus, the efficacy contains two terms: teaching
efficacy and teacher personal efficacy. Teaching efficacy is the belief of the
ability of teaching to improve learners’ achievement. Meanwhile, teacher personal
efficacy is the personal belief of the teacher on his teaching skills that can affect
learners’ achievement (Alderman, 2001). The source of teacher efficacy is similar
to the source of self-efficacy. Moreover, teacher personal efficacy is also
influenced by the freedom of the teacher to decide the teaching methods and
techniques for the learning. It can be said that, it is affected by decision making of
the teacher.
7. Motivation
Motivation, according to Stone and Nielsen (1982: p. 179), is a type of
could drive human to do an action. Furthermore, motivation can be explained into
some views. They are, namely:
a. Intrinsic and Extrinsic Motivation
According to Kleinke (1978), results of a behavior can be positive and
reinforcing or negative and punishing. Acceptance or refusal of the results of the
behavior can understandably come from the externals (environment) or internals.
The positive reinforcement for one’s behavior may be delivered by the external
sources or by personal satisfaction and so does the punishment. Outside
reinforcement is what is called by extrinsic motivation, whereas inside
reinforcement is intrinsic motivation. Positive reinforcement can be in form of
reward or appreciation. Meanwhile, negative can be in form of punishment or
disapproval. People are more likely to be adaptive to the external reinforcement.
Intrinsic motivation is an effort from inside a person to achieve goals (competence
or mastery). Intrinsic motivation is believed as an inborn tendency toward
self-determination. The implication is that when people can identify the motivation
from outside, they will be less likely to perceive it as an intrinsic motivation, and
conversely.
b. Theory of Motivation
The following discusses the other theories of motivation that are commonly
used to explain motivation.
i. Humanistic Approach
Maslow (in Woolfolk, 2005) proposed a hierarchy of needs to picture human
needs. Deficiency needs comprises human physical needs, safety needs, need for
belonging, and self-esteem. Meanwhile, being needs consists of intellectual
achievement, aesthetic appreciation, and lastly the self-actualization. His
explanation was that when human had achieved higher needs, he had less
motivation to satisfy his lower needs.
ii. Cognitive Approach
Attribution theory is one of the theories of motivation on cognitive
approach. Weiner postulates that attribution theory is a way that people ascribe
something that causes them to be motivated (Woolfolk, 2005). Three dimensions
that are attributive cause are namely locus,stability,and controllability. Locusis
the source of the cause.Stability is the condition that cause is either changeable or
unchangeable, whereas, controllability is the condition where the person can
control it or not.
B. Theoretical Framework
In order to answer the first problem—the level of the Microteaching
students’ teacher personal efficacy—, researcher should construct an efficacy
belief test. The test is according to the Bandura’s guide to construct efficacy belief
test. Thus, the test uses the phrase “can do”. Next, the record of strength ranges
from 0-point to 100-point scale. 0-point represents “cannot do”, 50-point is
“moderately certain can do”, and 100-point is “certainly can do.”
Bandura also states that efficacy belief is belief on a specified domain. Since
the object of the research is Microteaching students, the domain of teacher
personal efficacy beliefs are based on the teaching skills that the participants
learned and practiced in Microteaching class; moreover, the teaching skills are
selected according to theBuku Pedoman Pengajaran Mikroissued by The Faculty
of Teachers Training and Education of Sanata Dharma University.
Meanwhile, to answer the second problem—the influence of teacher
personal efficacy on the students’ motivation to be teacher--, Bandura’s theory of
efficacy belief is still used. Bandura explains that self-efficacy has a role in human
motivation. He states it by referring to Weiner’s attribution theory of motivation.
Motivation is cultivated by attributing the past performance. The activity of
attributing past performance is a step of developing self-efficacy.
However, students’ motivation is not merely influenced by their teacher
personal efficacy belief. There is another factor contributing their motivation.
Students are also driven by internal and external factors. Teacher personal
efficacy belief is one of the internal factors. In this research, the internal and
external factors to be English teacher refer to the result of a survey held in United
States. They are namely: “love teaching”, “love the subject“–in this research the
subject is English, “willingness to work with teenager/children”, “social status of
teacher”, “flexible work time”, “job security”, “past teachers/learning
experience”, “want to share knowledge”, and “salary”. Meanwhile, the other
motivational factors are “job promotion”, and “job satisfaction.” Those factors are
based on the value-expectancy theory of motivation which explains that people
are motivated when they set future expected goal/s. Therefore, by collecting the
motivation, the position or influence of teacher personal efficacy on the students’
motivation to be teacher can be obtained.
