STUDENTSʼ PERCEPTION ON THE PRE-SERVICE ENGLISH TEACHERSʼ COMPETENCE AT SMPN 7
MUARO JAMBI
THESIS
SUCI SAWITRI TE.205172874
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TARBIYAH AND TEACHER TRAINING UNIVERSITAS ISLAM NEGERI
SULTHAN THAHA SAIFUDDIN JAMBI
2021
i
STUDENTSʼ PERCEPTION ON THE PRE-SERVICE ENGLISH TEACHERSʼ COMPETENCE AT SMPN 7
MUARO JAMBI
THESIS
Submitted as Partial Fulfill of Requirement to Get Undergraduate Degree (S1) of English Education Study Program Faculty of Tarbiyah and Teacher Training
Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
SUCI SAWITRI TE.205172874
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TARBIYAH AND TEACHER TRAINING UNIVERSITAS ISLAM NEGERI
SULTHAN THAHA SAIFUDDIN JAMBI
2021
ii Case : Official Notes
Dean of Faculty of Education and Teacher Training The State Islamic University of
Sulthan Thaha Saifuddin Jambi
Assalamu’alaikum warahmatullahi wabarakaatuh
After reading, giving guidance and making some necessary correction, we agree that the thesis by:
Name : Suci Sawitri
NIM : 205172874
Department : English Education study Program
Thesis’s title : Students’ perception on the pre-service English teachers’
competence at SMP N 7 Muaro Jambi.
Could be submitted to munaqasah exam (munaqasah) as one of the requirements for the undergraduate degree (S1) in English Education Program Faculty of Education and Teacher Training, The State Islamic University of Sulthan Thaha Saifuddin Jambi. We submit it to the faculty for animmediate process of final examination.
Jambi, 31 May 2021 Advisor I
Edi Rozal, M. Pd
NIP.1998808032015031003 THESIS AGREEMENT / FINAL TASK
Document code
Form code Date Valid Revision Number
Revision date
Page In.08-PP-05-
01
In.08-FM-PP- 05-03
R-0 1-1
KEMENTERIAN AGAMA RI UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN
iii Case : Official Notes
Dean of Faculty of Education and Teacher Training The State Islamic University of
Sulthan Thaha Saifuddin Jambi
Assalamu’alaikum warahmatullahi wabarakaatuh
After reading, giving guidance and making some necessary correction, we agree that the thesis by:
Name : Suci Sawitri
NIM : 205172875
Department : English Education study Program
Thesis’s title : Students’ perception on the pre-service English teachers competence at SMP N & Muaro Jambi.
Could be submitted to munaqasah exam (munaqasah) as one of the requirements for the undergraduate degree (S1) in English Education Program Faculty of Education and Teacher Training, The State Islamic University of Sulthan Thaha Saifuddin Jambi. We submit it to the faculty for animmediate process of final examination.
Jambi, 31 May 2021 Advisor II
Desti Angraini NIDN. 2031128901 THESIS AGREEMENT / FINAL TASK
Document code
Form code Date Valid Revision Number
Revision date
Page In.08-PP-05-
01
In.08-FM-PP- 05-03
R-0 1-1
KEMENTERIAN AGAMA RI UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN
iv
KEMENTRIAN AGAMA REPUBLIK INDONESIA UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN
Jl. Jambi-Ma. Bulian KM. 16 Desa Simpang Sei Duren Kab. Muaro Jambi 36365 Telp/fax (0741) 583183-584118 Website : http://www.iainjambi.ac.id
THESIS APPROVAL/FINAL TASK
The thesis entitled “Students’ Perception on The-preservice English Teachers’
Competence at SMP N 7 Muaro Jambi” has been thesis defense by Education and Teacher Training Faculty (FTK) UIN STS Jambi on:
Day/ Date : Wednesday, June 09th, 2021
Name : Suci Sawitri
Students’ Number : TE.205172874
Score : 80,20 (A)
Title : “Students’ Perception on The Pre-service English Teachers’ Competece at SMP N 7 Muaro Jambi”
Has been improved as the result of thesis defense above and has accepted as part of the thesis endorsement requirements.
No Name Signature Date
1
Monalisa, M.Pd
NIP.195502021980031003 (Chair)
June, 14th 2021 2
Juliana Mesalina, M.Pd NIP.197607232007102002 (Secretary)
June, 14th 2021 3
Edi Rozal, M.Pd
NIP.198808032015031003 (Advisor II)
June, 14th 2021 4
Desti Angraini, M.Pd NIDN. 2031128901 ( Advisor II)
June, 14th 2021 5
Dr. Hj. Dewi Hasanah, M.Ag NIP.197007111994032003 (examiner I)
June, 14th 2021
6
Faiqah Mahmudah, M.Pd NIP.198704172017032003 ( Examiner II)
June, 11th 2021 Dean
Education and Teacher Training Faculty
Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
Dr. Hj. Fadlillah, M.Pd NIP.197607111992032004
v
KEMENTERIAN AGAMA RI UNIVERSITAS ISLAM NEGERI SULTHAN THAHA SAIFUDDIN JAMBI FAKULTAS TARBIYAH DAN KEGURUAN
Jl. Jambi-Ma. Bulian KM. 16 Desa Simpang Sei Duren Kab. Muaro Jambi 36365 Telp/fax (0741) 583183-584118 Website : http://www.iainjambi.ac.id
ORIGINALITY THESIS STATEMENT
I who signed below stated that the thesis, which is entitled “Students’
Perception on The Pre-service English Teachers’ Competence at SMPN 7 Muaro Jambi” is originally and truly my own work.
As certain parts of the thesis which I quoted from the work of other people, I have written the source clearly in accordance with the norms, rules and etgics of scientific writing.
If later found that some parts of the thesis are not my own work or indicated any element of plagiarism, I am willing to accept the consequences in accordance with rule and regulation prevails. Therefore, in writing this originality thesis statement, I am in good health and mind.
Jambi,1 June 2021 Researcher
Suci Sawitri TE.205172874
vi
DEDICATION
Bismillahirahmanirrahim…
First of all, the reseacher gives praise and thankfulness to Allah SWT because his blessing and the merciful with deeply this thesis can be finished.
I dedicated this thesis especially for:
My beloved parents, there are my mother (Manisah) and my father (Sulaiman) thank you for your love, material, best support ,and prayer for me.
