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l process ,bu talso t he acitvtiy which can moitvate student sand evaluate t he m
o c t u o g n i n r a e
l e soft hestudent swhliet heyarestudying(Coope randSrtoud ,1966) . h
T us ,the funciton so fthe se tclosure i sno tonly to summa irze the lesson into o
t o s l a t u b t x e t n o c l u f g n i n a e
m conveyt hemessagef romt hel essont ha twehavebeen d
e c u d o rt n
i enough mate ira lfo rone session and to focu son the students ’deepe r n
w o r B o t g n i d r o c c A . g n i d n a t s r e d n
u (1975 ,p . 90) ,se tclosure i salso used fo r , t n r a e l n e e b s a h t a h w n o n o it n e tt a ’ s t n e d u t s g n i s u c o f , g n i n r a e l l i p u p g n it a d il o s n o c
e l a f o d n e e h t o t n o it n e tt a g n i w a r
d arning sequence , and creaitng a sense o f s
li p u p e h t n i y r e t s a m d n a t n e m e v e i h c
a .Byunderstandingt hosef unciton swhichhave n
e e
b menitoned ,we know tha tse tclosure should be appiled prope lry when the h
c a o t r e d r o n i s t n e d u t s r i e h t h c a e t s e t a d i d n a c r e h c a e
t ieve t he l earning objecitve so f
. t c e j b u s e h t
, ) 9 9 9 1 ( o n o ij d u M d n a i t a y m i D o t g n i d r o c c
A the teacher sare supposed to
e t u b ir t n o c s t n e d u t s e h t e k a m h c i h w s e it i v it c a l a r e v e s g n i v i g y b s t n e d u t s e h t ” e c r o f “
n i y l e v it c
a theteaching and l earningprocess .Those severa lacitviite sshouldbe able e
s a e r c n i o
e h
t student s reailze tha tthe learning acitvtiy wli l give meaningfu l and usefu l t
n e d u t s e h t n e h W . e g d e l w o n k r i e h t p o l e v e d o t n o it a m r o f n
i sreailze t hat t he l earning
s e v i g s s e c o r
p manyessenita landhelpfuli nformaitonf o rdevelopingt hei rknowledge , . ) 7 0 0 2 , o n U ( s s a l c e h t e d i s t u o r o e d i s n i s s e c o r p g n i n r a e l e h t y o j n e y l d n i k l li w y e h t
o it n e tt a y a p l li w s t n e d u t s e h
T nmoreont heteachingand l earningacitviitesi ncluding e
h
t se tclosurebecauset heyunderstandt hatt heacitvtiywhichoccur satt heendoft he . n o it a v it o m g n i n r a e l ri e h t d n a e g d e l w o n k r i e h t e v o r p m i o t l u f e s u o s l a s i n o s s e l
, e r u s o l c t e s f o e c n a tr o p m i e h t g n i w o n
K a ts rong and good percepiton i s
m y b d e d e e
n icroteachingstudent sno tonlytoenhancet he rit eachingskli lbu talso t o t
n e m e l p m i d n a r e t s a
m appropr ei at closure in thei rteaching performance a sfuture r
e h c a e
t s .Percep iton i s i mpo tran tbecause people’ spercepiton on t he meaning of t he n
o it a u ti
s aroundt hem i s i nterrelatedt o t hei rbehavior( Robbins ,2005) .I tmeans t ha t t eh teache rcandidate so fELESP who have posiitve percep iton abou tse tclosure i n
s e c n a m r o f r e p g n i h c a e t r i e h
t can implemen tgood closure. Atlman ,Valenzi ,and e
l b a n e n o it p e c r e p t a h t d e t a t s o s l a ) 5 8 9 1 ( s tt e g d o
H s people to comprehend and dea l
t n e m n o ri v n e e h t h ti
w they belong t o .In t hi scase ,the teache rcandidate swho make .
m o o r s s a l c l a e r e h t n i s t n e d u t s l a e r e h t h c a e t o t y d a e r e r a e r u s o l c d o o
g Besides ,
s e v l o v n i t i e s u a c e b t n a tr o p m i s i n o it p e c r e
p the manage ira lacitviite s(Kretine rand 0
0 2 , i k c i n i
K 8 .) Refe irng to thi sstudy ,percepiton i simpo tran tbecause when the n
a c s e t a d i d n a c r e h c a e
t managet hei ritme rfo doingse tclosurei nt heril essonplanand t
i y l p p
d e v e i h c
a .Thi sthesi srevea led the Microteaching students ’percepiton on thei rse t e
r u s o l
c implementaitoninMicroteachingclas .s
R 2 .