Research Questions Technique Answer
The Microteaching
Students’ teacher personal
teacher personal efficacy
Level
Efficacy Scale 1. Per Teaching Skill
a. Efficacy Level:
The Influence of Teacher
personal efficacy on the
Students’ Motivation to
The Position of Teacher
personal efficacy on the
Students’ Source of
Motivation
Motivation to be Teacher
Internal
External
Self-Efficacy
Social Status of Teacher
Flexible Work Time
Job Security
Salary
Job Promotion
Job Satisfaction
Efficacy
Love Teaching
Love the Subject
Willingness to Work with Teenager/Children
Want To Share Knowledge
27
CHAPTER III METHODOLOGY
This section discusses the essential points for research such as the research
method which was applied in conducting the research, the subjects of the research
and the setting in which the research took place, the data gathering technique, and
the data analysis.
A. Research Method
Research is a scientific approach to a problem. It aims to discover answers
to meaningful question. As it is scientific, a researcher should produce reliable
information. (Ary Jacobs, & Razavieh, 2002: pp. 2) The discovery can be done
through an exploration of experience. The exploration is formal and technical, but
it is not necessarily so. (Brown and Rodgers, 2002: pp. 3) One of the ways to
explore is gathering from the object of the research by employing survey research
method.
The study focused on discovering the level of the Microteaching student’s
teacher personal efficacy and determining its influence on motivation to be
Teacher. Thus, the study needed data in large amount which could be collected by
conducting a survey research as Ary et al (2002) state that survey research is a
research that utilizes instrument like questionnaire “to gather information from
groups of subjects.” Surveys allow researchers to “measure attitude and opinions
some issues” (Ary et al, 2002). Therefore, the researcher conducted a survey
research. The researcher distributed questionnaires to the Microteaching students
of the English Language and Education Study Program at Sanata Dharma
University, Yogyakarta. The distribution was conducted when students attended
the last meeting of the Microteaching Course. The respondents were the students
who were registered in the Microteaching Course in academic year of 2010/2011.
B. Research Setting
The research was conducted in 5 (five) Microteaching Class of English
Language and Education Study Programme at Sanata Dharma university. The
research was conducted from June 7, 2011 to June 9, 2011.
C. Research Participants
The participants were the Microteaching students of English Language
Education Study Program atSanata DharmaUniversity. Those students were in
the Microteaching Course in year of 2010/2011. The study made use of the total
population of the students. The total population of the participants was selected
due to the different lecturers the participants had. Besides, total population will
serve richer data to discover. However, this study was not to compose any
judgment over the lecturers the participants have.
Nonetheless, the study could gather only five of the total six classes of
Microteaching Course. It was due to the occurrence of another researcher in a
class at the same time this study was conducted. Therefore, the total participants
D. Research Instruments
This research utilized one instrument, i.e. questionnaires. The questionnaires
were constructed into rating and Likert scales, and close response. The
questionnaires cover 2 parts: students’ teacher personal efficacy and motivation to
be teacher. However, those two parts were not literally apart. The questionnaires
consisted of 49 (forty-nine) items. The questionnaires distributed to the research
participants were in Bahasa. It was to avoid misunderstanding of the item. The
distributions of theory on the questionnaires are shown in the table 1 as below.
No. Items Theory
1. Setelah mengikuti kelas Microteaching ini, apakah anda berkeinginan atau termotivasi untuk menjadi guru Bahasa Inggris?
Theory of
Motivation
2. Membuka pelajaran dengan menggunakan ungkapan-ungkapan yang sesuai
Teaching skills on
Microteaching Course
Theory of Self-Efficacy
3. Menarik perhatian siswa untuk mengikuti proses pembelajaran
4. Menggunakan ajakan yang tepat untuk meningkatkan motivasi siswa dalam mengikuti pembelajaran
5. Menggunakan ekspresi fisik yang sesuai dalam merespon balikan dari siswa
6. Menggunakan ekspresi verbal yang sesuai dalam merespon balikan dari siswa
7. Menghasilkan suara yang jelas selama mengajar
8. Membantu siswa memusatkan perhatian ke materi pembelajaran
10. Memvariasi penggunaan indera oleh siswa dalam memberikan respon
11. Mengorganisasi gangguan
12. Memberikan penjelasan yang singkat, jelas, dan tepat
13. Memvariasi media pengajaran
14. Mengajukan pertanyaan-pertanyaan secara lancar dan jelas
15. Memberikan pertanyaan-pertanyaan yang dapat menggali pengetahuan siswa
16. Memberikan pertanyaan-pertanyaan yang dapat membantu siswa menginga kembali pelajaran yang
telah diperoleh.
