TEACHING PRACTICE STUDENTS’ PEDAGOGICAL KNOWLEDGE
DEVELOPMENT IN TEACHING ENGLISH IN A PRIVATE ENGLISH
INSTITUTION
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Hesty Herawati 112007017
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
PUBLICATION AGREEMENT DECLARATION
As a member of the (SWCU) Satya Wacana Christian University academic community, I verify that:
Name : Hesty Herawati
Student ID Number : 112007017
Study Program : English for Education
Faculty : Faculty of Language and Literature Kind of Work : Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with non-exclusive royalty free right for my intellectual property and the contents there in entitled:
Teaching Practice Students’ Pedagogical Knowledge Development in Teaching English in a Private English Institution
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With this non-exclusive royalty free right, SWCU maintains the right to copy, reproduce, print, publish, post, display, incorporate, store in or scan into a retrieval system or database, transmit, broadcast, barter or sell my intellectual property, in whole or in part without my express written permission, as long as my name is still included as the writer.
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Made in : Salatiga
Date : February 11, 2013 Verified by signee.
Hesty Herawati Approved by
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This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due to reference is made in the text.
Copyright@2012. Hesty Herawati and Anne I. Timotius, M. Ed
All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga.
Introduction
Teaching Practice (TP) is a part of teaching learning activities for TP students in education faculties. In TP, the TP students will have an experience in teaching real situation, real classes, and real students. The English Department (ED) also applies TP program for its student since TP is one of the academic requirements for the students. Nolan (2011) believes that “the primary purpose of the student teaching experience is to provide the students with a
carefully mentored experience to help the students develop and enhance the knowledge, skills, and dispositions necessary to positively impact student learning and development” (p.
6). In TP program, the TP students will get many experiences to develop their pedagogical knowledge that later will be useful for their teaching outside TP program.
In professional development, as stated by Grossman and Richert (1988), it is better if TP students have knowledge of general pedagogical knowledge and skills and knowledge of the subject matter to be taught. The reason is that TP is a central element in an education department. Therefore, by having TP, TP students will be able to develop their pedagogical knowledge in order to be a good teacher. In developing the pedagogical knowledge, it is better if the TP students have the strategies in understanding the needs of the students so that the students can gain knowledge in understanding the subject matter. It is an opportunity for the TP students to develop their pedagogical knowledge by having the knowledge of teaching in their TP experience.
Teaching in an English course instead of formal schools was a rare opportunity because TP is usually done in formal schools. This is one of the reasons why I investigated some TP students’ pedagogical knowledge development especially for those who have done
TP in the Private English Institution. Another reason is because there is no much research in this kind of issue therefore I conducted TP students’ pedagogical knowledge development as
compared to formal schools. The first specialty is materials used in the Private English Institution. There are many courses and the Private English Institution uses their own books. The names of the materials are the name of the class which the students can take. The classes are Express Programs, Children Class, Conversation Class, 1 Year Intensive English Program, TOEFL Preparation Class, and also IELTS Class. In formal schools, the TP students may only have one kind of material which is English and they may not have experience in teaching TOEFL or IELTS class. Besides that, the students in the Private English Institution already have motivation to learn English so that it will be another challenge for the TP students to develop the materials which can fill the students’ needs. The second specialty is various ages of learners. There are very young learners, young learners, and also adult learners. On the other hand, the TP students in formal schools will most probably only teach one level of students, for example junior high school students or senior high school students. Then, the last specialty is the amount of students in the Private English Institution. In the Private English Institution, the number of the students is fewer than in formal schools. There are private and regular classes which have small number of students but in formal school, there can be more than 20 students in the classroom.
Therefore, from the specialties that the Private English Institution has, this study investigated TP students’ pedagogical knowledge development which aimed to answer these
two research questions:
1. What are the challenges faced by TP students related to their pedagogical knowledge in teaching English in the Private English Institution?
Theoretical Framework
This part of the paper will discuss theories which serve as the foundation of the study. The literature, especially related to these kinds of knowledge used in teaching and learning theories, will be presented.
The first theory that I would like to discuss is content knowledge. According to Shulman (1987), teachers need to master two types of knowledge: (1) content knowledge of the subject itself, and (2) knowledge of the curricular development. However, because the subjects of this study are TP students, this study focused more on content knowledge than curricular development because TP students are beginner teachers. It is better if TP students master content knowledge first than curricular development and another thing because the TP site is in the Private English Institution.