1 esearch Problems e
h
T problem soft her esearcharepresentedbelow: .
1 Howi ss e tclosurei mplementedbyMicroteachingstudentswhentheyaredoing
p -eerteachingi nMicroteachingclass? .
2 Wha taret hes tudents ’percepiton sont hei mplementaitono fse tclosure? .
3 Wha tarestudents’s uggesitonstoi mprovet hei mplementaitonofs e tclosure?
P 3 .
1 roblem Limtia iton
. h c r a e s e r s i h t n i s n o it a ti m il e m o s e r a e r e h t , c if i c e p s h c r a e s e r s i h t e k a m o
T T his
. n o it p e c r e p t u o b a s i h c r a e s e
r T whe rtie rwould ilke to ifnd out M oicr teaching f
o n o it p e c r e p ’ s t n e d u t
s se t closure on thei r teaching performance , when they m
r o f r e
p e d a sa t eache rand a a s studen ton thepeer-teachingi n Microteachingclass . s
i h
T research wouldbe ilmtiedonlyf o rEngilsh Language EducaitonStudyProgram d
u t
s ent so fSanata Dharma Universtiy who took Microteaching clas sin the sixth ,
r e t s e m e
s academic yea r2011/2012 .T his research i s ilmtied t o the Microteaching e
c n a m r o f r e p ’ s t n e d u t
R 4 .
1 esearch Objec itves
h c r a e s e r s i h t , n o it a l u m r o f m e l b o r p e h t n i d e t a t s e r a t a h t s m e l b o r p e h t n o d e s a B
: s e v it c e j b o n i a m e e r h t s a h
.
1 Thi sresearch aim sto know how wel lMicroteaching student simplemen tse t e
r u s o l
c whent heyared goi n p -eer teachingsi nMicroteachingclas .s .
2 Thisr esearchaimst oknowabou tMicroteachingstudents ’percepiton sabouts e t .
n o s s e l e h t d n e o t e r u s o l c t e s f o s s e n e v it c e f f e e h t d n a e r u s o l c .
3 Thisr esearchalsowould ilket oknowabou tMicroteachings tudents’s uggesiton d
n e o t e r u s o l c t e s d o o g e k a m o
t thel esson.
R 5 .
1 esearch Beneftis e
h
T student so fthe Engilsh Language Educaiton Study Program (ELESP) are r
e h c a e t d o o g e b o t d e t c e p x
e s w ho can maste r basic teaching skills through Microteaching class .They are also expected to have good teaching competence so
ll if l u f n a c y e h
t the students ’needsi neverycricumstanceo rstiuaiton .Hopefully,t hi s e
v i g l li w h c r a e s e
r a cont irbuitont othe Engilsh Language Educaiton StudyProgram , .s
r e h c r a e s e r r e h t o d n a , s r e r u t c e l e h t ,s t n e d u t s e h t r o f y ll a i c e p s e
.
1 oF rLowerSemesterStudents h
c r a e s e r s i h t h g u o r h
T ,the student swho are taking Microteaching clas swli lbe t o n l li w y e h T . s s a l c r i e h t n i n o s s e l e h t d n e o t e r u s o l c t e s g n i k a m e r a y e h t n e h w e r a w a
e k a m o t s ll i k s g n i h c a e
t the teaching and learning acitviite smore conducive and .
g n it s e r e t n i
.
