STUDENT TEACHERS’ SELF EFFICACY IN
USING INSTRUCTIONAL STRATEGIES AT
PRACTICE TEACHING CLASS (PPL I) OF
ENGLISH TEACHER EDUCATION
DEPARTMENT UIN SUNAN AMPEL SURABAYA
THESIS
Submitted in partial fulfillment of the requirement for degree of Sarjana Pendidikan (S.Pd) in Teaching English
By:
Rosyidatul Arifa
NIM. D95211088
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
STUDENT TEACHERS’ SELF EFFICACY IN
USING INSTRUCTIONAL STRATEGIES AT
PRACTICE TEACHING CLASS (PPL I) OF
ENGLISH TEACHER EDUCATION
DEPARTMENT UIN SUNAN AMPEL SURABAYA
THESIS
Submitted in partial fulfillment of the requirement for degree of Sarjana
Pendidikan (S.Pd) in Teaching English
By:
Rosyidatul Arifa
NIM. D95211088
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
ABSTRACT
Arifa, Rosyidatul. 2015. Student Teachers’ Self-Efficacy in Using Instructional
Strategies at Practice Teaching Class (PPL I) of English Teacher Education Department UIN Sunan Ampel Surabaya. A Thesis. English Teacher Education Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University Surabaya. Advisor: Dra. Irma Soraya, M. Pd.
Key Words: Student Teachers’ Self-Efficacy, Instructional Strategies, Practice Teaching
ABSTRAK
Arifa, Rosyidatul. 2015. Student Teachers’ Self-Efficacy in Using Instructional Strategies at
Practice Teaching Class (PPL I) of English Teacher Education Department UIN Sunan Ampel Surabaya. Skripsi. Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Surabaya. Dosen Pembimbing: Dra. Irma Soraya, M.Pd.
Kata Kunci: Student Teachers’ Self-Efficacy, Instructional Strategies, Practice Teaching
Sebagai kandidat guru, mahasiswa Praktik Pengalaman Lapangan I (PPL I) membutuhkan efikasi diri yang tinggi untuk menjadi guru yang efektif dan cakap di masa depan. Di dalam penelitian ini, efikasi diri mahasiswa PPL I diartikan sebagai kepercayaan diri mahasiswa PPL I terhadap kemampuannya menyelenggarakan sebuah pengajaran untuk menunjang pembelajaran berhubungan dengan tindakan professional seorang guru. Dimensi dari efikasi diri guru yang paling dasar dibutuhkan bagi mahasiswa PPL I adalah dalam menerapkan strategi pengajaran karena strategi pegajaran erat kaitannya dengan cara seorang guru menjadikan siswa mampu menguasai materi pembelajaran. Penelitian ini difokuskan untuk menyelediki tingkat efikasi diri mahasiswa PPL I dalam menerapkan strategi pengajaran dan mengidentifikasi faktor yang mempegaruhi tingkat efikasi diri mahasiswa PPL I dalam menerapkan strategi pengajaran
tersebut. Observation checklist dan interview guideline digunakan untuk mengumpulkan data
NIM. D95211088
TABLE OF CONTENT
TITLE SHEET ... i
ADVISOR APPROVAL SHEET ... ii
APPROVAL SHEET ... iii
MOTTO ... iv
DEDICATION SHEET ... v
ACKNOWLEDGMENT ... vi
ABSTRACT ... ix
PERNYATAAN KEASLIAN TULISAN ... x
TABLE OF CONTENT ... xi
CHAPTER II: REVIEW OF THE STUDY A. ... Revie w of Related Literature ... 16
1. ... Self Efficacy ... 16
b... Behav ioral Pattern that Shows Self Efficacy ... 18 c. ... Sourc
of Instructional Strategies ... 27 b... The
Events of Instructional Strategies ... 29 c. ... Select
ing Instructional which Fit the Objective ... 36 3. ... Practi
ce Teaching ... 38 a. ... Lectu
rer’s Attitude, Characteristic and Practice for Student Teachers ... 38 B. ... Revie
w of Previous Study ... 39
CHAPTER III: RESEARCH METHOD
A. ... Appro ach and Research Design ... 44 B. ... Resea
ing Validity of Finding ... 59
CHAPTER IV: FINDINGS AND DISCUSSION
1. ... T he Level Student Teacher’s Self Efficacy in Using Instructional Strategies within Practice Teaching Class of English Teacher Education Department at UIN SunanAmpel Surabaya ... 61 2. ... T
he Factors Influencing Student Teacher’s Self Efficacy in Using Instructional Strategies within Practice Teaching Class of English Teacher Education Department at UIN SunanAmpel Surabaya... 74 B. ... Discu
ssion ... 87 1. ... T
he Level of Student Teacher’s Self Efficacy in Using Instructional Strategies... 87 2. ... T
he Factors Influencing Student Teacher’s Self Efficacy in Using Instructional Strategies within Practice Teaching ... 99
CHAPTER V: CONCLUSION AND SUGGESTION ... 107 A. ... Concl
usion ... 107 B. ... Sugge
stion ... 108
REFERENCES APPENDICES
LIST OF TABLE
CHAPTER I
INTRODUCTION
This study is about student teachers’ self efficacy in using instructional
strategies at Practice Teaching class (PPL I). This chapter presents background,
research question, objective and significance of study, and definition of key term.
Research Background
Due to the aim of English Teacher Education Department is to establish an
English teacher candidate, the students of Practice Teaching which is commonly
called as student teacher must do teaching practice at least twice in one semester.
This teaching practice purposes to establish the effective teachers who are able to
succeed learning process in a real class. The teachers are called as the effective
teachers if they have these following pedagogical skills: classroom management
skill, motivational skill, communication skill and also assessment knowledge and
skill.1 To become an effective teacher, student teacher requires the belief
regarding their ability in teaching. This kind of belief refers to self efficacy.
Self efficacy is defined as people's beliefs about their capability to produce
designated levels of performance that exercise influence over events that affect
their lives, it is to determine how people feel, think, motivate themselves and
behave.2 Hence, to show a fascinating teaching performance in Practice Teaching,
a student teacher has to feel, think, motivate themselves and behave as a
1John W. Santrock, Educational Psychology: Fifth Edition (McGraw Hill: New York, 2011), 4-5 8Albert Bandura, Self Efficacy (San Diego: Academic Press, 1998), 22
2
proficient teacher. Furthermore, according to Guo et al, teacher’s self efficacy has
a major impact on the quality of learning that the student experience.3 It shows
that students learn much more from teachers with high self efficacy than from
those with low self efficacy. Beside that, Guo states that low self efficacy teachers
do not have confidence in their ability to manage their classroom, become
stressed and angered at student’s misbehavior, are pessimistic about student’s
ability to improve, take a custodial view of their job and say that if they had it to
do all over again they would not choose teaching as a profession.4 It proves that
self efficacy is very crucial to support someone’s career, especially a teacher.