Content knowledge is “the knowledge teachers have of the subject matter they are teaching. It affects planning, task setting, questioning, explaining, giving feedback and assessment” (Shulman, 1987). It is important for teachers to have content knowledge of the subjects they teach because according to McNamara (1991), “teachers with strong content knowledge may teach in a more interesting and dynamic way whilst those with little content knowledge may shy away from the more difficult aspects of the subject, or approach their teaching in a didactic manner”. This case is also showed by Ahtee and Johnston (2006), they showed that a lack knowledge in subject knowledge can lead to teaching difficulties. Therefore, it is important for teachers to have strong content knowledge so the students can receive the subject matters easily. This is possibly why Hill, Rowan, and Ball (2005) said that “many professional development activities are aimed at improving content knowledge
In this study, TP students delivered the subject matters, in this case English. If TP students have lack of content knowledge, they may not be able to deliver the subject matters to the students very well and it can influence the students’ learning of the subject matters. Therefore it is advised that TP students have strong content knowledge in order to give clear explanation to their students.
The next theory is pedagogical knowledge. Different from content knowledge, according to August and Hakuta (1997), pedagogical knowledgeis:
any theory or belief about teaching and the process of learning that a teacher possesses that
influences that teacher's teaching. This process includes the ability to plan and prepare
materials; time and classroom management skills; implementation, problem solving, and
teaching strategies; questioning techniques; and assessment.
Shulman (1987) also has a similar definition of pedagogical knowledge. Shulman (1987) said, “General pedagogical knowledge is the broad principles and strategies to manage the classroom and to solve the problems which will be appear in the classroom”.
Therefore, in TP, pedagogical knowledge deals more than knowledge of the content of teaching. This is basically the strategies, techniques, and methods in delivering the knowledge itself. A teacher with good content knowledge may not be able to deliver the material well without good pedagogical knowledge.
The same this applies to TP students. They also need pedagogical knowledge in teaching their students. One way to this is by planing and preparing the materials before the teaching learning process. Then, in the classroom, in the real teaching learning process, TP students should have art of teachings, such as classroom management, problem solving, questioning, teaching strategies, and assessment. If TP students have lack of pedagogical knowledge, the teaching learning process will not be successful. As Turner-Bisset (2001) and Schon’s (1983) suggest, in developing pedagogical knowledge, TP students have to practice
have strong pedagogical knowledge or lack pedagogical knowledge. Also, they can develop it.
Different from the above knowledge, pedagogical content knowledge is the knowledge of how to teach within a particular subject area (Shulman, 1987). This knowledge enables TP students to teach their students with clear explanations, appropriate materials, and deliver the materials in interesting, motivating and entertaining ways. Shulman (1987) stated that,
pedagogical content knowledge identifies the distinctive bodies of knowledge for teaching. It
represents the blending of content and pedagogy into an understanding of how particular
topics, problems or issues are organised, represented, and adapted to the diverse interests and
abilities of learners, and presented for instruction. (p.4)
In TP, especially for TP students in the Private English Institution, they have to make AVAs, not just printed AVA but reusable AVA as their teaching aids so that they can deliver the materials in interesting and entertaining ways. By delivering the materials in entertaining and interesting ways can increase learners’ willingness to learn the subject matter. Besides
There is different knowledge related to teaching. However, the term pedagogical knowledge in this study refers to all kinds of teaching knowledge.
The last theory is social learning theory. Learning theories are learning that describes how the information received, understood, and done in teaching. In doing TP, TP students faced many challenges in their teaching. Therefore, TP students often learn with and from other people to develop their pedagogical knowledge. Below are some learning theories, especially social learning theories.
a. Rotter’s Theory
The main idea in Rotter’s social learning theory (Rotter, 1954) is that it personality
represents an interaction of the individual with their environment. Also, Rotter (1954) describes personality as a relatively stable set of potentials for responding to situations in a particular way. Therefore, behavior is always changeable. As stated in Rotter, (1954) behavior can change the way the person thinks or change the environment the person is responding to. For example, TP students can learn from their environment how to teach particular students and particular subject matters from their environment.
b. Vygotsky’s Theory
Vygotsky (1962) stated that we learn through our interaction and communities with others. He suggested that learning takes place through the interaction between the students and their peers, teachers, and the others. In Vygotsky’s theory, learning always occurs and
c. Bandura’s Theory
In social learning theory, Bandura (1977) showed that behavior is learned from environment through the process of observational learning. For example, TP students can learn from one another through observation, imitation, and modeling.