2 ForLecturers
e r a s r e r u t c e l e h t y ll u f e p o h , h c r a e s e r s i h t h g u o r h
T moreaware fo thef uncitonand
. s s e c o r p g n i h c a e t e h t o d y e h t n e h w e r u s o l c t e s f o s ti f e n e b e h
t Thei rstudent swli lno t
g n i d n if n i s e it l u c if fi d t e
g the model sto make good se tclosure in thei rteaching .r
e t a l l o o h c s t a e c it c a r p
.
3 ForFutureResearchers
e h t t c u d n o c o t e c n e r e f e r a e b n a c h c r a e s e r s i h t y ll u f e p o
H othe rresearch t hat i s
d e t a l e
r t othet opic .Thisr esearchprovidess omei nformaitont ha tmigh tbeusefu land a
v luablet os uppor ttheotherr esearchi nt hef uture.
D 6 .
1 e ifni itonof Terms
e m o s s e d i v o r p r e ti r w e h t , g n i d n a t s r e d n u s i m d i o v a o t r e d r o n i , y d u t s s i h t n I
n o it i n if e
d s oft erm susedi nt hisr esearch . .
1 Microteaching n o d e s a
B lAlen and Ryan (1969 ,p.1 )statement ,microteaching i sa preparaiton s
s a l
c which i sused fo rthe teache rcandidates t o pracitce t heri t eaching skli lbefore .
s s a l c l a e r e h t h c a e t y e h
t AllenandRyanalsos aidt hat (a sctiedi nCoope randSrtoud , .
p , 6 6 9
1 1 m) , icroteaching i sasmal lclas swhichi sdesigned a sani niita lrtainingf o r tl
u s e r ’ s l a s r a e h e r e h t e v r e s b o o t l o o t s i s y l a n a n a , s e t a d i d n a c r e h c a e t e h
t s byusingt he
a d n a , s p e t s d e n i a rt s e
o
t Wahba (2003 ,p. 44 ) ,microteaching i sa chance given t o t he t eacher swh lie they h
ti w d e d i v o r p e r
a the simple mate iral sand ilmtied itme allocaiton to t each a smal l . n o it u ti t s n i g n i n i a rt s r e h c a e t r o f d o h t e m l a i c if e n e b a s a d e s u s i tI . s t n e d u t s f o r e b m u n
9 0 0 2 ( n o h tl u S o t g n i d r o c c
A , 0p. 2 ) ,microteaching i sa teaching pracitce which i s e
n o
d graduallyandsystemaitcallybysimplfiying thebasict eachingskills ’aspect sin o
t r e d r
o beeas liyobservedf ort hei mpo tranceoft heguidance. M
n
I icroteaching clas ,st he student sare asked t o playt wo r ole sdu irngt heclass , .
) 8 1 , 7 1 . p , 6 8 9 1 , o s r a li G ( s r e h c a e t e h t s a d n a s t n e d u t s e h t s
a In thi sresearch, the
e h t d e s u r e ti r
w term s“thet eachers” r eferst omicroteaching student swhoplayed t he s
m r e t e h t d n a s r e h c a e t e h t s a e l o
r “thes tudents”r eferst oMicroteachings tudent swho e
l o r e h t d e y a l
p as t hestudents .Thewrtie rused t hoset wot erm sinorde rto avoidthe d n a s r e h c a e t h c i h w d e s u f n o c t o n e r a s r e d a e r e h t , s u h T . g n i d n a t s r e d n u s i m ’ s r e d a e r
s t n e d u t s h c i h
w tha taremeanti nt hisr esearch. .
2 Percep iton
i k c i n e K o t g n i d r o c c
A and Kretie r(2008 , . 3p 18 ) ,percepiton i sa proces swhich ti
m r e
p s ust ode ifne andcaptureou renvrionment by choosing ,keeping ,andr eacitng .
ti d r a w o
t Whlie according to Luthan s(2005 , . 8p 16 ) ,percepiton i sa compilcated e
c u d o r p h c i h w s s e c o r
p s paritcula rdescirpiton so fou renvrionmen twhich migh tbe .
r e h t o n a o t e n o m o r f e s r e v i
d Huffman ,Vernoy ,andVernoy( 2000 , . 7p 10 )statedt ha t i
n o it p e c r e
p sa way t o choose ,arrange ,and respond wha tare happening around us . g
n i d r o c c
s e e s n o s r e p a w o h n o e r o m s i t I . t n e v e n i a tr e c a e b ir c s e d d n a d n o p s e r n a c n o s r e p
n i g n i h t e m o
s themeaningfu lwayaboutt hesurroundingenvrionment . .