Both of you always give me best motivation when I am down. Your love give a power for me to finish this thesis. I really love you all.
My beloved brothers (Sigit Setiawan, S.P., Anggi Puja Kusuma, Amd) thank you for your material, support, kindness. You are so patiently with my characteristics, I love you so much.
For all my beloved family, my beloved lecturers, my first advisor ( Edi Rozal, M.Pd) and my second advisor ( Desti Angraini, M.Pd) thank you for your times, helps, and advice, teaching me until I finished my thesis.
My beloved friends (Filda Yuna, Gini, Giar Santika, Nad’wa Risky, Sri Ramadhani) thank you for giving support, helping, and always hear my troubles, it really helps me.
All my friends and especially my classmates English Member Class of D 2017 who can’t be mentioned one by one thank you for being my friends and giving support to me. Good Luck and success for you all.
vii
MOTTO
And We did not send before you, except men whom We gave them revelations, so ask those who have knowledge if you don't know, explanations (miracles) and books (43) And We sent down the Qur'an to you, so that you explain to mankind what has been sent down to them and that they should think about it (44).
viii
ACKNOWLEDGEMENTS
Bismillahirahmanirrahim…
Praise the presence of Allah SWT, who with His blessing the researcher was able to compile and complete the thesis entitled: "Students' Perception on The Pre-service English Teachers’ Competence at SMPN 7 Muaro Jambi ". In the preparation of this thesis, the researcher realizes that many parties support so that this thesis can be completed. Only thanks and prayers that the researcher can convey to those who have helped make this thesis, namely to:
1 Prof. Dr.H. Su’aidi asy’asri, MA,Ph.D as the rector of The State Islamic University Sulthan Thaha Saifuddin Jambi.
2 Dr. Hj. Fadlilah As a dean of Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi.
3 Wahyuni Fitria, M.Pd as a chief of English education study program in faculty of Tarbiyah and teacher training Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi.
4 Edi Rozal, M.Pd as the first advisor who always give motivation, support, and advice that makes the researcher alwaysnenthusiatic in completing the thesis.
5 Desti Angraini, M.Pd as the second Advisor who sincerely and full of patience have guided, directed and motivated so that this thesis can be compiled properly.
6 All lecturers in faculty of tarbiyah and teacher training in Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi who have give knowledge to the researcher.
7 Joni Hasri, S.Pd as the headmaster of SMPN 7 Muaro Jambi.
8 Ervina, M.Pd, a teacher of English at SMPN 7 Muaro Jambi who has helped in data collection.
9 Grade IX students of SMPN 7 Muaro Jambi who have provided assistance in collecting data for the completion of this thesis.
ix
10 All friends who gave me support and suggestion to finish this thesis. the researcher hopes that the thesis will give contribution to teach English. The researcher realize this thesis is still far from being perfect. For that, the researcher hopes the constructive critics and suggestion from all readers.
Jambi, 1 June 2021
Suci Sawitri TE.205172874
x
ABSTRACT
Name : Suci Sawitri
Major : English Education Study Program
Title : Students’ Perception on The Pre-Service English Teachers’ Competence at SMPN 7 Muaro Jambi.
The research aim to know students’ perception of the competency of pre- service English teachers Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi, English education study program at SMP N 7 Muaro Jambi in 2020/2021. The research method in this research is quantitative with survey design, the method was collecting data is questionnaire. The subject of this research are 129 ninth grade student of SMP N 7 Muaro Jambi, the method used in data collection is a questionnair. The data obtained in the form of quantitative respondents' answers, then analyzed by descriptive percentage.
Based on the percentage descriptive analysis, it can be seen that the students' perceptions of the competency of pre-service English teachers Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi, English education study program at SMP N 7 Muaro Jambi in 2020/2021 are in the good category, namely pedagogic competence with a percentage of 74%, personal competence with a percentage of 76%, social competence with a percentage of 78%, and professional competence with a percentage of 74%. The conclusion of this study is that students' perceptions of the competency of pre-service English teachers Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi, English education study program at SMP N 7 Muaro Jambi in 2020/2021 are included in the good category with four competencies, namely pedagogical competence, personal competence, social competence, and professional competence.
Key Words: Perceptions, Competency
xi
ABSTRAK
Nama : Suci Sawitri
Jurusan : Pendidikan Bahasa Inggris
Judul : Persepsi Siswa terhadap Kompetensi Mahasiswa Bahasa Inggris di SMPN 7 Muaro Jambi.
Penelitian ini bertujuan untuk mengetahui persepsi siswa terhadap kompetensi mahasiswa bahasa Inggris Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi, program studi pendidikan bahasa Inggris di SMP N 7 Muaro Jambi tahun 2020/2021. Metode penelitian dalam penelitian ini adalah kuantitatif dengan desain survey, metode pengumpulan datanya adalah kuesioner. Subjek penelitian ini adalah siswa kelas IX SMP N 7 Muaro Jambi yang berjumlah 129 siswa, metode yang digunakan dalam pengumpulan data adalah kuesioner. Data yang diperoleh berupa jawaban kuantitatif responden, kemudian dianalisis secara deskriptif persentase.
Berdasarkan analisis deskriptif persentase, dapat diketahui bahwa persepsi siswa terhadap mahasiswa Bahasa Inggris Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi Program Studi Pendidikan Bahasa Inggris di SMP N 7 Muaro Jambi Tahun 2020/2021 berada pada kategori baik, yaitu kompetensi pedagogik dengan persentase 74%, kompetensi kepribadian dengan persentase 76%, kompetensi sosial dengan persentase 78%, dan kompetensi profesional dengan persentase 74%. Kesimpulan penelitian ini adalah persepsi siswa terhadap kompetensi mahasiswa bahasa Inggris Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi program studi pendidikan bahasa Inggris di SMP N 7 Muaro Jambi Tahun 2020/2021 termasuk dalam kategori baik dengan empat kompetensi yaitu kompetensi pedagogik, kompetensi kepribadian, kompetensi sosial, dan kompetensi profesional.