Even the clever athletes feel very nervous if they are under strong pressure which
indicates low self efficacy, such as in low achievement or in a big match.5
According to D’Alessio, microteaching which also called as practice
teaching includes elements that are known to improve self efficacy which the
concept comes from the social cognitive work of Albert Bandura, a social
scientist. He documents four types of experiences that tend to increase Self
Efficacy Beliefs (SEB), they are mastery experience, vicarious experience, social
persuasion and emotional state.6 In this context, mastery experience is the
previous performance of a student teacher in first teaching practice, vicarious
3
John W. Santrock, Educational Psychology, Fifth Edition (McGraw-Hill Companies: New York, 2011), 450
4John W. Santrock, Educational Psychology: Fifth Edition…., 451
5Jeffery S. Nevid et al, Abnormal Psychology in a Changing World Fifth Edition (England: Pearson
Education: 2003), 183
6
Matthew A. d’Alessio, Learning By Teaching: Microteaching In Geo-science Content Courses For Preservice Elementary Teachers Geological Sciences Department (California: California State University Northridge, 2012), 2
3
experience is the observation of other peers teaching, verbal persuasion is the oral
feedback from either lecturer or peers and emotional state is the psychological
condition when the student-teacher is teaching.
In addition, the concept of self efficacy which is grounded by Bandura
postulates that human achievement depends on interactions between one's
behavior, personal factors (e.g., thoughts, beliefs), and environmental conditions.7
All of those aspects also are covered in Practice Teaching since the aim of
Practice Teaching based on the rule of government no.7 year 2008 verse 2 states
that the teacher competitions are pedagogical competition, personal competition,
social competition and professional competition which are obtained from
pre-service teacher education or Practice Teaching.8
As a teacher candidate, the students of Education Department require a
good education in order to be able to educate their students in the future as a
skillful and professional teacher. Hence, to achieve this goal, the curriculum of
English Teacher Education Department and other departments in Faculty of
Education and Teacher Training at UIN Sunan Ampel Surabaya comprises
Praktik Pengalaman Lapangan (PPL I) as a lecture course. Feyten and Kaywell
postulates that curriculum emphasizes various levels of what Cruickshank called
concrete real experiences in preparing novice teachers to teach and to develop
7
EdaOrdem-ÖzcanDemirel, Teacher Self Efficacy Beliefs (Hacettepe University: Turkey, 2007),2 8
Pedoman Praktik Pengalaman Lapangan I Academic Year 2014-2015 Faculty of Education and Teacher Training (UIN Sunan Ampel Surabaya: Surabaya, 2015), 1
4
their reflective and analytical skills, examine the relationship between theory and
practice, and correct misinterpretations they might have about teaching.9
PPL is a sequence of activity to implement educational theory through a
teaching practice or educational task besides teaching in a guidance and
integration process to establish a professional teacher.10 This program is divided
into Practice Teaching (PPL I) or microteaching and Internship Program (PPL II)
which is conducted in a real school. Such kind of practical experience is
necessary since it provides a chance for students to achieve the improvement of
pedagogic skill competence as well as to gain the real teaching experience.
Besides, by the help of Practice Teaching, teacher candidates can
experiment and learn each of the teaching skills by breaking them into smaller
parts without encountering chaotic environment of the crowded classes.11
Therefore, Practice Teaching provides unchallenging teaching environment since
the students are the student teacher’s peer, approximately 12 students in a class,
different with Internship Program which challenge a real class and students. Thus,
student teacher ideally has high self efficacy in using instructional strategies
within Practice Teaching for the sake of the success teaching in Internship
Program and next teaching performance in the future.
9
Funmi A Amobi-Leslie Irwin, “Implementing On-campus Microteaching to Elicit Pre-service Teachers’ Reflection on Teaching Action”, Scholarship of Teaching and Learning, Vol. 9, No. 1, 2009, 27 - 34
10Pedoman Praktik Pengalaman Lapangan I Academic Year 2014-2015 Faculty of Education and
Teacher Training (UIN Sunan Ampel Surabaya: Surabaya, 2015), 1
11
Naim Uzun, “A Sample of Microteaching in Environmental Education and Its Effect on Pre-service Teachers’ Presenting Effective Lesson”, Asia-Pacific Forum on Science Learning and Teaching, 2012, Vol.13 No.9 Issue 1, 3
5
In Practice Teaching class, student teachers are supposed to have the high
self efficacy in using instructional strategies since it is the first teaching
experience for students which will be standard for their Internship Program and
their next teaching career in the future. This case is grounded by the concept of
Teacher Efficacy Beliefs (TEB). Tschannen-Moran et al, the founders of TEB
describes the development of TEB which comes from analysis of teaching task
and assessment of teaching competence which will give the effect on teacher
efficacy goals, effort, and so on. This effect will build a teaching performance that
will be a new source of efficacy information.
Furthermore, the researcher assumes that some student teachers who get
the high achievement in theoretical lecturing course are not performing their
teaching well in Practice Teaching class since some of them have low self
efficacy. In addition, based on the survey conducted by researcher toward 27
students of English Teacher Education Department UIN Sunan Ampel Surabaya
from academic year 2013-2014 who have passed Practice Teaching and
Internship Program, 26 students of them state that Practice Teaching brings the
important role to boost their self efficacy in facing Internship Program and only
one student who says that Practice Teaching does not bring the important role for
internship program.12 It totally proves that Practice Teaching supports teaching
12Preliminary Research on April 2015 based interview toward students of English Teacher Education
Department UIN Sunan Ampel Surabaya Academic Year 2013-2014
6
performance and it is also very important to bring the success of Internship
Program.
Basically, there are three dimensions of teacher’s self efficacy: managing
classroom management, ensuring student engagement, and using instructional
strategies.13 However, the most essential for student teachers is in using
instructional strategies. Instructional strategy is a method which is used by teacher
in their teaching in the classroom to enable and to enhance student’s learning of
course content.14 In Practice Teaching context, managing classroom management
and ensuring student engagement are not really required for student teachers since
the student teachers and the classroom environment of Practice Teaching class are
not the real one. Indeed, classroom management requires the teachers’ efforts to
control classroom activities such as learning, social interaction, and student
behavior.15 Furthermore, student engagement refers to the attention, curiosity,
interest, optimism, and passion that students show when they are learning.16 That
is why the researcher decides to choose instructional strategies among other
dimension for the reason that it deals currently with how to actually instruct the
student. Moreover, Gagne calls the lesson planning as the "architecture" of the
13
M Tschannen Moran-A Woolkfok Hoy, “Teacher Efficacy: Capturing and Elusive Construct”, Teaching and Teacher Education, Vol.17, 2001, 783-805
14Alberta Learning, Health and Life Skills Guide to Implementation (K-9) Instructional Strategies
(Alberta: Canada, 2002), 67
15
Abdullah M. Abu-Tineh et al, “Teacher Self-Efficacy and Classroom management Styles in Jordanian Schools”, Management in Education, Vol. 25 No. 4, 2011, 175
16
Student Engagement (from: http://edglossary.org/student-engagement/ accessed on April 18th 2015)
7
course, while the instructional strategies are the "bricks and mortar".17 In a line of
this theory, using instructional strategies is more required by student teachers as
the prime dimension in their practice teaching since it examines whether their
lesson plan successfully done to achieve the learning goal.