The Study Context of the Study
The setting of the study was in the Private English Institution. This TP site was chosen because the Private English Institution is the only English course where ED students can do their TP. The other sites are formal schools. Besides that, the Private English Institution has some specialties I have mentioned earlier. An additional reason for choosing the Private English Institution was because TP students here have different challenges when they entered different classes and faced different kinds of students. TP students in the Private English Institution learnt how to teach in an English Course that may technically be different from formal schools.
Participants
Instrument of Data Collection
In attempting to answer these research questions, the data was collected through semi structured interview or “interview guided approach” (Patton, 1990). This study used semi structure interview because the order of the questions can be changed depending on the direction of the interview. Besides that, additional questions can be asked in order to get richer data from the participants.
There were 20 TP students from the Private English Institution and each of the interviews was scheduled to last around 20 minutes. The interview questions were divided into two parts:
1. The challenges faced by TP students related to their pedagogical knowledge in teaching English in the Private English Institution, and
2. How they developed their pedagogical knowledge. Procedures of Data Collection
Discussion
This part of the paper will report the findings of the research. This will be separated into two subheadings. The first one will be about the challenges faced by TP students in teaching English in the Private English Institution. The second one will be about TP students’ pedagogical knowledge development.
A. The Challenges Faced by TP Students in Teaching English in a Private English Institution
From the interview, it was discovered that the participants faced some the challenges in teaching English in the Private English Institution. Below are the challenges that were evident from the study which are divided into five groups.
Chart 1. The problems faced by TP students in teaching English in the Private English Institution
1. Classroom Management
students. This is how Suci (one of the participants) said about handling active student,” The
most challenging that I had ever taught was kid classes because as I remember in that class just found 1 student that was so active. He didn’t want to study English because he felt that his English was good enough. When I came to teach him, he always asked me to play football first with him and I had to defeat him. If he won the game, he won’t study with me. So in that
class, I had to think not just about the materials for him, but about the other alternatives so that he wanted to learn with me.” Andhin (one of the participants) said about her difficulty in
handling passive student,” I have to encourage students to speak more and tell their idea in
front of the class and it is little bit difficult because sometimes the students did not speak much in the class.” Besides handling the students, the other difficulty that related to
classroom management was about teach large number of students. One of TP students had experience teaching large number of students. This is how she said,” “It is challenging when I
taught college students, because there are many students and I think it was hard to manage them.” This result was similar to the study founded by Hill and Brodin (2004) where
first-year teachers feel that classroom management is the most difficult challenge. 2. Material Development
The result shows that ten out of twenty participants faced difficulties in developing the materials. The participants had to find additional materials which were suitable with the students’ ages and needs. As Lily said in the interview, “We have to find out the materials which are suitable with their ages.” Also, Piuu said that,” I need to make my own materials because I have to find the materials which are suitable with the students’ needs.” This finding
3. Delivering the Materials and Preparing Teaching Activities
There were two kinds of challenges reported with the same quantity, which were nine participants. The first challenge related to delivering the materials and related to preparing teaching activities. Related to delivering the materials, this is what Marcellina said about her difficulty in delivering the material. She mentioned that there were challenges on “how to be
able to teach in creative ways to students with different age and ability in English.” (Marcellina) Also, Bogel said, “I have to teach how TOEFL understandable so it quite
challenging for me because me myself is quite hard to do it.” Related to preparing teaching
activities, TP students had to make AVA to support their teaching but when they had made the AVA and had prepared the materials, the students did not come. Tyas mentioned, “In an
English course is not only high school students, but also adults, mothers who want to learn English, so I have to think what games or what materials or AVA that are appropriate for the students’ level so I have to make AVA which appropriate for them too.” This is how John
said, “The next problem was when we came and the student did not come because the
material that we have prepared will be useless. That is the problem.” In line with previous study done by Alkhawaldeh (2011), one of the challenges of the pre-service teachers is the preparation of lesson plans. They are lack of knowledge about preaparing lesson plans. 4. Teaching Particular Subject
Based on my research in the Private English Institution, six of the participants had challenge in teaching particular subject. The subjects were TOEFL, IELTS, and conversation class. Piuu mentioned, “I think conversation class is the most challenging because for almost two hours, I had to talk to her, I had to make the students talk too so it’s about talking,
talking, and I felt so tired after that.” This is how JAK said about her challenge in teaching
burden because I was supposed to teach something I wasn’t very good at. If I made any
mistake then my students will be misled.”