17. Memberikan pertanyaan-pertanyaan yang dapat membantu siswa menganalisa informasi
18. Memberikan pertanyaan-pertanyaan yang dapat membantu siswa mensintesa informasi
19. Memberikan pertanyaan-pertanyaan yang dapat membantu siswa mengevaluasi informasi
20. Memberikan pertanyaan-pertanyaan yang dapat membantu siswa meningkatkan kualitas jawaban
mereka
21. Mengajak siswa berpartisipasi aktif dengan menggunakan ide mereka sendiri
22. Mengajak siswa berpartisipasi aktif dengan memvariasi interaksi
23. Meringkas kembali materi yang telah diajarkan pada akhir pertemuan
25. Memotivasi siswa untuk terus belajar di rumah atau di luar kelas
26. Mampu melakukan time management yang baik selama mengajar
Theory of Teacher personal efficacy
27. Secara umum, menurut anda apa penilaian anda terhadap kemampuan mengajar anda?
Theory of
Self-Efficacy on
Teaching
28. Saya (Sangat Tidak Yakin/Tidak Yakin/Yakin/Sangat Yakin) bahwa saya bisa mengajar dengan baik.
Theory of
Self-Efficacy on
Teaching
29. Setelah menjawab 2 pertanyaan diatas, apakah anda masih ingin/termotivasi menjadi guru Bahasa Inggris?
Theory of
Motivation
30. Apakah penilaian anda terhadap kemampuan mengajar anda memotivasi anda untuk menjadi guru?
Theory of
Self-Efficacy
31. Dari 7 (tujuh) pernyataan berikut, manakah yang sesuai dengan anda pribadi?
Theory of
Self-Efficacy
32. Apakah keyakinan anda terhadap kemampunan mengajar anda mempengaruhi keinginan anda untuk menjadi guru?
Theory of
Self-Efficacy
33. Bila dinyatakan dengan persentase dari 0% hingga 100%, seberapa besar keyakinan anda terhadap kemampuan mengajar anda mempengaruhi keinginan anda menjadi guru?
Theory of
Self-Efficacy
34. Secara umum, menurut anda apa penilaian anda terhadap kemampuan Bahasa Inggris anda?
Theory of
35. Apakah kemampuan Bahasa Inggris anda mempengaruhi keyakinan anda terhadap kemampuan mengajar anda?
Theory of
Self-Efficacy
36. Saya suka mengajar Bahasa Inggris. Theory of Motivation
37. Saya suka Bahasa Inggris. Theory of
Motivation
38. Saya suka dunia anak-anak. Theory of
Motivation
39. Saya saya menyukai dunia remaja. Theory of Motivation
40. Gaji guru saat ini sesuai dengan keinginan saya. Theory of Motivation
41. Saya ingin membagi pengetahuan akan Bahasa Inggris kepada orang lain dengan mengajar.
Theory of Motivation
42. Dengan mengajar, saya ingin membantu pelajar mendapatkan masa depan lebih baik.
Theory of Motivation
43. Menurut saya, profesi guru memberikan jaminan kerja yang lebih baik.
Theory of Motivation
44. Saya mampu mengajar Bahasa Inggris dengan baik. Theory of Motivation
45. Profesi guru menawarkan jam kerja yang fleksibel ( libur sekolah lama, bekerja hanya sekitar 7 jam sehari)
Theory of Motivation
46. Profesi guru memberikan jaminan hidup masa depan yang lebih baik.
Theory of Motivation
47. Profesi guru menawarkan jenjang karir yang menjanjikan.
Theory of Motivation
48. Profesi guru menjamin kepuasan kerja. Theory of Motivation
49. Profesi guru memiliki status sosial yang cukup baik di masyarakat.
Theory of Motivation
The responses for the items are varied. The distribution of the response is
shown in the table below.
Question Number
The Response
1. Closed Response: Yes/No response
2.
Rating Scale: 0-100
18. 19. 20. 21. 22. 23. 24. 25. 26.
27. Likert Scales: Not Very Good – Not Good – Fair – Good –
Very Good
28. Likert Scales: Very Doubtful– Doubtful – Don’t Know –
Sure – Very Sure
29. Closed Response: Yes – No
30. Closed Response: Yes – No
31. Likert Scales
32. Closed Response: Yes – No
33. Rating Scales: 0%-100%
34. Likert Scales: Not Very Good – Not Good – Fair – Good –
Very Good
35. Closed Response: Yes – No
37.
Likert Scales:
Strongly Disagree—Disagree—Don’t Know—Agree—
Strongly Agree
38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49.