Furthermore, some studies have been proposed to discuss why some
students do not perform well in foreign language courses. One of them is Banks’
study which found that listening problem, native language differences, cognitive
variables (such as language aptitude, individual differences, brain function, and
pedagogical task assigned) and affective variables (such as anxiety, motivation,
and personality) are the causes why students do not perform well in foreign
language course.18 Reflecting on this case, it is necessary to establish the
professional teacher candidates who have high self efficacy in teaching English as
foreign language.
Six previous studies which have done regarding self efficacy are
categorized into instructional strategy and practice teaching. Four of them deal
with teacher’s self efficacy and two of them are about instructional strategies. The
first previous study was conducted by I’anatul Avifah focuses on beginning
teacher’s self efficacy which finds that self development is one of self efficacy
17Gagne, Modules of Instructional Strategies Used in Classroom (from:
http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm, accessed on April 2nd 2015)
18
Tiffini Banks, A Master Thesis: Foreign Language Learning Difficulties and Teaching Strategies (School of Education Dominican University of California: San Rafael, 2008), 8
8
sources besides four sources grounded by Bandura.19 While, Sunjin Oh’s research
reveals that the finding that pre-service teachers’ personality, motivation, and
capabilities were one of the important sources to improve their teaching
efficacy.20 Furthermore, Lindell’s research finds that the interaction between
time, condition and subject effect can become the measurement of teacher’s self
efficacy.21 Pendergast and Garvis also conducted their study which finds about
the definition of stage regarding initially higher levels of teacher self-efficacy
towards perceived capabilities of teaching.22 Next previous study which discusses
about instructional strategies which comes up first from Cheng and Zhan finds
that CFL (Chinese Foreign Language) pre-service teachers applied four
instructional strategies including using body language, graphic and pictures,
animations and text-based input to enhance understanding of the
content.23Another previous study about instructional strategies which belongs to
19
I’anatul Afivah, Under graduated Thesis: Teacher’s Self efficacy in Managing Classroom Behavior Problems: A Study of Beginning Teachers at Intensive English Program (IEP in Faculty of Sharia and Law UIN Sunan Ampel Surabaya Academic Year 2013-2014 (UIN Sunan Ampel Surabaya: Surabaya, 2014), 136
20Sunjin Oh, “Pre-service Teachers’ Sense of Efficacy and Its Sources”, Psychology Journal from
Department of Curriculum and Instruction, Iowa State University, Vol.2 No.3, 2011, 235-240
21
Mary Ann Lindell, The Effects of Microteaching on Pre-Service Teachers’ Knowledge and Implementation of the Concept Mastery Routine (USA: University of Minnesota: 2013)
22
Donna Pendergast-Susanne Garvis, Pre-Service Student-Teacher Self-efficacy Beliefs: An Insight Into Making of Teachers (Griffith University: Australia, 2011)
23
Cheng, H.J and Zhan,“Examining Pre-service Teachers’ Instructional Strategies for Technological Pedagogical Content Knowledge via Video-conferencing”, Journal of Educational Technology Development and Exchange, 2012 , Vol.2, No.5, 57-76
9
Negari reveals the finding that the instruction of concept mapping strategy had a
positive effect on EFL learners’ writing achievements.24
However, this research has distinctive focus from those previous
researches. Different from Afivah’s research, Sunjin Oh and Lindell tries to find
more deeply about the sources of self efficacy based on Bandura’s theory which
one are the prime factors and which one are the secondary factors. Besides, this
study aims to find self efficacy based on both student teacher’s perspective and
researcher’s perspective, dissimilar from the research which belongs to
Pendergast and Garvis. Another distinction that comes up from instructional
strategies aspect is about the application of instructional strategies. This study
attempts to find out how student teacher uses instructional strategies in the class
based on its events including all of four skills taught (listening, reading, writing
and speaking), unlike with Chang and Zhan’s study which only find there are four
instructional strategies commonly used by pre-service teacher and Negari’s study
which only focus on writing skill. But, they generally have the similarities
regarding pre-service teacher or student teacher’s self efficacy as the focus of
study and microteaching or practice teaching as the locus of the study.
Having regard to the reasons above, it is important to investigate the
student teacher’s self efficacy in using instructional strategy within Practice
Teaching (PPL I) in English Teacher Education Department UIN Sunan Ampel
24
Giti Mousapour Negari. “A Study on Strategy Instruction and EFL Learners’ Writing Skill”,Department of English Language and Literature University of Sistan & Baluchestan, Zahedan, Iran. Vol. 1, No. 2, 57
10
Surabaya. Besides, it is also necessary to identify the factors influencing the level
of student teacher’s self efficacy in using instructional strategy within Practice
Teaching. Hopefully, this study will give a valuable contribution for both
lecturers and students of English Teacher Education Department at UIN Sunan
Ampel Surabaya.
A. Research Question
In this study especially, the researcher focuses in the area of educational
psychology. Therefore, the problems of this study are focused into two questions
that use educational psychology paradigm, they are:
1. How is student teachers’ self efficacy in using instructional strategies at
Practice Teaching Class (PPL I)?
2. What are the factors influencing the level of student teachers’ self efficacy in
using instructional strategies at Practice Teaching Class (PPL I)?
B. Objective of the Study
Reflecting on the statement of the problems questioned on this study, this
study is intended:
1. To investigate student teachers’ self efficacy in using instructional strategies
at Practice Teaching Class (PPL I)
2. To identify the factors influence the level of student teachers’ self efficacy at
11
C. Significance of The Study
This study is expected to get the result that will be useful and bring the
contribution for readers, especially for lecturers, students of English Teacher
Education Department and other researchers as follows.
1. Lecturers
For the lectures of English Teacher Education Department, especially
Practice Teaching lecturers, this study can give input data for Practice
Teaching lecturers to analyze how high the level student teachers’ self
efficacy is in using instructional strategies within Practice Teaching in general
and to identify what are the factors influencing the level of student teacher’s
self efficacy. After they have known it, hopefully, the lectures will make some
improvement in lecturing of Practice Teaching to get better progress,
particularly in giving the oral feedback, for the sake of the lecture goal of
Practice Teaching in English Teacher Education Department UIN Sunan
Ampel Surabaya.