3 Se tclosure
t S d n a r e p o o C o t g n i d r o c c
A roud ( 1966 , . 8p 5 ) ,se tclosurei sachievedwhen t he d
n a m i
a thebasic o fthe t eachingand learning acitvtiyare evaluatedi n order t o ilnk s
l a ir e t a m w e n e h t p
u tha tha sbeen taugh twtih t he previous one .Se tclosure i s t he f
o t n e m e l p m o
c se tinduciton .S cet losure i sno tonlyt he wrap-up sessiono fa l esson e
n o w e n e h t h ti w n o it a m r o f n i s u o i v e r p e h t e t a l e r o t s s e c o r p e h t o s l a t u
b .Se tclosure
t n e m n i a tt a e h t e t a e r c n a
c o fthestudents .Se tclosure canalsobecome t hesignt o t el l n
e r a y e h t e r e h w s t n e d u t s e h
t ow and where they should go .Fo rexample ,i fthe ,
t e y d e h s i n if t o n s i n o i s s e s g n i n r a e l d n a g n i h c a e
t se tclosure can stli lbe done by
d n a d e h s i n if e b d l u o h s t a h t tr a p e h t m e h t ll e t o t n o it n e tt a ’ s t n e d u t s g n i b b a r
g when i t
. d e d n e e b d l u o h
s Whlie according to Brown (1975 , . 0p 9 ) ,se tclosure ha sfou r s
i t s ri f e h T . s n o it c n u
f to cenrtailze the students’ atteniton on wha tthey got t hrough n
o s s e l e h
t ,thesecond i sto reinforce t s uhe t dents’knowledge ,thet hrid i stograb the ’
s t n e d u t
s atteniton a tthe end o fthe lesson ,and the fou trh i sto signfiy a sense o f t
n e m h s il p m o c c
a andcomprehensiont ot hes tudents . 1
1 0 2 ( k a h c u a K d n a n e g g E n o d e s a
B , .p78 ,143 ,144 ,170 ,203 ,306) ,se tclosure s
n o it c n u f r u o f s a h o s l
a .The frist ,se tclosure i san oppo truntiy fo rthe student sto t I . s d r o w n w o r i e h t g n i s u t h g u a t n e e b s a h t a h t l a ir e t a m e h t e b ir c s e d d n a d n a t s r e d n u
g n i b ir c s e d d n a g n i d n a t s r e d n u n i s a e d i ri e h t e s u o t s t n e d u t s e h t r o f r e i s a e e b l li
w a new
, d n o c e s e h T . e g d e l w o n
e d i s e b e l p m a x e r e h t o n a e v i
g s wha tthei rteache rhad given to them .The thrid ,se t p
l e h e r u s o l
c s thestudent sconcludet hei mpo tran tpointsf romt hel essont ha tha sbeen ,
t s a l e h T . t h g u a
t se tclosure help t he student srelate previou sknowledge t o t he new e
h t f o t r a p n i a m e h t g n i n il r e d n u y b e n
o mate iral t ha tha sbeen t aught .According t o t
s o h
S ak (2011 ,p . 89 ,) s ce t losure i san acitvtiy which i screated by t he t eacher sto p
l e
h the student scollect and review t he i mpotrant i nformaiton from t he l esson t ha t t
h g u a t n e e b s a
0 1
I I R E T P A H C
V E
R IEWOFRELATEDLITERATURE
. y d u t s s i h t o t t n a v e l e r e r a t a h t s e ir o e h t e h t s e d i v o r p r e ti r w e h t ,r e t p a h c s i h t n I
n I . k r o w e m a r f l a c it e r o e h t d n a n o it p ir c s e d l a c it e r o e h t e r a y e h t ; s n o it c e s o w t s e d u l c n i tI
t t n a v e l e r e h t n o it p ir c s e d l a c it e r o e h t e h
t heo ire sandsimliarr esearchwli lbeprovided ,
e li h
w the theoreitca lframework wli lprovide the summary fo ral lthe review o f
e h t d e t a l e
r o ire sandt hes imliarr esearchtot hiss tudy.
l a c it e r o e h T . 1 .