5. Teaching Various Ages of Students and Time Management
There were two kinds of the challenges were reported with the same quantity, which were three participants. The challenges related to teaching various ages of learners and managing time. Related to teaching various ages of students, Tyas mentioned that, “Teaching adult is the most difficult because we have to really think about… for example if we want to
put picture or song, we need to think… I really want to use this or is this picture appropriate
for them… because I don’t want to insult them, I don’t want to underestimate them, something like that.” The students involved in teaching practice should be encouraged to
design their courses with the student needs. This was consistent with recent study done by Heeralal & Bayaga (2011). The other challenge was time management. Yuna said, “In a Private English Institution, the time is one thirty hours and sometimes the materials have done but I still have time.”
B. How TP Students Develop Their Pedagogical Knowledge
From the interview, it was discovered that the participants develop their pedagogical knowledge in nine ways (Table 2).
1. The Courses from ED
In ED, there are many courses related to TP. Based on my research, fifteen of the participants used the strategy in teaching by learning from the courses in ED, for example TP students learn from TEYL Class, Grammar Classes, Speaking Classes, Micro Teaching Class, and the others courses. One of the TP students, Rara said, “I can get many strategies in TEYL class so I can apply in my Children Class when I taught Children Class.” The other TP
student, Vita Dolce said, “I learn through the courses in college, theories on how to be a good teacher and how to manage the class.”
2. Participating Actively in Teaching
materials related to the subject given. I usually searched the materials in the internet before I teach.” Regarding the challenges that the TP students faced, Ferber & Nillas (2010) showed that, “Preservice teacher prepared for student teaching by working on materials ahead of time”.
3. Sharing Knowledge and Information
There were twelve participants who agreed that they developed their pedagogical knowledge by sharing knowledge and information. Participants in this study also develop their teaching knowledge by sharing their knowledge and information through discussion, conversation, and also joint activities with the other TP students. By sharing knowledge and information, TP students were able to know the characters for each student they are going to teach. Besides that, TP students could also discuss about the problems they had in teaching with their friends in TP. For instance, Rere reported that, “If do not know about the materials
sometimes I asked my friends what it means.” Tyas, “Our teacher often share how to be a good teacher, how do we need to do, they often ask our problems, what are the difficulties so that we can share about that and we can have more understanding and more knowledge.” This
was similar to Rotter’s theory (Rotter, 1954) people learn through interaction with their
environment.
4. Previous Experience
There were some TP students who have experienced teaching. They have experience before they did teaching practice. Some of the TP students have ever taught elementary school students, teaching in Sunday schools, teaching in private courses and also a group of children who gather together. Consistent with Dewey’s theory of experience stated in
Schmidt (2010), “as the pre-service teachers interacted with their teaching experiences, they created continuity among and derived their own meanings from them.” There were ten
teaching experience before. I thought that teaching in the Private English Institution such a kind of fun. I had a lot of friends and students. Those experiences help me to manage the classroom.” “My previous experience helped me very much because I can manage my
classroom management and then I also can handle the students…” This is the way Rara said about her previous experience which helped her in managing classroom and handling the student especially passive students.
5. Previous Teaching
There were ten participants who developed their pedagogical knowledge by learning from previous teaching. They stated that they developed their pedagogical knowledge by learning from their previous teaching. In this strategy, the TP students learn from the mistakes they made after they taught the students in TP. For example, Rara said that, “…when I teach again I learn from my mistake from previous teaching to improve my
teaching skill.” This was similar to a study done by Ethell & McMeniman (2000) who argue
that since student teachers get more experience from classrooms whilst practicing teaching at schools, they often experience a failure to build on learning”.
6. Guidance from the Teacher
There were also nine participants who used the teachers’ advice to teach English. TP
students got feedback from the teacher in solving their problems in teaching. Intan said, “I
also ask the teacher in the Private English Institution because they have more experience so it is very useful.” This was similar to Vygotsky’s theory (1962) about people learn through
interaction with others especially with experienced person. 7. Observing Teachers or TP students
that people learn through observation. In this study, TP students observed other TP students or their teacher to inspire their teaching. One of five participants, Rara stated that, “I observed how my lecturer taught the students. If the teachers have good method, I will apply it in my teaching.”