2. Student Teacher
For the students of English Teacher Education Department especially
who enroll Practice Teaching as the student teacher, they can recognize their
self efficacy which consequently makes them trained to do such a self
assessment for their capability of teaching. Hopefully, after recognizing their
own teaching, they can advance its quality. In addition, the outcome of this
12
using instructional strategies within Practice Teaching. Therefore, they will be
encouraged and be motivated to raise their self efficacy of using instructional
strategies in the future for their next teaching career.
3. Further Researcher
For further researcher, it is hoped that this study will contribute or
would give any value to other person for conducting further research of the
similar topic regarding student teacher’s self efficacy. Also, it is
recommended for further researchers to do a study which focus on the other
dimensions of teacher self efficacy, they are student engagement and
classroom management with same or different locus.
D. Scope and Limit of The Study
This study is delimited to investigate student teachers’ self efficacy in
using instructional strategies within Practice Teaching in academic year
2014-2015. Hence, this study will not discuss in other academic year and in other
dimension of teacher’s self efficacy those are classroom management and student
engagement, but this study only spotlight on the instructional strategies
dimension. Besides that, there are several theoretical approaches dealing with
self efficacy: social cognitive theory, social learning theory, self concept theory,
and attribution theory, but this study will only focus on social cognitive theory.
Furthermore, about the respondents of this study, the researcher confines
for those who never gain previous experience in teaching English for secondary
13
mastery experience as one of the self efficacy factors. The researcher will choose
them because their self efficacy in teaching is still in standard level, not in high
or low level. This is supported by the theory that experience of success will
increase someone’s self efficacy while the experience of failure will decrease it.25
This study will also only conduct for second cycle of teaching practice within
practice teaching, because it deals with the peer feedback and lecturer’s feedback
as the social or verbal persuasion. In a verbal persuasion, individuals are directed
by a suggestion, advice and guidance, so it can improve the belief about their
capability which can help to achieve what they want. An individual who has been
convinced verbally will fight harder to achieve a success.26
E. Definition of Key Term
The researcher lists the definition of essential terms used in this study as
an attempt to prevent misinterpreting among readers toward the conception of
this study despite of distinctive perspective of readers.
1. Student Teacher
Student teacher is a student who is learning how to teach and
practicing teaching for the first time.27 Based on this definition, the student
teacher meant in this study is a college student from English Teacher
25
M. Nur Ghufron and Rini Risnawita S, Teori-Teori Psikologi (Ar-Ruz Media: Jogjakarta, 2004),78
26
M. Nur Ghufron and Rini Risnawita S,……, 79
27Student Teacher (from: http://www.merriam-webster.com/dictionary/student%20teacher Accessed on
April 18th 2015)
14
Education Department at UIN Sunan Ampel Surabaya who enrolls Practice
Teaching (PPL I) to perform a teaching practice.
2. Self Efficacy
Bandura, the founder of efficacy concept, defines that
self-efficacy is a people’s belief about their capabilities in organizing and
executing the required action course to attain the goal.28 Besides that, Bandura
states that teacher efficacy is teachers’ beliefs in their own capability in
managing course to accomplish successful teaching task.29 Considering
Bandura’s statement regarding teacher’s self efficacy as well as the definition
of student teacher above, student teachers’ self efficacy meant in this study is
the college students’ belief toward their capability in managing course to
accomplish successful teaching task of Practice Teaching in English Teacher
Education Department UIN Sunan Ampel Surabaya.
3. Instructional Strategies
Dick and Carey use the term instructional strategyto describe the
process of sequencing and organizing content, specifying learning activities,
and deciding how to deliver the content and activities.30 Therefore,
instructional strategy meant in this study is the process of organizing course
28
Albert Bandura, “Self-Efficacy: Toward a Unifying Theory of Behavioral Change”, Psychological Review, Vol.84, No. 2, 1977, 191-215
29
Gorsev Incecay – Yesim Kesli Dollar, “Classroom Management, self-efficacy and readiness ofTurkish pre-service English teachers”, 2012, 190
30
Gagne, Modules of Instructional Strategies Used in Classroom (from: http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm, accessed April 2nd 2015)
15
content and specifying the learning activities which are done by student
teachers in Practice Teaching.
4. Practice Teaching
Practice Teaching is the practical implementation of the information
and strategies that students have learned which are supervised by teachers
from the college, cooperating teacher or school principals.31 Regarding on this
definition, practice teaching meant in this study is the practical
implementation of what students have learned deals with pedagogical theory
to be applied in microteaching of English Teacher Education Department UIN
Sunan Ampel Surabaya.
5. Factors Influencing Student-Teacher’s Self Efficacy
Bandura defines the “Factors Influencing Teachers’ Self-Efficacy” as
the use of evidence-based intervention which can influence self-efficacy
through several channels.32 The researcher base the definition of factors
influencing student-teacher teachers’ self efficacy within Practice Teaching as
the evidence-based intervention which can influences student-teachers’
self-efficacy enhancement to accomplish the task regarding using instructional
strategies.
31Teaching Practice Office. Bahrain Teacher College: University of Bahrain (from:
http://www.btc.uob.edu.bh/details.aspx?id=aff71af9-f862-e211-b5dd-0022191ecece&gid=3, accessed on 1st of March 2015)
32
Albert Bandura, “Self-Efficacy: Toward a Unifying Theory of Behavioral Change”,Psychological Review, Vol.84, No. 2, 1977, 191-215
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher retrieves several theories related to student
teacher’s self efficacy, instructional strategies and practice teaching. It also reviews
some related previous study.