2 Descrip iton
d e h t e d i v o r p l li w r e ti r w e h t ,t r a p s i h t n
I escirpitonabou tse tclosure ,thef unciton
e r u s o l c t e s f o n o it a t n e m e l p m i e h t , e r u s o l c t e s f
o ,microteaching ,andpercepiton .
1 . 1 .
2 .Se tClosure
r o f p l e h a e m o c e b o t d e t a e r c s i e r u s o l c t e
S the students when t hey ifnish the
i n o s s e
l n one day .I ti suseful because se tclosure can be in the form o fa smal l
n a c e r u s o l c t e s , s e d i s e B . w e i v e
r resume the idea o fthe lesson a tfe rthe student s
. y a d e n o n i n o s s e l f o t i n u e n o d e h s i n
if Se tclosure refer sto those aciton stha tare
d e n g i s e
d bytheteachers to b irng al esson presentaiton t o an approp irate conclusion .
t e h
e h t g n ir u d n o g n i o g n e e b s a h t a h w f o t u o e s n e s e k a m o
t course of t he presentaiton
o h S
( stak ,2011) .Accordingt oMujisandReynolds( 2005,)i nconsrtucitvismlearning
t a m r o
f , t here are severa lway smenitoned and t wo of t hem are re lfeciton phase and
r a li m i s e r a m e h t f o h t o B . e s a h p n o i s s u c s i d d n a n o it a c il p p
a t ose tclosurewhich aim s
d a h y e h t t a h w y l p p a d n a n o s s e l e h t w e i v e r o
t studied into discussion sin orde rto
t n r a e l d a h y e h t t a h w e z ir a m m u
s att heendoft hel esson .
s e h
T tudents are in a hurry to ge tou tfrom the clas sto have break itme o r
y lr a e e m o h o g o t t n a
w whent hel essoncomesi ntot heend .Thestudentst endt ohave
lack o fconcenrtaiton to pay atten iton t o t he l esson .A t eacher should rty hi so rhe r
e k a m o t t s e
b thestudent spayattenitont ot hel essonevent hat i sonlyf ort esitngt hei r
. y a d t a h t n o c i p o t e h t t u o b a g n i d n a t s r e d n
u According t o Allen and Ryan (1969) ,s te
d n a n o s s e l e h t f o d n e e h t t a e d a m s i h c i h w y r a m m u s k c i u q a t s u j t o n s i e r u s o l c
e t e l p m o c r i e h t e v e i h c a o t s t n e d u t s e h t r o f l o o t a s i t I . s l a ir e t a m e h t l l a d e r e v o c
e c n a h c e h t g n i v i g y b t h g u a t l a ir e t a m e h t t u o b a g n i d n a t s r e d n
u s rfo them to ilnk the
s u o i v e r
p mate ira land t he new mate iral t aught . tI i sbette rfor t he t eacher sto make
e v it c e f f e d n a e v it a e r
c se tclosure to grab the students ’atteniton and also help the
c if fi d e v a h l li t s o h w s t n e d u t
s ulitesi n maste irngt het opic .The t eacher shavet o make
a h t e r u
s tthei rstudent sunderstand the topic tha tthey had taugh twell .Se tclosure
s a d e n if e d y ll a c i n h c e t e b t h g i
m a driec tattenitont ot he compleitononaspeci ifct ask
r
o a learning sequence. There are two impo tran ttype so fclosure :cogniitve and
e h T . l a i c o
s fris ti sdriected a tconsoildaitng wha tthe student shave learn tand
e ti p s e d t n e m e v e i h c a f o e s n e s a s t n e d u t s e h t g n i v i g h ti w d e n r e c n o c s i d n o c e s e h T
tl u c if fi d y n a g n i v a
h ie sthat encountered wtihin the lesson ,they are encouraged to
, y ll a u s U . g n i v ir t s e u n it n o
c at eacheruse ssocia lclosureonlyat t heendo fal esson o r
f o d n e e h t t
a aparitcula lrydfi ifcutll earnings equence( Brown ,1975 .)