8. Imitating Lecturers or Friends
The next strategy that was used by TP students was imitating lecturers or friends. TP students imitated the way the lecturers or friends did when they teach the students, for example when the lecturers or friends taking a class or delivering the subject matters, questioning, asking questions, and making preparation to teach. There were only two participants, Marcellina and John, who learn by imitating lecturers or friends. Marcellina said, “I learn by imitating what other lectures do. If they have good method in teaching I imitate it.” Bandura (1977) also stated that people often learn through imitating others. By
imitating the lecturers or friends can really help the TP students how to be teach well. 9. Other Strategies
Two of the participants learnt through other strategies. The strategy was by building good relationship with the students. In line with Ferber & Nillas (2010), “The biggest success of the student teaching experience was the ability of preservice teachers to build relationships with their students”. One particpant learnt teaching by asking the students about their feeling and from the students’ feeling, the participant knew how to teach the students. This is how
Piuu mentioned, “I learn it from the students. I usually ask my students, how they feel, what they want to learn in the class, how they feel about English. Everything about the students, I focused on the students so I make the atmosphere like they want it to be. But if they are not in the mood in learning English I would try to make them in the mood in learning English.” The
Conclusion
This research aimed to answer two research questions; (1) What are the challenges faced by TP students related to their pedagogical knowledge in teaching English in the Private English Institution? (2.) How do TP students develop their pedagogical knowledge in teaching English in the Private English Institution?
For the first research question, there were seven challenges faced by participants in teaching English in the Private English Institution. The problems were related to classroom management, material development, delivering the materials, preparing teaching activities, teaching various subjects, teaching various ages of learners, and time management. The highest problem was in managing classroom. TP students had to plan and prepare the materials before teaching learning process. In the classroom, TP students had to be able to manage the classroom and had to have art of teachings. As stated in Shulman’s theory (1987)
by having pedagogical knowledge, TP students can manage the classroom and solve the problems which will be appear in the classroom.
In developing pedagogical knowledge, the participants learnt through nine ways. They learnt from the courses in ED, learnt by participating actively in teaching, learnt by sharing knowledge and information, learnt from previous experience, learnt from previous teaching, learnt through guidance from the teacher, learnt by observing teacher or TP students, learnt by imitating lecturers, and learnt through other strategies. Based on my research, most of the participants learnt from the courses in ED. They learnt from the courses that they got from the college before they did TP. Besides that, TP students also learn through participating actively in teaching. This is in line with Vygotsky’s (1962) theory. People learn through
TP students did to develop their pedagogical knowledge were they learnt from their previous experience. Consistent with Dewey’s theory of experience stated in Schmidt (2010), the participants interacted with their teaching experiences, they learnt from their experience before did TP. With the same quantity, which were ten participants, learnt from previous teaching. This was similar to a study done by Ethell & McMeniman (2000) who argue that student teachers get more experience from classrooms whilst practicing teaching at schools, then they learnt from failure done in previous teaching. In line with Vygotsky’s theory (1962), TP students also learned from experienced person that was through guidance from the teacher. Besides that, TP students learnt by observing teachers or others TP students and imitating teachers or TP students. In line with Bandura’s (1977) social learning theory,
people learn through their environment by observing and imitating one another. The last things that TP students learnt were from the other strategies which were by building good relationship with the learners. As stated by Ferber & Nillas (2010), “The biggest success of the student teaching experience was the ability of preservice teachers to build relationships with their students”.
Acknowledgements
I am deeply grateful to many individuals for helping me throughout the thesis process. First, I express my thanks to my Lord, Jesus who always blesses me. My family who has helped me through this thesis process. Without their love and support, I would not be able to do this. To my beloved brother, Ary Rusdianto, thank you for your books and your revision that really helped me in revising my grammar erros. To my beloved Daeyz, Trika, thank you for accompany me long days and all the complaining and listening to my frustration. Although you could not help me in revising my thesis, but your supports, your patience, and your love helped me very much. To the rest of my family and all of my friends especially for you who are in “Kos Payung 7a”, thank you for your support throughout all of this. I am so thankful to have all of you in my life.
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Appendix A
Interview excerpt for 16 participants
Warm-up questions:
1. What is your name?
2. In what “angkatan” are you?
3. When TP was done?
General questions on the problems faced by TP students:
1. How did you feel when you started teaching in the Private English Institution?
2. How many classes did you teach?
3. What kinds of classes did you teach?
4. From those classes, which one is the most challenging for you? Why?
5. Overall, what were the challenges that you faced in teaching in the Private English Institution?
Specific questions about how the TP students do to develop their TP:
6. How do you become knowledgeable about how to teach?
Have you ever experienced in teaching before doing TP?
How did your previous experience help you in your TP?
What are the knowledge you gained in ED related to TP?
What do you think about the materials in the Private English Institution
Did you master all the materials given? Which one and why?
How did you do to develop the materials given?