A. Review of Related Literature
1. Self Efficacy
a. The Concept of Self Efficacy
To understand deeply the concept of self efficacy, the readers are
required to know about self concept since self efficacy is the component of
the self concept. Self concept is a physical, social, spiritual and moral value
which adheres in an individual.1 Usually, most people assume that self
efficacy is similar with self concept or self esteem, but actually it is the part
of self concept. Indeed, compared to self esteem, self efficacy refers to
people’s judge about their own personal capabilities, while self esteem is
people’s judge about their self worth.2 Therefore, actually self efficacy and
self esteem are connected each other. Boosting the self esteem can be done
by taking the responsibility for themselves, having the strong goal
commitment, being honest for themselves, forgiving the self limitation,
1
Robert Kreitner - Angelo Kinicki, Organizational Behavior: Seventh Edition (McGraw Hill: New York, 2007), 142
2John W. Stanrock, Educational Psychology: Classroom Update: Preparing for Praxis and Practice
17
having internal based value, positively praises themselves and doing self
improvement.3
Therefore, self efficacy is such a question “Can I do it?” asked by
people before they accomplish a task. It is in a line with Bandura’s
definition which reveals that self efficacy is people’s belief in their
capabilities to organize and perform the action to establish given
attainment.4 This following figure shows the variably parts under self
concept:
Figure 2.1: Self Concept of A Unique Individual5
3
Monica A. Frank, Self Esteem and Self Efficacy (fromhttp://www.excelatlife.com/articles/selfesteem.htm, accessed on 29th of June 2015)
4
John W. Stanrock, Educational Psychology: Classroom Update: Preparing for Praxis and Practice (McGraw-Hill: New York, 2006), 332
5Robert Kreitner - Angelo Kinicki, Organizational Behavior: Seventh Edition (McGraw Hill: New
York, 2007), 142
18
In accordance to Kreitner and Kinichi, the figure above is intended
to illustrate such a link which connects self concept and self expression.6It
shows the elements of self concept (self-esteem, self efficacy, self
monitoring and organizational identification) which build personal trait,
personal values and behavioral intention or attitude. Those elements of self
concept will be exposed to others by the form of self expression (abilities,
emotion and job satisfaction).
Furthermore, Albert Bandura predicts that individual’s possible
outcomes of behavior are urgent for learning because they affect the
motivation.7 Hence, the question such as a doubt whether people success or
fail and whether they will be liked or be laughed are influenced by
someone’s self efficacy.
b. Behavioral Pattern that Shows Self Efficacy
Kreitner and Kinichi said that the high and low self-efficacy can be
assessed by how they act out during accomplishing the task because they
program themselves for success and failure by enacting their self efficacy
expectation.8 Therefore, student teachers’ self efficacy can be assessed by
observing their behavioral pattern during their teaching performance and
by interviewing them regarding their achievement of teaching performance.
6
Robert Kreitner - Angelo Kinicki, Organizational…,141
7
John W. Stanrock, Educational Psychology: Classroom Update: Preparing for Praxis and Practice (McGraw-Hill: New York, 2006), 332
8Robert Kreitner - Angelo Kinicki,
Organizational…,142
19
Based on Figure 2.2 below which is adapted by Kreitner and Kinichi from
the discussion between Bandura and R.Wood, we see how people’ self
efficacy beliefs are acted out.
Figure 2.2: Behavioral pattern of high and low self efficacy9
9Robert Kreitner - Angelo Kinicki, Organizational Behavior: Seventh Edition (McGraw Hill: New
York, 2007), 145
20
The chart above shows the behavior distinction between people who
have high self efficacy and low self-efficacy. In the context of using
instructional strategies within Practice Teaching class, student teachers
who have high self efficacy can believe themselves that they can
accomplish the given task of teaching performance. They always be active
to enable student in mastering the material, manage the difficult situation
caused by students, have goal setting in their lesson plan, are well-prepared
before teaching performance, try hard during teaching time, creative in
solving problem for presenting stimulus material, reflect on setbacks of
their past teaching, have mind setting of teaching success and limit stress
before and during teaching. Those behavioral patterns of high self efficacy
automatically lead the people to achieve their success.
Otherwise, student teachers who have low self efficacy, they will set
their mind that they cannot accomplish the given task of teaching. They
tend to be passive, avoid any difficult demand about their teaching, have
low aspiration, never change their deficiencies of their first teaching, make
a weak effort to perform their teaching, discourage because of their
teaching setbacks, blame setbacks such as bad luck, worry and stress and
also make excuses of their teaching failure. If the student teachers show
those behavioral patterns of low self efficacy during their teaching
performance, those behavioral patterns of low self efficacy will lead the
21
c. Sources of Self Efficacy in Practice Teaching Context
Bandura states that self efficacy can be grown and learned through
the four main sources. Then, D’Alessio has found that microteaching or
Practice Teaching includes sources known to improve self efficacy which
is grounded by Bandura’s theory.10 This following description shows how
four sources of self efficacy are included in Practice Teaching context.
1) Mastery Experiences
Mastery experience is one’s personal experiences defined as past
successes or failures which form the expectations that are generalized to
other situations. Stanrock additionally states that mastery experience is
the most powerful source of efficacy information.11Thus, this source
gives the significant impact for individual self efficacy since it is based
on the real individual experience either success or failure. It is supported
by the theory that achieving the success will give the different effects
depend on the process, for instance the more difficult the task given the
higher self efficacy made by the success.12In Practice Teaching class,
student teachers teach lesson two or three times in one semester. Their
10 Matthew A. d’Alessio, Learning By Teaching: Microteaching In Geoscience Content Courses For
Preservice Elementary Teachers Geological Sciences Department (California: Department of Geological Sciences California State University Northridge, 2012), 1
11
John W. Stanrock, Educational Psychology : Classroom Update: Preparing for Praxis and Practice (McGraw-Hill: New York, 2006), 332
12UMM Malang, Psikologi Kepribadian (UMM Press: Malang, 2011), 288
22
first teaching experience is the mastery experience that emphasis on the
improvement of student teacher’s second teaching.13
2) Vicarious Experiences
Vicarious experience is observing other’s performance which
demonstrates that the activity is “do-able” through live modeling or
symbolic modeling.14Observation of other’s success with the same
capability in doing same exercise will increase someone’s self
efficacy.15 Otherwise, that is why the observation of other’s failure with
same capability will decrease someone’s belief regarding his or her
capability which consequently he or she will diminish his or her effort to
attempt. Therefore, the vicarious experience in Practice Teaching class
is when the student teachers observe their peer’s teach during the
lecturing of Practice Teaching. By witnessing peer’s success of
teaching, student teachers are also encouraged to succeed their teaching
since they probably adapt the peer’s teaching as the model.16
3) Social or Verbal Persuasion
In a verbal persuasion, the individuals are convinced verbally by
others’ suggestion, advice and guidance to improve the belief about their
13
Matthew A. d’Alessio, Learning By Teaching….,1
14Albert Bandura, “Self-efficacy: Toward a Unifying Theory of Behavioral Change”, Psychological
Review, 1977, Vol. 84, No. 2, 191-215
15
Brown and Inouge in A.Bandura, Self-Efficacy: The Exercise of Control (W.H. Freeman and Company: New York,1997)
16
23
capability which can help to achieve what they want.17Therefore, by the
help of suggestion, people are guided to believe that they can
successfully accomplish a task. Along with the theory that appropriate
condition which can enhance people’s self efficacy is the trust for those
who give persuasion and realistic trait from what have been persuade.18
In Practice Teaching class, student teachers receive the comment from
lecturer and peers as the social or verbal persuasion. After their teaching
performance, student teacher receives the verbal comment from lecturer
and peers which is probably critical or encouraging.19
4) Psychological Factors
Perceived self-efficacy can be enhanced by diminishing
emotional arousals such as fear, stress, and physical anxiety since they
are associated with declined performance, reduced success, and other
avoidance behaviors.20Consequently, an individual will base the
information about his psychological condition to value his capability.