c t e
S losurei sa f ormofr eview whichi soccuredatt heendo fal essont hat i s
t i ; a e d i l u f g n i n a e m a o t n i d e n r a e l e v ’ y e h t t a h w e z i n a g r o s t n e d u t s p l e h o t d e n g i s e d
e h t s l a n g i s d n a r e h t e g o t c i p o t e h t f o s t c e p s a t n e r e f fi d e h t s ll u
p endo fal esson( Eggen
d n
a Kauchak ,2011) .Basedont hatt heory ,se tclosurei sexpectedt o eb comeausefu l
e k a m o t l o o
t the student sacitvely paritcipate in the discussion when the topic ha s
t h g u a t n e e
b .Se tclosurei salsoexpectedt o er viewt hestudents ’understandingonthe
c i p o t e n o f o t p e c n o
c tha tha sbeen taugh to rhelp student smemo irze t he l esson and
. fl e s ti c i p o t e h t f o g n i d n a t s r e d n u r i e h t o t t n e m e c r o f n i e r e v i g
C t e S f o s n o it c n u F .
a losure
e r u s o l c t e
S i so tfenf orgottenbyt het eache rcandidate so revent heprofessional
a y e h t e li h w l o o h c s t a r e h c a e
t ret eaching i nt he classroom .Manyof t hemonlymake
t r o h
s se tclosure wtih lack o fessenita lcontent .According to Brown (1975) ,se t
p l e h l li w t i e s u a c e b e n o d e b o t t n a tr o p m i s i e r u s o l
c the student sge ta deepe r
r o c i p o t e h t t u o b a g n i d n a t s r e d n
u the uni ttha thad been taugh tby the teacher .The
e r a e r u s o l c t e s f o s n o it c n u
f focusingatteniton onwha tha sbeen l earnt,consoildaitng
li p u
p learning ,drawing atteniton to the end o fa learning sequence ,and creaitng a
e h t n i y r e t s a m d n a t n e m e v e i h c a f o e s n e
e r u s o l c t e s f
o in Brown’ sstatement ,i ti sclea rtha tse tclosure i simpotrant to be
n i d e t n e m e l p m
i t he effecitve ways whlie the teache ri sdoing thei rteaching and
e s a e r c n i o t r e d r o n i s e it i v it c a g n i n r a e
l the students ’atteniton andparitcipa itoni n t he
s s a l
c roomandi mprovethestudents ’understandingoft hel essont ha thasbeent aught .
e v i g t i e s u a c e b s y a w e v it c e f f e n i d e t n e m e l p m i e b d l u o h s e r u s o l c t e s , s e d i s e
B s asense
s u j e v a h y e h t e li h w s t n e d u t s e h t o t t n e m e v e i h c a f
o t ifnished l earningone t opic .The
p n a c y e h t d n a n o it a v it o m d o o g e v a h o s l a l li w s t n e d u t
s aritcipate acitvely when t hey
e
g ts omethingusefu landmeaningfu la tfert heyhavel earn tonet opic.
r o c c
A ding to Muji s and Reynold s (2005) , se tclosure should have three
features ,which are consoildaitng ,evaluaitng pupi ’l sresponses ,and summairzing .