Kata Kunci : Persepsi, Kompetensi
xii
TABLE OF CONTENTS
THESIS ... i
THESIS APPROVAL ... iv
ORIGINALITY THESIS STATEMENT ...v
DEDICATION ... vi
MOTTO ... vii
ACKNOWLEDGEMENTS ... viii
ABSTRACT ...x
ABSTRAK ... xi
TABLE OF CONTENTS ... xii
LIST OF TABLE... xiv
LIST OF PICTURE ...xv
LIST OF APPENDICES... xvi
CHAPTER I ...1
INTRODUCTION ...1
A. Background of Research ...1
B. Identification of the problem ...4
C. The Limitation of the Research ...4
D. Formulation of the problem ...5
E. The Objective of the Research ...5
F. The Significance of the Research ...5
CHAPTER II ...7
THEORETICAL FRAMEWORK ...7
A. Theoretical description ...7
B. Study relevant ...21
C. Thinking Framework ...24
CHAPTER III...25
RESEARCH METHOD ...25
xiii
A Setting and Time of Research ...25
B Design of Research ...25
C Population and Sampling Techniques...25
D Research Variable ...29
E Research Instrument ...29
F Data Collection Techniques ...33
G Data Analysis Techniques ...33
CHAPTER IV ...36
RESEARCH FINDING AND DISCUSSION ...36
A. Research finding ...36
B Discussion ...39
CHAPTER V ...63
CONCLUSION AND SUGGESTIONS ...63
A Conclusion ...63
B Suggestions ...64
REFERENCES ...66
APPENDICES ...68
xiv
LIST OF TABLE
Table 3. 1 Scoring guidelines on the questionnaire statement ... 30
Table 3. 2 Specification of questionnaire ... 30
Table 3. 3 Instrument Reliability Criteria ... 32
Table 3. 4 percentage description categories ... 35
Table 4. 1research finding of pedagogic competence ... 36
Table 4. 2research finding of personal competence ... 37
Table 4. 3 research finding of social competence ... 38
Table 4. 4finding research of professional competence ... 39
xv
LIST OF PICTURE
Figure 1 Thinking Framework ... 26
xvi
LIST OF APPENDICES
Appendix 1research questionnaire ... 69
Appendix 2 The Result of research ... 74
Appendix 3 Distribution the questionnaire ... 81
Appendix 4 Validation test ... 83
Appendix 5 Reliability test ... 84
Appendix 6 Checklist Thesis for Munaqasyah ... 85
Appendix 7 Surat pernyataan Bersedia menjadi objek penelitian ... 88
Appendix 8 Concultation Card ... 90
1
CHAPTER I INTRODUCTION
A
. Background of Research
The globalization era has impacts for all aspects of humans life in the world, one of which is the aspect of education. Humans and education cannot be separated because humans need education and as the key to the human future equipped with reason and mind. With education, humans can develop their potential to become humans who have quality resources.
One of the national goals of the Indonesian nation which is stated in the 1945 Constitution is to educate the nation's life, therefore it is necessary to have an active role from all components of the nation so that this goal can be achieved. To educate the nation's life, quality education is needed. Quality education can also free people from living in poverty. Correct and quality education is education that can develop the potential of the community, be able to foster the will, can awaken the younger generation to explore potential and develop it optimally for the interests of national development.
Quality teacher is very important to improving the quality of education. This is the factor that most affects in improving students learning.
Due to the influence, state education must provide teacher training for their students, it is known as Teacher Preparation Program. The teacher preparation program enables pre-service teachers to have access to be effective teachers.
How you are an effective teacher it is related to your role as a teacher in the classroom. Teacher Professional Development (TPD) is an attempt to develop the teachers' understanding of knowledge and other characteristics. Teacher professional development will produce a high-quality teacher through teaching practice or teaching preparation program, as part of the teacher preparation program, English Education Department of Teacher Training and Education Faculty of Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi administer a fieldwork experience, known as Program Pengalaman Kerja
(PPL). It is one of the ways to produce professional teachers by giving practice training, activities of Pre-service are Teaching practice, administration assignment, assignment to give study guidance, and extracurricular activities in school. The activities above are expected to enhance the quality and ability of teachersʼ applicants to be competent.
According to Republic of Indonesian Law No. 14 (2015), about Teacher and Lecturer. There are four competencies should master : pedagogical, personal, social, and professional competence in the law. Pre- service English teachers’ should master the four competencies above because they are in the school play role as teachers that participate in the implementation of the teaching process in the school.
According to Aini (2015, p. 3) state that pedagogical competence is ability to manage students learning, planning, and implementation of teaching, and learning evaluation. Teacher that have pedagogical competence are teacher that master certain study, teaching knowledge, teaching method, and teaching approach.
According to National Education Standards in Mulyasa (2009, p. 117) Personality competency is adult, stable, wise, honest, discipline and noble personality ability, being a role model for students, and having noble character. In this case the teacher is not only required to be able to interpret learning, but and the most important thing is how he makes learning a place to build competencies and improve the personal qualities of students.
According to Mulyasa (2009, p. 173) Social competence is the ability of teachers as part of society to communicate and interact effectively with students, staff, parents/guardians, and the surrounding community. The teacher must have sufficient social skills as he also teaches the social life of the community and the environment. In particular, education is not limited to learning in school, but also education that occurs and takes place in the community.
According to Rahman as cited in Andini (2019, p. 14) Professional competence is competence related to the ability to master the knowledge. It meant teachers must master the knowledge deeply and broadly to achieve learning goals. As stated National standard of education, article 28 act 3 that professional competence is the ability of the teacher to mastering educational material a whole and deeply that arrangement possibility to bring the education participant fulfill the standard of competence which establishes on national standard of education.
In this research, the competence of the pre-service English teachers’ is based on the studentsʼ perception. Robbins as cited in Andini (2015, p. 5) state that perception is a process by which individual organized and interpret what the sensory perceives in order to give meaning to their environment.
Perception is the process by witching an individual selects, organizes, and interprets information inputs to create a meaningful picture of the word. So the studentsʼ perception is the process of studentsʼ observation about the behavior of the object in the environment by using the sense of each individual to interpret the stimulus in different ways. It means that the character of perception is subjective. When a student looks at the target and attempts to interpret what he or she sees, that interpretation is heavily influenced by the personal characteristic of the individual perceiver. The personal characteristic that affects perception includes a personʼs attitudes, personality, interest motivation, experience, and expectation.