Moreover, psychological stress in a stressful situation is seemed by an
individual as an incapability signal since it can dismiss individual
performance.21 In Practice Teaching context, student teachers do post
teaching reflection to assess their nervousness from previous teaching
17M. Nur Ghufron and Rini Risnawita S, Teori-Teori Psikologi (Ar-Ruz Media: Jogjakarta, 2004),78 18
UMM Malang, Psikologi Kepribadian…. ,289
19
Matthew A. d’Alessio, Learning By Teaching…,1
20M. Nur Ghufron and Rini Risnawita S, Teori-Teori Psikologi….,78 21M. Nur Ghufron and Rini Risnawita S, Teori-Teori Psikologi….,78
24
and how it affects their present teaching. Almost all of them are visibly
nervous during their first teaching. However, by the second time they
teach, they feel no more nervous.22
Furthermore, according to Cheema and Kitsantas, the improvement in
disciplinary climate relates with the reduction in achievement gap that brings
the impact on self efficacy.23 It means that discipline atmosphere will decrease
the student teacher’s achievement gap in academic setting. Consequently, if
the achievement gap decreases, the self efficacy will increase. Therefore,
people’s discipline also becomes the factor influencing self efficacy.
d. Teacher’s Self Efficacy
Teacher’s sense of efficacy is a teachers’ belief that they can reach
difficult students to help them learn because they work harder and persist
longer even when students are difficult to teach.24 These teachers work harder
and persist longer because they believe in themselves and in their students. In
addition, Charalambous and Philippou state that Teachers’ Efficacy Belief
(TEB) is general self efficacy division which refers to teachers’ belief in their
ability to organize and orchestrate teaching that promotes learning correlated
22
Matthew A. d’Alessio, Learning By Teaching…,1
23Jehanzeeb R.Cheema-Anastasia Kitsantas, “Influences of Disciplinary Classroom Climate on High
School Student’s Self Efficacy and Mathematic Achievement: A Look Racial-Ethnic Differences, International Journal of Science and Mathematics Education, Vol. 12 Issue.5, 2013
24John W.Stanrock, Educational Psychology: Classroom Update: Preparing for Praxis and Practice
25
with teacher’s professional behavior and teaching approach.25In a teacher’s
real life, the experiences and training will help teachers become the
professional teachers as long as they boost their sense of efficacy.
Tschannen-Moran et al. integrate the source of self efficacy and
cognitive process grounded by Bandura in a unified model (see figure 2.3)
which describes the development of TEB.26 This chart shows that TEB comes
from the integration of self efficacy sources and cognitive process which leads
to the analysis of teaching task and assessment of teaching competence. Then,
they bring the effect on teacher efficacy goals, effort, etc. This effect will
build a teaching performance that will be a new source of efficacy for the next
teaching experience.
25
CharalambosCharalambous-George Philippou, Enhancing Pre-service Teacher’s Efficacy Beliefs In Mathematics (Cyprus: Department of Education University of Cyprus, 2002),2
26CharalambosCharalambous-George Philippou, Enhancing Pre-service Teacher’s….,2
26
/
Figure 2.3: The cylical nature of TEB27
2. Instructional Strategies
Dick and Carey use the term instructional strategyto describe the
process of sequencing and organizing content, specifying learning activities,
and deciding how to deliver the content and activities.28According to Young,
effective instructional strategies can each relate to the four learning styles:
mastery, understanding, interpersonal, and self-expressive.29 However, the
27Charalambos-Charalambous-George Philippou, Enhancing Pre-service….,2
28Dick-Carey, Module of Instructional Strategies Used in Classroom: Gagne’s Event of Instructional
Strategies. Retrieved from http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm, Accessed on 22nd of April 2015
29Chase Young, Building the Repertoire: The Importance of Instructional Strategies (Retrieved from:
http://www.thebestclass.org/rep.html, accessed on 1st of May 2015)
27
instructional strategies primarily used by student teacher are for teaching
mastery and teaching understanding since both of them are directly dealing
with how teacher deliver the material for students. While, interpersonal and
self-expression are dealing with student’s behavior, whereas students of
practice teaching are not the real one.
Young states that teaching mastery requires students to know, to
remember, to process, to drill, and to practice which requires immediate
feedback. Outcomes of mastery learning manifest in skill demonstrations,
correct responses, and the ability to remember and organize information.
While, teaching understanding is based on reasoning, curiosity and creating
relationships or finding. The outcomes are for concept attainment and the
ability to explain and to prove hypotheses.30 Because of those important
functions of instructional strategies, this study focus on instructional strategies
used by student teachers, especially for teaching mastery and teaching
understanding.
a. Areas of Instructional Strategies
According to Stanrock, there are two areas of instructional
strategies commonly used by a teacher within teaching procedure as this
following:31
30
Chase Young, Building the Repertoire….
31 John W.Stanrock, Educational Psychology: Classroom Update: Preparing for Praxis and Practice
28
1) Teacher-Centered Instructional Strategies
a) Orienting
Before presenting and explaining new material, a teacher is required
to establish a lesson framework and orient students to the new
material by reviewing the previous day’s activity, discussing the
lesson, providing instruction about the practice and giving an
overview of lesson today.
b) Lecturing, Explaining and Demonstrating
These are the common teacher activities in the direct-instruction
approach.
c) Questioning and Discussion
In utilizing these strategies, it is important to respond to each
student’s learning need, to maintain the group interest and attention
and to distribute participation widely.
d) Mastery Learning
It involves learning one concept or topic entirely before moving on
to a more difficult one. A successful mastery learning approach
involves plan instructional procedures to include corrective
29
2) Learner-Centered Instructional Strategies
a) Problem Based Learning
It emphasizes real-life problem solving which focus on a problem to
be solved through small group effort.
b) Essential Question
Essential questions are question that reflect the core of the
curriculum which the most important thing that students should
explore and learn.
c) Discovery Learning
It is the learning in which students construct an understanding on
their own. In discovery learning, students have to figure out things
for themselves.