What are the knowledge you gained in ED related to the content of the subject
you teach?
8. How much do you learn things related to teaching in TP?
Teaching skill (e.g. classroom management, questioning techniques, etc.)
Teaching content (e.g. theories, understanding of the subject matter)
Other teaching related to matters (e.g. material development, how to handle
students)
9. What are the strategies you use to learn things related to teaching in TP?
Appendix B
Interview excerpt for 4 participants through email
1. What is your name (pseudonym nama samaran)?
2. In what “angkatan” are you?
3. When TP was done?
4. How did you feel when you started teaching in the Private English Institution?
5. How many classes did you teach?
6. What kinds of classes did you teach?
7. From those classes, which one is the most challenging for you? Why?
8. Overall, what were the challenges that you faced in teaching in the Private English Institution?
9. How do you become knowledgeable about how to teach?
10.Have you ever experienced in teaching before doing TP?
11.How did your previous experience help you in your TP? (If you don’t have experience before doing teaching practice, what are the things which help you in teaching
practice?)
12.What are the knowledge you gained in ED related to TP?
13.How do you become knowledgeable about the content of the subjects you teach?
14.What do you think about the materials in the Private English Institution?
16.How did you do to develop the materials given?
17.What are the knowledge you gained in ED related to the content of the subject you teach?
18.How do you learn:
Teaching skill (e.g. classroom management, questioning techniques, etc.)
Teaching content (e.g. theories, understanding of the subject matter)
Other teaching related to matters (e.g. material development, how to handle
students)
19.What are the strategies you use to learn things related to teaching in TP?
Appendix C Transcription for John:
Hesty : Good afternoon, thank you for coming. Today, I want several questions about teaching practice in the Private English Institution. First of all, I want to know your name…
John : Ok, my name is John. Hesty : In what angkatan are you? John : I am 2007er
Hesty : Ok. So, I think you have done your teaching practice, right? John : Yes.
Hesty : So, when it was done?
John : My teaching practice was done in 2010.
Hesty : 2010. When you started teaching in the Private English Institution, how did you feel?
John : When I started teaching in the Private English Institution, I think it was the first experience for me for teaching and it was to be very complicated.
Hesty : Why it was complicated?
John : Because I have no any background knowledge about teaching at all. Hesty : So, in the Private English Institution, how many classes did you teach? John : I taught maybe five or six times.
Hesty : What are they?
John : Do you mean I have to mention them? Hesty : Yes.
John : Ok, so EP 1, EP 2, and Conversation Class, and after that TOEFL class, and I also taught some students from health, AKBID, and beside that I think I taught Children Class.
Hesty : So, from those classes, which one is the most challenging for you?
John : For me, I think Children Class is not challenging for me, maybe other friends found Children Class is the most challenging but for me it was not challenging because I enjoy teaching Children Class. I still remember up to now. Aldo is very close to me so that I think I have no problems in teaching Children Class. The most challenging is when I taught… what is that… not conversation also… TOEFL class.
Hesty : TOEFL class. Why?
John : For me myself, at that time, I hate listening. I don’t know why but I hate it. At that time, I taught TOEFL especially for listening.
Hesty : When you hate listening for TOEFL, what are your strategies to deal with listening in TOEFL class?
John : My strategy at that time before the class started, I came earlier and I prepared everything and at that time I had to try listening from the recording. Fortunately, I already passed listening 1 up to listening 4, listening is already trained so that it was not something new for us. Yeah… I prepared myself before teaching.
Hesty : Ok. Overall, what are the challenges you faced in teaching in the Private English Institution?
John : The most challenging? Do you mean all of the challenge? Hesty : Yes. All the challenges.
John : Ok, I think about the time management also.
John : The problems at that time when I was taking 15 credits belong to finishing my thesis. So, the problem was when I was learning in the class and suddenly I have got the information and I have to teach, for example. I think this is the problem for me about the time management but I enjoyed it.
Hesty : Do you mean the time management from you outside the teaching practice? John : Time management in here not only for me but also my friends because
maybe at that time we did not give our schedule of study in English Department so it will be any adjustment between teaching practice here and our learning. This is the first problem. The next problem was when we came and the student did not come. That is the problem.
Hesty : Ok, so the problem is from the student itself?
John : Yes, from the student itself. And then for those who haven’t had any English background knowledge, I mean they haven’t, let say… they only come to take English in that course. The thing that what they should do is knowing how to speak in English but we don’t notice that they have to learn from the very basic one, it means maybe they have to learn about English alphabet, their interpretation in their mind is coming to be able to speak English and that is the problem for teacher in teaching.