To get studentsʼ perception of pre-service English teachers this research will be conduct at SMP N 7 Muaro Jambi. Why the research choose these schools, because the researcher has interviewed several preservice English teachers who have participated in the teaching practice program at SMP N 7 Muaro Jambi from September 07, 2020 until 4 November 07, 2020.
Then the research found the minimum competence of pre-service English teachers in the learning process which is marked (1) Pedagogic competence:
pre-service English teachers still had difficulties in making lesson plan when teaching practice (2) Personality competence: lack of mental preparation to
face student behavior by applying appropriate personality a teacher. (3) Professional competence: lack of ability of pre-service English teachers in explaining subject matter in the learning process. (4) Social competence: less able to position themselves and interact with students, teachers, and staff. This has an impact on students so that some students feel less satisfied with the learning process of pre-service English teacher competence.
Based on the problems above, the researcher is interested in conducting a study entitled “Students' Perception On Pre--Service English Teachers’ Competence At SMPN 7 Muaro Jambi”.
B. Identification of the problem
Based on the background of the research, the researcher identified the problems of the research:
1. Pre-service English teachers still had difficulties in making lesson plan when teaching practice.
2. Pre-service English teachers had lack mental preparation to face student behavior by applying appropriate personality teacher.
3. Pre-service English teachers had lack of ability in explaining subject matter in the learning process.
4. Pre-service English teachers had less able to position their selves and interact with student, teacher, and staff.
C. The Limitation of the Research
In order to reach the expected goal, the researcher focuses on studentsʼ perception on the pre-service English teachers’ pedagogical ,personal, social and professional competencies during Teaching Practice Program at SMPN 7 Muaro Jambi.
D. Formulation of the problem
Base on the background above, the researcher take the problem: How is students’ perception on the competence of pre-service English teachers’ at SMPN 7 Muaro Jambi?
E. The Objective of the Research
The objective of the research is “To identified studentsʼ perception on the pre-service English teachers’ pedagogical, professional, social, and personal competence during teaching practice program at SMPN 7 Muaro Jambi”.
F. The Significance of the Research
In this research, there are two significances of research:
1. Theoretically
The ultimate outcome of this research is expected to additional information and knowledge to readers especially to pre-service English teachers and lecturers in English department about pedagogical, professional, social and personal competencies.
2. Practically
Practically ,this research is expected to have contribution for : a For Other Researcher
This study can be used to increase knowledge and insight about pedagogical, personal, social, and professional competence.
b For the Faculty of education and teacher training Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
This research is expected to be used as reference material, study, feedback for further development of students' teaching abilities, especially during the micro-learning and teaching practice program.
c Universitas islam negeri Sulthan Thaha Saifuddin Jambi
This research is expected to add a library collection and become reading material for students of the Universitas islam negeri Sulthan Thaha Saifuddin Jambi, especially students majoring in English education.
d For the Students
For students as input to pay more attention to their learning outcomes, especially learning outcomes related to improving professionalism as a prospective educator.
7
CHAPTER II
THEORETICAL FRAMEWORK
A. Theoretical description 1. Perception
1.1 Definition of Perception
Perception is one of the aspects of human cognitive most important, which allows him to know and understand the world around him. Without a correct perception, it is impossible for humans to capture and interpret the various phenomena, information or data that are always surrounding them. Perception is a term that is very familiar to hear in everyday conversation.
The term “perception” comes from the English perception, which is taken from the Latin “perceptio” which means to accept or take.
According to Leavitt as cited in Desmita (2017, p. 117) state that perception in the narrow sense is “vision” namely how a person see something. whereas in a broad sense, perception is
“view”, namely how a person perceives or interprets something.
Meanwhile, Chaplin as cited in Desmita (2017, p. 117) defined perception as the process of knowing or recognizing objects with the help of the senses. From some of the definition above it can be understood that perception is a process of using the knowledge that is already owned to obtain and interpret the stimulus
“stimuli” received by the human sensory system. So, perception is basically about the relationship between humans and their environment by using the knowledge they have, after the individual has sensed an object in his environment, then he processes the results of his senses, until the meaning of that object arises.
In connection with the description above, what is meant in perception in this study is student responses in assessing respond in pedagogic competence, personal competence, social competence, and professional competence of pre-service English teacher in implementing teaching practice program. The perception process is then expected to be useful for students practicum to further improve their performance as personnel power professional in education.
1.2 Factors that influence perception
According to Walgianto as cite in Nugraheni (2011, p. 13) there are two factor that affect perception, namely:
a. Internal factors
In individual internal factors interact with each other in the individual to create perceptions. Regarding individual circumstances that can affect the results of perceptions coming from two sources, namely those related to psychological aspects, namely regarding experiences, feelings, abilities thinking, frame of reference, motivation will affect a person in making perceptions.
b. External Factor
Inside factors external affecting factor in the process of perception is a factors stimulus and factors environment.
The environment or situation, especially the background of the stimulus, will also affect perception, especially when the object of perception is human. The object and the environment behind the object are roundness and unity that are difficult to separate. The same object with different social situations, can produce different perceptions.
1.3 Conditions of perception
Bimo Walgito in Nugraheni (2011, p. 15) state that there are several conditions before the individual make a perception.
Some of conditions for the occurrence of perception are as follow :
a.
ObjectObjects give rise to a stimulus that hits the senses or receptors, the stimulus can come from within the individual concerned directly on the nerve receiving working as a receptor.
b.
ReceptorReceptors are a means of receiving stimuli, besides that there must also be nerves sensory as a tool to transmit the stimulus received by receptors to the center of the nervous system, namely the brain as the center of consciousness needed as a means of responding nerves are motor and the sense organs are nerves physiological.
c.
AttentionTo realize or to create a perception requires attention, which is the first step as a preparation in order to create a perception. Attention is the concentration or concentration of all individual activities aimed at something or a group of objects. And attention is a psychological requirement.
According to Walgito as cited in Nugraheni (2011, p. 15) internal factors that influence the perception that individuals, while factors external are the stimulus and the environment.
Both factors that interact in the process of individual perception.
In order for the stimulus to be recognized by individuals, it must be strong enough. If the stimulus is not strong enough regardless
of the amount of individual attention, the stimulus will not be perceived or realized by the individual concerned. Thus there is a limit to the minimum power of the stimulus in order to raise awareness in individuals.