b. The Events of Instructional Strategies Used in Classroom
Gagne designs the events of instructional strategies to help the
teacher gets the students become whom the teacher want during his or her
teaching procedure.32 Here is a list of the events of instructional strategies
grounded by Gagne’s theory and supported by other expert’s theory:
1) Gaining Attention
The best way to gain attention is to appeal to the learner’s
interests by using probing questions, such as, "What do you think
32
Dick-Carey, Module of Instructional Strategies Used in Classroom: Gagne’s Event of Instructional Strategies. Retrieved from http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm, Accessed on 22nd of April 2015
30
about…?"The instruction must be relevant with the learner’s daily life
and must consist of such a motivation for students. This concept is in a
line with Tate’s theory that questioning enables the brain to clarify
concepts and to catch new information with the information that the
brain already knows.33Similarly, Harmer’s states that teachers know
well the difficulties involved in motivating student since teacher is a
major factor of student’s motivation.34
2) Informing Learners about Objectives
Learners should be informed the kind of performance that will be
used by teacher in order that they know what they are supposed to
learn.35 Thus, teacher should not assume that learners know what they
will learn since informing learners about objective can direct them into
learning motivation. Furthermore, Harmer’s theory reveals that
motivation is closely relate with the person’s desire to achieve a goal,
either long goal or short term goal.36
3) Stimulating Recall of Prerequisite Learning
This event can be done by asking recognition or recall questions
to see the relationship between what they have already learned and what
33
Marcia L. Tate, Worksheet Don’t Grow Dendrites: 20 Instructional Strategies that Engage the Brain (Corwin SAGE Company: California, 2010), 12
34 Jeremy Harmer, The Practice of English Language Teaching (Pearson Education Limited, England,
2001), 52
35
Dick-Carey, Module of Instructional Dick-Carey, Module of Instructional Strategies Used in Classroom: Gagne’s Event of Instructional Strategies. Retrieved from http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm, Accessed on 22nd of April 2015 36Jeremy Harmer, The Practice of English…., 53
31
they will learned, for instance "Do you remember when you learned
about…?”37 Besides asking a question, teacher can stimulate recall of
prerequisite learning by repeating the material before giving task which
is able to strengthen student’s memory. According to Mayer, the process
of stimulating recall of prerequisite learning deals with mnemonic which
is defined as time-tested activities that enable students to recall and to
use material without conscious effort from the brain.38Thus, teacher
should guide the students to unconsciously recall their memory of
prerequisite learning.
4) Presenting the Stimulus Material
Stimulus material represents the teacher’s emphasis regarding
the material and the media, such as italics, bold print, underlining,
arrows and highlighting on the hand out or worksheet.39 Other examples
of stimulus material are board and realia. Harmer states that teacher can
use the board for a various purposes such as for note pad, explanation
aid, picture frame, public workbook, game board and notice board.40
Besides, Harmer additionally states that realia can provide good
starting point for language work and communication
37
Dick-Carey, Module of Instructional Strategies Used in Classroom: Gagne’s Event of Instructional Strategies. Retrieved from http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm, Accessed on 22nd of April 2015
38 Marcia L. Tate, Worksheet Don’t Grow….,66
39
Dick-Carey, Module of Instructional Strategies Used in Classroom: Gagne’s Event of Instructional Strategies. Retrieved from http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm, Accessed on 22nd of April 2015
40 Jeremy Harmer, The Practice of English, 137-139
32
activity.41Furthermore, there are more examples of stimulus material
such as art, music and picture. In a line with Tate’s theory that art and
music can assist the brain for solving problem and thought processes,
while pictures can be used for drilling, communication, games,
ornamentation, understanding, prediction and discussion.42
The next important element in presenting instruction is providing
a variety of examples and non-examples for discriminating process and
the acquisition of concept.43According to Marzano and Pickering,
having students classify, compare, contrast, and use analogies enable
student to look for similarities and differences between ideas and
things.44 Thus, to ease student’s acquisition in understanding a concept,
teacher is required to provide a various examples and non example as
well. For example, if the topic is about descriptive text, a teacher should
provide report text which is similar with descriptive text.
5) Providing Learning Guidance
Teacher should provide learning guidance by guide the students
for the desired answer instead of telling the answer directly.45Providing
41
Jeremy Harmer, The Practice of English…, 134-140
42 Marcia L. Tate, Worksheet Don’t Grow…,22
43
Dick-Carey, Module of Instructional Strategies Used in Classroom: Gagne’s Event of Instructional Strategies. Retrieved from http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm, Accessed on 22nd of April 2015
44
Marcia L. Tate, Worksheet Don’t Grow…., 61
45Dick-Carey, Module of Instructional Strategies Used in Classroom: Gagne’s Event of Instructional Strategies. Retrieved from http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm, Accessed on 22nd of April 2015
33
learning guidance comes from the concept of discovery learning.
According to Bruner, discovery learning is an inquiry-based learning
theory of problem solving to discover the new concept to be learned
from the past experience.46 Therefore, it would be better if the teacher
does not directly give the answer when the students ask about a
vocabulary meaning.
6) Eliciting the Performance of Practice
Good practice items should be relevant to the objective, elicit the
exact performance stated in the objective and involving individual and
group work.47An effective learning should combined individual and
group work since both of them bring the certain advantages. Harmer
postulates that individual learning allows teacher to respond individual
student difference, becomes less stressful for students and develops
learner autonomy and becomes a way of tranquility from a noisy and
chaotic situation.
While, pair work and group work gives benefit despite of
increasing individual student’s talking, encourages boarder skill of
cooperation and negotiation and makes quick and easy to
46J.S Bruner, Constructivist Theories, Learning Theories and Model (Harvard University Press:
Harvard, 1967), 45
47Dick-Carey, Module of Instructional Strategies Used in Classroom: Gagne’s Event of Instructional Strategies. Retrieved from http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm, Accessed on 22nd of April 2015
34
organize.48Another way to elicit student’s performance of practice is by
providing practice as frequently and immediately following instruction
as possible.49 Because, if the teachers have given the clear instruction
with the correct way, they can directly instruct the student to have the
practice as the students understand of teacher’s instruction.
7) Providing Feedback
Good feedback should include the following elements:
comments about the student’s performance, immediate and frequent way
and correctness of their own mistakes.50 Harmer states that decision
about how to give feedback depends on the activity, the type of mistake
and the student who makes that mistake.51Feedback closely relates with
the student’s success in achieving learning aim, so teachers have to
know well how to give the feedback. Along with Jarmer’s theory,
feedback during oral work includes showing incorrectness such as
repeating, echoing, giving statement and question, giving expression,
hinting and getting it right.52
48
Jeremy Harmer, The Practice of English, 116-117 49
Dick-Carey, Module of Instructional Strategies Used in Classroom: Gagne’s Event of Instructional Strategies. Retrieved from http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm, Accessed on 22nd of April 2015
50
Dick-Carey, Module of Instructional Strategies Used in Classroom: Gagne’s Event of Instructional Strategies. Retrieved from http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm, Accessed on 22nd of April 2015
51 Jeremy Harmer, The Practice of English…, 106-107 52 Jeremy Harmer, The Practice of English, 106-107
35
8) Assessing Performance
One of teacher’s roles is to encourage students by praising them
for work that is well done or when work has not been successful.53
Because the assessment that teacher gives is sometime positive and
sometime negative, students receive it as praise or criticism. Therefore,
the assessments should match with the stated objectives in order to
provide an accurate judgment of student’s performance.