Table 3 The Distribution of Response
a. The Validity of the Questionnaires
The self-report of teacher personal efficacy of the study was not a
standardized instrument. The self-report itself was a localized instrument. It was
due to its affordability. In order to claim its validity, the instrument should need
evaluation (Gall et al, 2007). Thus pre-test and revision of the instrument were
conducted. The evaluation of the instrument was conducted before distributing the
A pre-test was held on June 4, 2011. The pre-test was conducted with the
purpose of testing the validity of the instruments. Two participants were selected
to evaluate the instrument. The participants were a lecturer who was conducting
the lecture in and supervising Microteaching Class, and a lecturer who had
educational psychology background. The participants were chosen due to the
experience of lecturing in Microteaching Class and the subject matter knowledge
the participants possess, and also the knowledge on educational psychology.
Afterward, the revision of the instrument was managed soon after the pre-test
result was obtained.
E. Data Gathering Technique
In order to discover the problems of the study, the researcher distributed the
questionnaires. The distribution was conducted on the final meeting of the
Microteaching Class. The distribution was done in the Microteaching Class. Thus,
the distribution required the last 11 minutes of the meeting.
The participants were convinced that any of the information over them would
remain confidential. Moreover, the participants were explained that their opinion
on the questionnaires would not make any changes in any matter of their
Microteaching Class. The participants were also informed the purpose of the
distribution of the questionnaires. And in the end of the occasion, the participants
received gratification for their involvement, engagement, and attention to
The instruction of the questionnaires was given before the participants did the
questionnaire. Since there were various types of response, the instructions were
stated clearly before the participants did the questionnaire. However, to avoid any
unclear instruction, the participants were suggested to read all of the instructions
before starting giving responses to the questionnaires.
F. Data Analysis Technique
Having had the data, the researcher started analyzing it in two stages of
analysis. Firstly, the questionnaire of self-report on teacher personal efficacy data
was analyzed. The first thing done was dividing the participants who were
motivated to be teacher and not. It was done by counting the responses YES or
NO on the item 1. Next, the researcher tried to seek participants’ level of teacher
personal efficacy after they had finished the Microteaching Course (item no. 2 to
no. 26). However, there were two kinds of calculation of this part. The first
method was by leveling the efficacy per each skill. Each skill was categorized into
three levels: LOW, AVERAGE, and HIGH. The standard was as the table below.
Points 0 – 49 50 – 79 80 – 100
Levels LOW AVERAGE HIGH
Table 4 The Level Standard
Afterward, the percentage of the level of each skill was calculated. The
calculation was by summing the total participants who had LOW level, etc., then
Meanwhile the second method that was to discover the participants’ level of
teacher personal efficacy was by finding the average points. The calculation used
the formula below:
ΣPE N
Σ : Sum of
PE : Point of Teacher Personal Efficacy
N : Number of Items (25)
Afterward, the point of teacher personal efficacy was differentiated into
three levels. First level is LOW, in which the participant’s average point sums
from 0% to 49%. The next level is AVERAGE, in which the participant’s average
point sums from 50% to 79%. And the final level is HIGH efficacy, in which the
participant’s average point sums from 80% to 100%. The leveling standard was as
the Table 4.
Afterward, the participants will be classified into each level
(LOW-AVERAGE- HIGH). Then it will be calculated how many participants are in
LOW level, how many participants are in AVERAGE level, and how many
Σ LE (x) 100%
ΣP Σ : Sum of/Total
P : Participants
LE : The number of participants who had LOW teacher
personal efficacy
AE : The number of participants who had AVERAGE
teacher personal efficacy
HE : The number of participants who had HIGH teacher personal efficacy
ΣAE (x) 100%
ΣP
ΣHE (x) 100%
participants are in HIGH level. Then the percentage was sought. The formula was
as the formula used to find percentage of teacher personal efficacy level in the
first method. Next, the items no 27 and 28 were to clarify the self-test scale of
teacher personal efficacy (items no 2 up to no. 26).
For the next stage, the analysis was calculating the percentage for each
response of the item no. 29 – 49. The general formula was as below.
ΣnRs
ΣP
ΣnRs : Total number of the response
ΣP : Total number of the participants
Finally, by separating and comparing the result of analysis between
the participants who were and were not motivated to be teachers, the influence of
teacher personal efficacy on the participants’ motivation to be teacher could be
found.
G. Research Procedure
The research procedure was conducted through these steps:
1. The researcher designed the self-report test scale (questionnaire).
Having had the understanding on the theoretical description and setting up
the theoretical framework, the researcher started to design self-repot test scale
(questionnaire) in order to collect the data to reveal the answers of the research
problems.