The clarity and strength of the object in this study is the teaching ability of pre-service English teachers of teaching practice program state Islamic University Sulthan Thaha Saifuddin Jambi English education study program which is manifested in pedagogic competence, personal competence, social competence, and professional competence. Therefore, if this perception is related to the teaching ability of pre-service English teachers in the teaching practice program, it can be interpreted as a process of interpreting, organizing, and interpreting students towards the pre-service English teachers' ability so that the response is integrated within the individual (student).
2. Pre-Service Teacher
Pre-service teachers are also known as teacher candidates who attended undergraduate teacher education. It is related to Ferry and kevin (2009) in Marenty (2017, p.2) mention that pre-service teachers are students enrolled in an undergraduate teaching degree in tertiary educational setting. While Gonzalez & Balderas (2016) explain that teacher training involves preparing educators that are well equipped to meet the need of all pre-service teachers in a given context (as cited in Andini., 2019, p.6). These pre-service teachers have been admitted to the teacher education program, but have not begun to finish all necessities to grow up to be a totally licensed teacher. Teacher education programs will include particular standards of coursework, field experience hours that are required and on occasion service-learning projects that may or may not fall under the umbrella of these experiences.
Pawan, et al (2017) state that pre-service teachers are position in students teaching sites several times during their ungraduate training, in order that they will see immediately how theory they learn in university is input into practice also as understand and have interaction within the adaption and modifications of both ( as cited in andini., 2019, p. 7).
Thereforel, pre-service teachers must master competence in teaching, like master the theory, pre-service also must fid out how to manage the class.
Based on explanation above, it can be concluded that pre-service English teachers are who participated in pre-service training or education.
They study to become practicing teachers, but they still need to qualify for the full teacher certification.
3. Teaching Practice program
In Indonesian, teaching practice program is known as Praktik Pengalaman lapangan (PPL). Teaching practice program is an intra- curricular activity that must be followed by state islamic university Sulthan Thaha Syaifuddin educational program students as training to apply the theory obtained in previous semesters in order to gain experience and field skills in implementation. According to Ulla (2016, p. 236) the teaching practice program is an essential part of any teacher educational curriculum as it is a great way for pre-service teachers to apply the theories they have learned in the real classroom setting.
One of the tasks that must be carried out by pre-service teachers in training schools is to carry out teaching practice activities at least 3 times.
To carry out this activity students are guided by a tutor teacher. In implementing the pre-service teaching practice program, the teachers receive guidance from field supervisors and tutors. Supervising lecturers guide pre-service teachers in planning teaching practice programs in schools training. Teachers montor together with pre-service discuss problems encountered during the teaching practice to get solutions to these
problems. Maphalala in Andini (2019, p. 15) states that the mentor teacher have become key players in launching pre-service teacher into the teaching profession.
According to the PPL 2020 Guidelines the general purpose of organizing the PPL program is so that students get the opportunity to get to know the school context more closely and be able to carry out practical learning activities online both guided and independently.
The above objectives are described as follows:
1. To prevent and minimize the spread and reduce the risk of the corona virus in the environment Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi in particular and the wider community in general.
2.
Consolidating abilities professional as prospective teachers in accordance with the occupied field.3.
Demonstrate competence in planning, implementing, and assessing learning outcomes in accordance with the occupied field.4.
To reflect that has an impact on efforts to improve learning abilities that are oriented towards developing the potential of students according to the field occupied.5.
Deepen the characteristics of students in order to motivate learning in accordance with the occupied field.6.
Identify online learning problems and solve these learning problems individually or in groups according to the field occupied.7.
Applying innovative learning that starts from a learning problem according to the field occupied.8.
Follow up the results by implementing guidance and training for students according to their respective fields.4. Online Learning
Online learning is learning that is done online or from home to provide meaningful experiences for students. According to Dewi (2020, p.
56) explains that with online learning students have the flexibility of learning time, can study anytime and anywhere. This online learning is carried out through several applications such as google from, whatsapp group, video conference, google classroom, telephone, and so on. With online learning, educators are required to be more creative and innovative in giving assignments to students.
One of the impacts of the Covid-19 virus is education where students learn online starting from Elementary School (SD), Junior High School (SMP), High/Vocational High School (SMA/SMK), to Higher Education.
According to Nuryana as cited in Prabowo (2020, p. 22). Online or online learning during the COVID-19 pandemic is part of an effort to increase awareness of the spread of the Covid-19 virus. Meanwhile, the Ministry of Education and Culture of the Republic of Indonesia (2020) states that online learning at all levels of formal education is also a real effort by the government to break the chain of spread of COVID-19 (as cited in Prabowo., 2020, p. 23).
Online learning also has an impact on students who will carry out teaching practice programs, because students learn online, the pre-service teacher also teaches using a platform. This is very different from the previous teaching practice program which was carried out face to face so that students and pre-service teachers could meet and interact directly.
With online learning, students will have different perceptions compared to online learning during the Covid-19 period. Based on some of the descriptions above, it can be concluded that online learning during the covid-19 pandemic was carried out because it tried to break the chain of the spread of the covid-19 virus by conducting online or online learning which was carried out from each student's home. The existence of online learning will certainly cause many students to perceive the teaching
competence of pre-service teachers, this happens because learning is usually done face to face or in direct class and now learning is only done online through several applications.
5. Teacher Competence
The basic Definition of competence that believes in ability or skill, broke and stone as cited in Mulyasa, 2017, P.62 states that competence as a descriptive of qualitative nature of teacher behavior appears to be entirely meaningful. Thus competence is a combination of knowledge, skills, values and attitudes that are reflected in habits of thought and action.
Understanding the description above, it turns out that competence refers to the ability to do something that is obtained through education;
competence refers to performance and rational actions to meet certain specifications in carrying out educational tasks. It is said to be rational because it has a direction or purpose, while performance is behavior realin the sense that it is not only observable, but includes something further than that, even penetrating something invisible. This is in accordance with Kepmendiknas No. 045 / U / 2002, stated that competence is a set of smart actions, full of responsibility that a person has as a condition to be considered capable by society in carrying out tasks in certain fields of work ( as cited in Mulyasa., 2017, p. 64).