9) Enhancing Retention and Transfer
A good way to enhance retention is through a review of the
material at the end of the instruction to allow learners for retrieving new
information and to strengthen the network of relationships in the
brain.54Ultimately, a teacher has to give the review activity such as
giving a question like “What have we learned today?” in the end of
lesson.
Based on the events of instructional strategies above, the researcher
classified each of the events into the areas of instructional strategies in this
table 2.2 whether it is included in teacher-centered or learner-centered:
53
Jeremy Harmer, The Practice of English….., 100
54Dick-Carey, Module of Instructional Strategies Used in Classroom: Gagne’s Event of Instructional Strategies. Retrieved from http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm, Accessed on 22nd of April 2015
36
Table 2.1: The Classification of Instructional Strategies Events
Area of Informing the learner about objective
Mastery Learning Providing feedback
Assessing the performance
Essential question Stimulating of prior learning
Discovery learning Providing learning guidance
c. Selecting Instructional Strategies to Fit with Objective
Matching instructional strategies to learning objectives is an
important part of the planning stage as the beginning of the successful
teaching. To help a teacher select teaching strategies compatible with
learning objectives, Farris states that a teacher should ask some of the
following questions55:
1) When should I tell students something and when should I let them
discover for themselves?
55
Farris, Indiana University Teaching Handbook: Preparing to Teach. “Selecting Instructional
Strategies That Fit Objectives”, 1985,
(http://www.teaching.iub.edu/finder/wrapper.php?inc_id=s1_1_plan_03_strat.shtml, accessed on 2nd of
April 2015)
37
2) When should I lecture and when should I hold a discussion or other
activity?
3) When should I show students how to do something and when should I
encourage them to try it by themselves?
4) When should I ask students to do something alone and when should I
ask them to work together?
5) When should I give information and when should I give opportunity
for students to practice skills?
6) When should I correct the mistake and when should I let the student
discover her or his own mistake?
7) When should I review concepts orally and when should I use
handouts?
8) If I need to show students formulas or graphs, should I draw them
during class or prepare handouts before class?
9) When should I rely on my own explanation and when should I seek
outside sources (video, film or audio)?
By considering such questions, a teacher can begin to formulate
strategies and techniques that match with the learning objectives. Based on
Ronkowski, the planning stage of instruction consists of four steps they are
select course objectives and determine student’s level, decide how to assess
38
objectives and to select materials and instructional strategies that will help
students reach the level.56
3. Practice Teaching
a. Lecturer’s Attitude, Characteristic and Practice for Student Teachers
in Practice Teaching Class
A study conducted by McDonald in pre-service teacher education
reveals the findings that student teachers have successful practicum
experience if associate teacher demonstrate certain attitude, characteristic
and practice.57 However, the finding of McDonald’s study can become a
grounded theory about the attitude, characteristic and practice adhered by
the lecturer of Practice Teaching since it is related with the education of
student teacher as well. Either associate teacher of pre-service education or
the lecturer of Practice Teaching is the key of the student teachers’ success
and achievement to gain a high self efficacy lever for their teaching
performance.
The attitude, characteristic and practice of successful and effective
lecturer for Student Teachers are58:
56
Ronkowski, Indiana University Teaching Handbook: Preparing to Teach. “Selecting Instructional
Strategies That Fit Objectives”, 1986,
(http://www.teaching.iub.edu/finder/wrapper.php?inc_id=s1_1_plan_03_strat.shtml, accessed from: 2nd of April 03.04 PM)
57
Lyn McDonald, “Effective Mentoring of Student Teachers: Attitude, Characteristic and Practices of Successful Associate Teacher within New Zealand Context”, New Zealand Journal of Teacher’s Work, 2001, Volume 1, Issue 2, 85-94
58 Lyn McDonald, “Effective Mentoring…., 85-94
39
1) Personal pedagogy to make a connection between practical experience
and theoretical knowledge
2) Lecturer’s role model to encourage student teacher to think more
deeply about their own practice
3) Reflection to develop a critical awareness of their practice through the
process of developmental action
4) Feedback as the information about the quality of work or the effect on
learning
5) Personal professional qualities between lecturer and student teacher
that involves open and free communication
6) Lecturer professionalism to mediate student teacher’s learning by
supporting their acquisition
B. Review of Previous Study
In this section, the researcher reviews the previous studies conducted by
other researchers in the past that have some focus similarities with this study.
The first previous study was conducted by I’anatul Avifah, an undergraduate
student from UIN Sunan Ampel Surabaya. Her study entitled “Teacher’s Self
efficacy in Managing Classroom Behavior Problems: A Study of Beginning
Teachers at Intensive English Program (IEP) in Faculty of Sharia and Law UIN
Sunan Ampel Surabaya Academic Year 2013-2014”. Her qualitative study
focuses on beginning teacher’s self efficacy in Intensive English Program which
40
student teacher’s self efficacy in Practice Teaching (PPL I), especially in using
instructional strategies. The finding of this study is beginning teacher’s self
efficacy in Intensive English Program (IEP) is generally in high level. From her
study, the researcher finds some categories of people’s behavioral pattern which
represents high self efficacy: be active, establish standard, try hard, creatively
solve problem, manage the situation, plan-prepare, practice, visualize success,
learn from setbacks and limit the stress.59 Thus, this study tries to find how those
behavioral pattern shows student teacher’s self efficacy in using instructional
strategies.
Other past research is belong to Sunjin Oh which entitled “Pre-service
Teachers’ Sense of Efficacy and Its Sources”. His research has examined several
potential sources of pre-service teachers’ perceptions of their teaching efficacy
during their reading and writing lessons by using quantitative method of
regression analysis. Findings of this study revealed that pre-service teachers’
personality, motivation, and capabilities were one of the important sources to
improve their teaching efficacy, in congruence with previous research. The
distinct between his study with this study deals with the source of self efficacy. 60
Then, this study tries to find the sources of student teacher’s self efficacy based
59I’anatulAvifah, Undergraduate Thesis: Teacher’s Self-Efficacy in Managing Classroom Behavior
Problem: A Study of Beginning Teachers at Intensive English Program (IEP) in Faculty of Sharia and Law UIN SunanAmpel Surabaya Academic Year 2013-2014 (Surabaya: IAIN SunanAmpel Surabaya, 2014), 17
60Sunjin Oh, “Pre-service Teachers’ Sense of Efficacy and Its Sources”, Psychology Journal