Hesty : So, what are your strategies for that?
John : For my strategy, sometimes I just give advice. Hesty : Ok, you gave advice for the students.
John : Yes, I gave advice for the students that, “you could follow the course but remember you have to find other way to improve your English so yeah to make the progress to learn English."
Hesty : Any others?
John : Another problem, for me myself. Hesty : Ok, what is it?
John : Actually, I don’t have any background knowledge in teaching.
Hesty : So, when you don’t have any background knowledge of teaching, how do you learn teaching?
John : Teaching Practicum in the Private English Institution became my first experience in teaching and it becomes my teacher in teaching. That’s why I learnt so much how to teach, how to face students. So, for strategy, I have so many strategies I just learnt how to imitate our teachers when they were teaching. How, when you become a teacher and you spent in front of your students, what should you do? So, I learnt about it.
Hesty : So, you imitate from your teacher.
John : Mostly, I imitate the teachers’ way of teaching when they were teaching at that time.
Hesty : Any others? Or that’s all for the challenges?
John : About the challenges, ehmm… but this is not the challenges but this is my way to study. I think at that time, the first challenge for me is how to arrange the lesson plan because arranging lesson plan in the Private English Institution, you already know, it should be very detail but I think this is not the problem. Maybe the problem comes from myself, not the problem from the lesson plan itself, how to arrange it but it comes from myself.
Hesty : How about the material development? John : Material development in…?
John : I think in making lesson plan, my guru pamong at that time taught us many things. Gave the strategies in arranging good lesson plan and we follow that. And you know, finally I got the good score for that.
Hesty : So, how do you become knowledgeable about how to teach? John : Become knowledgeable, do you mean that I after teaching or …? Hesty : Before and after teaching.
John : Before teaching, I didn’t have any experience in teaching so that it was very difficult for me and when I taught the students, sometimes I thought, can I do that? What should I do? And you know sometimes like I feel I was in something just like a problem and it made myself come… what do I do was afraid.
Hesty : You said that teaching practice is your first experience in teaching, so you don’t have any experience before teaching practice.
John : Actually, I never had been in an educational institution. I just stay in general school, and after that I went everywhere. I did not know what teaching is, how to teach. After teaching, I know how to teach because I learnt it in the Private English Institution. So, the Private English Institution helps me very much in teaching. I can’t avoid it.
Hesty : What are the knowledge you gained in ED related to teaching practice? John : Mostly, you know knowledge before coming to teaching practicum? And the
knowledge that lead us to teach? Something like that? Hesty : Before you take teaching practice.
John : I know the knowledge that lead us how to do teaching practice. I think there is some knowledge about teaching. Related to teaching or related to the material?
Hesty : Both of them.
John : I think before we come to the teaching practicum, there are some classes that teach us how to become a teacher, like TLS and after that before teaching practicum, micro teaching. From these classes, I learnt to teach.
Hesty : So, the knowledge from ED is help you to teach.
John : Not the knowledge but the strategies in teaching, learning from the others subject like TLS, like micro teaching. And when come to teaching practicum, I can learn about teaching from that. I think many things I get about knowledge, something that we learnt in English Department it is also in English Institution so when came for example you teach about past tense. You already learnt about past tense in ED after that you came to teaching practicum, there are several materials about past tense and you have to teach that. Your background knowledge are already formed in ED.
Hesty : What do you think about the material in the Private English institution? John : For the materials, I think it is good because it started from EP one and it is
very basic one. For the materials for the course is appropriate. Hesty : Appropriate for the students?
easy as they think. This is probably the very basic one. I think EP 1 and EP 2 is good.
Hesty : So, to conclude that the materials in the Private English Institution are good for any level of students.
John : For me, so far when I did my teaching practice there, I think TP students’ background knowledge helps students. For the materials I think ok.
Hesty : So, it depends on the TP students itself.
John : I think it is impossible for you to learn about a, b, c in the course because you are teaching English in English course.
Hesty : I think you have to master all the materials.
John : When you are teaching, what materials that you want to serve for the students, you have to master it.
Hesty : Maybe how to deliver the materials to be understood for the students.
John : Yes, to be understood for the students and you have to master it and how can you share the materials for the students.
Hesty : So, how did you do to develop the materials?
John : For example the topic for tomorrow is about passive voice. Of course, we already got it when we learnt in ED but when you want to teach, you have to find the source, you have to find materials, you go through the games, you memorize just to recall the materials again so when you are teaching, you will not have any mistakes. Maybe there will be mistakes, but you can minimize them.