According to Mulyasa (2009, p. 26) teacher competence is a combination of personal, scientific, technological, social, and spiritual abilities which as a whole form the standard competency of the teacher profession, which includes material strength, understanding of students, educational learning, personal development and professionalism. Based on the republic of Indonesia LAW No. 14 (2005) about teacher and lecture, a competence teacher should master 4 competencies, i.e: pedagogic competence, personality competence, professional competence, and social competence. These four competencies are used as the foundation in order
to develop an education system for education. Therefore, these four competencies can be viewed as a measure of the success of teacher education. The following is an explanation of the four teacher competency standards:
5.1 Pedagogic Competence
In the national education standards, the explanation of article 28 paragraph (3) point a states that competence pedagogic is the ability to manage student learning which includes understanding of students, designing and implementing learning, evaluating learning outcomes, and developing students to actualize various potential (as cited in Mulyasa., 2009, p. 75). According to Richards (2011, p.6) pedagogical competence is knowledge that's drawn from the study of knowledge teaching and learning itself and which are often applied in several ways to the resolution of practical issues in teaching.
Furthermore, in the lesson plan on teachers in Mulyasa (2009, p.
75), it is stated that pedagogical competence is the ability of teachers in managing student learning which at least includes the following matters.
1. Understanding insight or educational foundation.
2. Understanding of students.
3. Curriculum or syllabus development.
4. Lesson planning.
5. Implementation of educational and dialogical learning.
6. Utilization of learning technology.
7. Evaluation of learning outcomes.
8. Development of students to actualize their various potentials.
A teacher is declared to have competence pedagogy minimal if the teacher has mastered a certain field of study education, both learning methods and learning approaches. In addition, ability is pedagogical also shown in the teacher's ability to assist, guide and lead.
The pedagogical competencies that pre-service teachers must have include able to carry out learning, able to understand students, able to use learning media, and able to develop the potential of students.
5.2 Personal Competence
In the national education standards, the explanation of article 28 paragraph (3) point b, it is stated that personality competence is the ability of a personality that is adult, stable, mature, wise, discipline, politeness and authoritative ( as cited in Mulyasa., 2006, p. 117).
Personal competence has influence on the personal growth and development of students. Personality competence has a very important role and function in shaping students Personality. The students Personality, in order to prepare and develop human resources (HR), as well as the welfare of society, the progress of the State, and the nation in general. Cole and Chan argue that personal qualities refer to the teacher's efforts to create and communicate between individuals
“Efficient communication is the most important aspect in good teaching (as cited in Pandeirot & Surna, 2014, p. 15). Interpersonal communication refers the teacher's ability to put themselves together and equal with students, so that students feel the presence of the teacher in the midst there. The goal is to increase learning motivation and the quality of the learning process.
In connection with the description above, every teacher is required to have personality competence, even this competency will become the foundation for other competencies. In this case, teachers are not only required to interpret learning, but the most important thing is how they make learning a place for competency building and quality improvement. The personalities that must have a pre-service teacher include adult, wise, dignified, exemplary, noble character, discipline, polite, and honest.
5.3 Social Competence
The social skills of teachers and staff education is one of the power or ability to prepare students to be good members of society as well as the ability to educate, guide people in facing life in the future. In the national education standards, the explanation of article 28 paragraph (3) d state that social competence is the ability of teachers as part of society to communicate and interact effectively with students, fellow educators, parents or guardians of students, and surrounding communities (as cited in Mulyasa., 2009, p.173).
This is further explained in the Lesson Plan about teachers in Mulyasa (2009, p. 173) explain that social competence is the ability of teachers as part of the community, who at least have the competence to:
a. Communicate orally, in writing, and gesture
b. Use communication and information technology functionally c. Interact effectively with students, fellow educators, education
staff, parents or guardians of students
d. Associating politely with the community around the
According to Nugraheni (2011, p. 40) the scope of social competence includes:
a. Communicate effectively and empathically with students, parents of students, fellow educators, education staff and the community.
b. Contribute to the development of education in schools and communities.
c. Contribute to the development of education at the local, regional, national and global levels.
d. Utilizing information and communication technology for communication and self-development.
Teacher in a social environment is a central figure who becomes a standard (benchmark) for people to adopt their. This requires teachers to play a role professional in life, so that teachers must have the ability to live well in society. The involvement of teachers in community life will be a role model for students.
5.4 Professional Competence
According to the national education standards, the explanation of article 28 paragraph (3) point c states that professional competence is the ability to master learning material broadly and deeply which allows guiding students to meet the competency standards set out in the national education standards (as cited in Mulyasa., 2006, p. 135). In detail Mulyasa (2006, P.135) state that professional competence includes:
1. Mastering the substance of the field of study and scientific methodology.
2. Mastering the structure and material of the field of study 3. mastering and utilizing information and communication
technology in learning.
4. Organize curriculum materials for the field of study
5. Improve the quality of learning through classroom action research.
Based on the explanation above, mastering the subject matter is part of the knowledge that must be possessed by the teacher. The ability of a teacher to master the subject matter as an integral part of the teaching and learning process. Professional level teachers absolutely must master the material to be taught. According to Usman as cited in Nugraheni (2011, P.38) there are eight basic teaching skills for a professional teacher, namely:
1. Asking skills
In the teaching and learning process, asking plays an important role because well-structured questions and proper throwing techniques will also have a positive impact on students. The skills and fluency of asking teachers need to be trained and improved which includes the content of the questions and the questioning techniques.
2. Skills to provide reinforcement
Reinforcement is all forms of response, whether verbal or nonverbal, which are part of the modification of the teacher's behavior towards student behavior, which aims to provide information or feedback for the recipient (student) for his actions as an act of encouragement or correction. . Or, reinforcement is a response to a behavior that can increase the likelihood that the behavior will recur. These actions are intended to reward or encourage students so that they are more active in participating in teaching and learning interactions.
3. Skills to make variations
Variation is a teacher activity in the context of the teaching and learning interaction process aimed at overcoming student boredom so that in teaching and learning situations students always show persistence, enthusiasm, and full participation. For that, as a prospective teacher, it is necessary to master these skills.
4. Explanation skills
The skill of explaining in teaching is the presentation of information orally which is organized systematically to show that there is a relationship with one another, for example between cause and effect, definition by example or with something that is not yet known. The delivery of well-
planned and presented information in a suitable order is the main feature of explaining activities.
5. Skills to open and close lessons
Set induction is an effort or activity carried out by the teacher in teaching and learning activities to create pro- conditions for students so that mental and attention are focused on what they are learning so that the effort will have a positive effect on learning activities.
6. Skills to guide small group discussions
Group discussion is an organized process that involves a group of people in informal face-to-face interactions with various experiences or information, drawing conclusions, or solving problems. Students discuss in small groups under the leadership of the teacher or friends for various information, problem solving, or decision making.
7. Class management skills
Classroom management is the teacher's skill to create and maintain optimal learning conditions and restore them if there is a disruption in the teaching and learning process. An optimal learning condition can be achieved if the teacher is able to organize students and teaching facilities and control them in a pleasant atmosphere to achieve teaching goals.
Also a good interpersonal relationship between teachers and students and students and students is a prerequisite for successful classroom management. Effective classroom management is an absolute prerequisite for an effective teaching and learning process.
8. Teaching skills of small groups and individuals
Teaching small groups and individually allows the teacher to pay attention to each student as well as a closer relationship between teacher and students and between
students and students. Sometimes it is easier for students to learn from their own friends, there are also students who are easier to learn because they have to teach or train 40 of their own friends. In this case, small group teaching can meet these needs.
B. Study relevant
In this research, the researcher do the research about “students’
perception on the pre-service English teachers’ competence”. There are some relevant studies that have Discussed about students 'perception on the pre- service teachers' competence:
Firstly, Marenty (2017) explores the perception of the students about students' perceptions toward the representation of English pre-service teachers' competence at SMP N 7 Kota Jambi. This research aims to determine the perception of the students about pre-service teacher in teaching practice program, this research used quantitative method with survey design to approach carried out at SMP N 7 Kota Jambi. The subject of this research were pre-service English teachers'. Data sources was obtained from a closed questionnaire, the validity of the data were processed by using a statistical package for social science (SPSS) and displayed as frequency or percentage in tables and diagrams.
The results of this research indicate that the perceptions of students about pre-service teachers are 1) Personality competence, pre-service teachers have very good personalities as prospective personality teachers it showed 94% positive perceptions, 2) Social competence, pre-service teachers have very good social skills it showed 94,7% positive perceptions, 3) Pedagogic competence, pre-service teachers have it showed 89,7% positive perceptions good abilities. They have sufficient ability in terms of method use and evaluation. They have less ability in terms of class management and delivery or presentation of material. The similarity between this research and this next
research is to find out students 'perceptions about pre-service English teachers' competence and used quantitative descriptive method. The difference in the number of competencies studied and in teaching implementation. In a study conducted by Marenty, it examined 3 competencies, namely pegagogical, social, and personal competence, while in this study, it examined 4 competencies, namely pedagogical, personal, social, and professional competence. In Marenty the implementation of teaching practice is carried out directly in the classroom or face to face with students in the class , while in this study the implementation of teaching practice is carried out by Zoom Meeting Application.
Secondly, Aini, (2015) identify perception on the students´ perception on the competence of pre-service students teacher of English education department teacher training and educational faculty of Sebelas Maret University at 10 High School in Surakarta and Karanganyar, this research was conducted to find out the perception of the students´ on teaching ability of pre- service teacher at 10 high school in surakarta and karanganyar. This research used quantitative descriptive method with a survey Design, it used proportional random sampling to get the sample, the sample used in this research the students' classes that were taught by pre-service teacher of 10 high schools in the 20014/2015 academic year. The total of the sample are 120 students. Data were collected by using Likert scale questionnaires.
The research result showed that the students´ perception on the competence of pre-service teacher of English education department teacher training and educational faculty of sebelas maret university was in category; 1) good pedagogic competence it showed 84% positive perceptions, 2) good personal competence it showed 86,7% positive perceptions, 3) very good social competence it showed 82,6% positive perceptions, 4) good professional competence it showed 82,9% positive perceptions. The similarity between this study and the next study is to find out students 'perceptions of the pre-service English teachers' teaching ability and used quantitativedesign. The difference in the object, research objectives and implementation of teaching. The
research conducted by Aini was conducted in 10 high school schools in Surakarta and Karanganyar targeting high school students, while in this study it was carried out in junior high school (SMPN) 7 in Muaro Jambi targeting junior high school students, and In Aini the implementation of teaching practice is carried out directly in the classroom or face to face with students in the class , while in this study the implementation of teaching practice is carried out by Zoom Meeting Application.
Andini (2019) studied about Teachers’ Perception On The Pre-Service English Teachers’ Competence. This research aims to determine the perception of the teachers about pre-service english teacher in teaching practice program at 4 Islamic Junior High School in Muaro Jambi, this research used a qualitative design with descriptive qualitative method. Data sources were from informants and documentation achives. Data collection techniques are by interview and documentation. Test the validity of the data by source Triangulation and technical triangulation. Data analysis techniques are done by data reduction, data display and verification.
The result of this research indicated that the perception of the teachers on the pre-service English teachers are 1) professional competence of pre- service English teachers is enough, pre-service English teachers are still weak in mastering the material, they are not maximal in mastering the material and they also cannot master the material fully, especially in the delivery of the material, they use more Indonesian language than English, 2) pedagogical competence of pre -service English teachers is good. They are only weak in class management. The similarity between this study and this next study is to find out about the teaching ability of pre-service English teachers' competences. The difference in the research design , research objectives, and in the implantation in teaching. In the research conducted by Andini used a qualitative design with a qualitative descriptive method with the target of mentor teachers in 4 Islamic junior high schools in Muaro Jambi while in this study using a quantitative design with a survey method approach was carried out in junior high school (SMPN) 7 in Muaro Jambi targeting junior high
school students, and In Andini the implementation of teaching practice is carried out directly in the classroom or face to face with students in the class , while in this study the implementation of teaching practice is carried out by Zoom Meeting Application.
Generally, this research has a quite similar topic with this three previous related researches that is about studentsʼ perception toward pre service teacher competence. However there is very limited publication about similar topic of the research especially for pre-service English teachers so the researcher is interest in conducting a study entitled “Students’ Perceptions on Pre-Service English Teachers’ Competence At SMPN 7 Muaro Jambi”.