Hesty : How do you learn, for example teaching skill, teaching content, included classroom management, time management? How do you learn all of those things?
John : There are many things. The best teaching learning is experience, for example the first meeting you wrong in time management and the next meeting you have to consider that you will not do the same mistake. You know, for example the material today, you do not master it well. If you prepare yourself for today’s materials and after this you try hard to understand the material. Then, next materials will be better from the first. This is the step in learning. And about the way you teach, I think ED teaches us how to teach. But in ED, there are some assumptions. If you do not want to be a teacher, but there are some subject which teach you to be a teacher. So, from that, for me I learnt that the way our teacher teach, their style, and when we come to teach we already know about teaching.
Hesty : So, you imitate that?
John : Yes, imitation is also best beside experience.
Hesty : Overall, what are your strategies in teaching in the Private English Institution?
John : My strategy at that time? Strategy related to what?
Hesty : Maybe you have some problems in one case, what are your strategies for that?
materials maybe just about the main point of the materials so that the students
Hesty : Maybe it can be about the materials, or the way you teach the students. John : For the materials, sometimes I prepare the materials by searching internet, so
if I don’t get any knowledge from the book, I have to find additional materials. Sometimes for example you teach about something you have to search or find some tips for the students. For example, they asked, ”how can I learn English well?” and you have to find the tips, “When you want to learn English, you should do this...“
Hesty : Any others maybe?
John : The students will feel good it also depends on the way the teachers teach. So, you are competent not only knowledgeable about the material, knowledgeable about the knowledge but the way you built the relation with the students. Not, the relationship in negative, but the relationship with your students when you are in the class. You have to be able to make interesting activities in the class. Hesty : Is it difficult for you to teach only with one student?
John : I think it is not difficult but teaching one student sometimes become strange because sometimes if in one room the student is a girl and I as a teacher is a man, sometimes the student feels afraid. So, you have to make the student feels comfortable with you. For example, you introduce yourself, where you come from. It is only the way to make the student feel in a situation like scaring for her. It is what we have to do as a teacher, make comfortable situation for the student.
Hesty : Do you have any others information do you want to add related to teaching in the Private English Institution?
John : I think the information, for me myself, maybe for the others friends, they have many problems. But for me, in the Private English Institution, if there are some problems I have to learn it, I found a lot of things in teaching. For me, I’m not only to get good score but the experience is important.
Hesty : Only that?
John : Yes, no others information.
Hesty : Ok. This is the end of our interview. Thank you for your time and good afternoon.
Appendix D
4. How did you feel when you started teaching in the Private English Institution? I felt nervous but also excited to experience teaching in English courses. 5. How many classes did you teach?
I forgot how many, more than ten maybe. 6. What kinds of classes did you teach?
I taught various class, children, college students, also adult people. 7. From those classes, which one is the most challenging for you? Why?
When I taught college students, because there are many students and I think it was hard to manage them.
8. Overall, what were the challenges that you faced in teaching in the Private English Institution?
Sometimes the class schedule is unpredicted that I have to teach without preparation but somehow it also helps me to be a professional teacher in any condition.
9. How do you become knowledgeable about how to teach? Yes, through the experiences in teaching in various ages. 10.Have you ever experienced in teaching before doing TP?
No.
11.How did your previous experience help you in your TP? Through the courses in college.
12.What are the knowledge you gained in ED related to TP?
Theories on how to be a good teacher and how to manage the class.
13.How do you become knowledgeable about the content of the subjects you teach? I searched the materials in the internet before I teach.
14.What do you think about the materials in the Private English Institution? I think they were good materials.
15.Did you master all the materials given? Which one and why?
Not all of them. Just some of them that become my subject in teaching. 16.How did you do to develop the materials given?
I just use the materials given and then looking for additional materials related to the subject given.
17.What are the knowledge you gained in ED related to the content of the subject you teach?
So many, for examples grammar and reading comprehension. 18.How do you learn:
Teaching skill (e.g. classroom management, questioning techniques, etc.) through the courses that I took before the TP.
Teaching content (e.g. theories, understanding of the subject matter) the same, through the courses in college.
basically also from the college, but about how to handle the students it’s actually will come naturally after experiencing a lot of teaching.
19.What are the strategies you use to learn things related to teaching in TP?
Read a lot about it and the most important is asking to other friends that already experience teaching.
20.Do you have any information you want to add related to TP in the Private English Institution?