C. Thinking Framework
In principle, the teaching practice program is a training ground for students who take education majors, one of which is the English language education study program. To apply the knowledge they have acquired from the campus for several semesters as a prospective teacher who will teach and educate students. In implementing the teaching practice program, the success of pre-service English teachers' implementation is viewed from several competencies, namely pedagogic competence, personal competence, social competence, and professional competence.
The success of the teaching and learning process is largely determined by the ability of the teacher in teaching and learning activities. During the implementation of assignments and teaching practice program activities in training schools, pre-service English teachers' will interact and communicate with teachers, students, and the school community. Students are one of the main elements in the interaction between teachers and students so that teacher actions must be oriented to the abilities and needs of students. Therefore, it is fitting that the learning efficiency of a teacher is not only viewed from the point of view of the teacher himself, but also from the point of view of student interests.
Based on the explanation above, it was formulated that the pre-service English teachers' ability to master and apply competencies as a teacher greatly determines the quality of the teaching practice program implementation, so in this case students' perceptions of the pre-service English teachers' teaching ability are largely determined by the quality of teaching practice. program.
The ability to teach pre-service English teachers 'can be measured by the ability of pre-service English teachers' in applying pedagogic competence, personal competence, social competence, competence professional during the teaching practice program. From these descriptions, the researchers are encouraged to examine how the exactly students' perception of the teaching ability of pre-service English teacher UIN Sultan Thaha Saifuddin Jambi while teaching practice program.
Figure 1 Thinking Framework
The process of students perception of the teaching ability of pre-service English teacher UIN Sulthan Thaha Saifuddin Jambi.
Social Competence
Personality Competence
Pedagogic Competence
Professional Competence
Teaching Ability of Pre-service English Teacher Mastery of The
Material
Student Perception
27
CHAPTER III RESEARCH METHOD
A Setting and Time of Research
The research was conducted at SMP N 7 Muaro Jambi. It is located at Lintas Timur Street, Jambi Luar Kota, Muaro Jambi, Jambi 36361. The research was conducted from May until June 2021.
B Design of Research
This research use quantitative method. The design is survey, According to Creswell (2009, p. 12) a survey design provides a quantitative or numeric description of trends, attitudes, or opinions of a population by studying a sample of that population. In conducting the survey, a questionnaire is use to assess students’ perception on pre-service English teachers' competence. With quantitative research, this research is descriptive of the data obtain from the field.
C Population and Sampling Techniques
1. Population
The population in this research was conducted all students of SMP N 7 Muaro Jambi class IX, which consists of six classes, namely IX B 32 students, IX C 32 students, IX D 31 students, IX E 31 students, IX F 32 students, and IX G 32 students so that the total population is 190 students.
This school is choose as a research location because SMPN 7 Muaro Jambi is a school that is one of the places where pre-service English teachers teach during Teaching Practice Program
2.
Sampling TechniquesAccording to Sugiyono (2014, p.118) sample is part of the number and characteristics possessed by population, samples take from the population must be truly representative (represent). This research using random sampling, according to Sugiyono (2016, p. 85) sampling Quota is a technique for determining a sample of population that has certain characteristics up to desired amount (quota). Samples in This research is the ninth grade students of SMPN & Muaro Jambi who have been taught by pre-service English teachers of UIN Sylthan thaha saifudin JambiThe number of samples is determined using the Slovin formula with an error rate of 5%, as follows:
Informations:
N = Total Population n = Total sample d = Precision Value
From this formula, with a population of 190 and an error rate of 5%
or a value of d equal to 0.05, it can be seen that the number of samples taken is calculated as follows:
( )
= 128,8135593rounded 129
D Research Variable
The research variable is a symptom, or a concept that has special and varied characteristics that become a research object or point of interest in a study. According to Sugiyono (2014, p. 60) research variables are basically anything in the form that is determined by the researcher to be studied so that information about it is obtained, then the conclusions are drawn.
The research variable in this study is students’ perception and pre- service English teachers’ competence includes pedagogic, personal, social and professional competence.
E Research Instrument
According to Siregar (2015, p. 75) research instrument is a tool that can be used to obtain, process, and interpret information obtained from respondents using the same measurement pattern. This research instrument uses questionnaire, In view of how to answer the questionnaire, namely by checklist (√) the answers that are already available, the type of questionnaire used is a closed questionnaire. According to Siregar (2015, p. 44) a closed questionnaire is a question that is given to the respondent in the form of multiple choice, so this type of respondents is not given the opportunity to issue an opinion. The questionnaire measuring instrument by modifying the Likert scale. Likert scale itself is chosen because the Likert scale is a scale that can be used to measure a person's attitudes, opinions and perceptions about a certain object or phenomenon (as cited in Siregar, 2015, p.50).
The Likert scale has 2 question forms, namely positive and negative questions, the researchers used positive questions, positive question have five Scale Likert there are strongly agree (SA), agree (A), not sure (NS), disagree (D), and strongly disagree (SD). All questionnaire quantitative data will be processed using the statistical package for social science (SPSS) version 21.0.
Table 3. 1 Scoring guidelines on the questionnaire statement NO Skala penilaian Skor
1 Strongly Agree (SA) 5
2 Agree (A) 4
3 Not Sure (NS) 3
4 Disagree (D) 2
5 Strongly Disagree (SD) 1 Siregar (2015, p. 90)
The instrument used in this study adopted from Nugraheni (2011) Students' Perceptions of the Teaching Ability of PPL UNNES Students in the Sociology and Anthropology Education Program at SMA 11 Semarang in 2010/2011. Researcher adopted this questionnaire because the instrument is very feasible and in accordance with the needs of researchers and the instrument has been validation. In this questionnaire students are required to fill out a questionnaire consisting of demographic backgrounds and statements about students' perception. The students’ were asked to show their perceptions about the pre-service English teachers' competence by selecting one of the scales presented in the questionnaire for each question.
Table 3. 2Specification of questionnaire
Variable Numbers of statements Total of item
Pedagogical competence 1-8 8 item
Personal competence 9-17 9 item
Social competence 18-25 8 item
Professional competence 26-37 12 item
1. Instrument Validation
A valid instrument means that the measuring instrument used to obtain the data (measure) is valid. Valid means that the instrument can be