g n it a d il o s n o
C is t obroadenthestudents ’oppo truniitest or einforceand developwha t
n i s e it i v it c a f o s t n a ir a v g n i s u y b t h g u a t n e e b d a
h theclas sort asks ,groupdiscussions ,
e ti v n i o t r e d r o n i s k s a t r e e p r
o thestudents’t obroaden ,applyandexpress t herii dea s
n r a e l r e tf
a i ng one topic .Evaluaitng puplis ’response si sto identfiy the mistake s
d n a s e it i v it c a e h t e v o r p m i o t r e d r o n i s s e c o r p g n i n r a e l d n a g n i h c a e t e h t g n ir u d
s s e c o r p e h t o t d e t a l e r g n i h t y n
a . Thus ,in the future the same mistake scould be
g n i z ir a m m u S . d e d i o v
a ist or eview,r echeck ,andrem indaboutt hei nformaitonwhich
s a
h been obtainedbyt he students ,alsot o identfiyandrectfiyanymisunderstanding s
h c i h
w stli l occurred . Besides , summa irzing also connects the idea s which are
, n o s s e l e h t o t d e t a l e r r e t n
i thus the student swi ll understand i tand they can be apply
t o g y e h t t a h t e g d e l w o n k e h
C t e S f o n o it a t n e m e l p m I e h T .
b losure
u S o t g n i d r o c c
A tlhon( 2009) ,se tclosureshouldbeeffecitvelyi mplementedby
n i a t n i a m o t r e d r o n i s e t a d i d n a c r e h c a e t e h
t thestudents ’willingnessinconitnuingt he
s s e c o r p g n i n r a e
l atlhough the learning proces sin the classroom has ended .There
t d n e o t s y a w e e r h t e r e
w he lesson in effecitve ways .Frist ,the teacher scheck t he
e h t d o o t s r e d n u y d a e rl a d a h y e h t t a h t e r u s e k a m o t r e d r o n i g n i d n a t s r e d n u ’ s t n e d u t s
T . t h g u a t n e e b d a h t a h t n o s s e
l he t eacher scan summa irze t hel esson att he endof t he
s s a l
c .Second, et h teacher sinvtiethes tudentst or elfectt hel essont ha thasbeent augh t
t I . n o s s e l e h t f o d n e e h t t
a i s used i n ordert oachieve t he goal sof t hel earning ,help
d n a , n o s s e l e h t g n i n r a e l n i s e it l u c if fi d r i e h t e m o c r e v o o t s t n e d u t s e h
t evaluates the
s s e c o r p g n i n r a e
l ot bemoreeffecitve .Thrid,t het eacher sevaluatethel esson t ha tha s
c y e h T . t h g u a t n e e
b a n use severa lways ,such as i nvtie the students t o express t hei r
s e s i c r e x e l a r e v e s o d r o n o s s e l e h t e z ir a m m u s o t s n o it s e u q e h t g n ir e w s n a n i s a e d
i .
S o t g n i d r o c c a e li h
W liberman (1996) ,se tclosure should be implemented
t c e lf e r o t s t n e d u t s e h t e l b a n e o t r e d r o n i y l e v it c e f f
e on wha tthey had learn tand
n e m e l p m i o t w o h r e d i s n o
c ti tin the future .The focu si son wha tthe student shad
r e h c a e t e h t m o r f d e p s a r
g s so t hey would no teas liyforge twhat t heyhad l earnt .The
r e h c a e
t s c na do f ou rways t o i mplemen tse tclosure .Fris,tt he t eache rdid t he r eview
n r a e l n e e b d a h t a h w e z ir a m m u s d n a d n i m e r o t r e d r o n
i t .Second,t he t eachers do t he
fl e
s -assessmenti nordert oevaluatet hechangesi nknowledge ,skills ,andbehavio ro f
e h
t ri students .Thrid ,the teachers m ea k future planning to determine the students ’
w o ll o
e ti v n
i the student sto expres s thei r ifna lsenitment s to communicate the ideas ,
.s s a l c e h t f o d n e e h t t a s t n e d u t s e h t f o s n r e c n o c d n a , s g n il e e
f
2 . 1 .
2 .Microteaching
f o r e b m u n l l a m s h ti w g n i h c a e t p u o r g f o m r o f a s i g n i h c a e t o r c i
M peoplei nsidet he
. p u o r
g I ti susedto rtaint het eache rcandidatest ober eadywhent heyhavet ot eachi n
. m o o r s s a l c l a e r e h
t BasedonSu tlhon’ss tatement( 2009) ,microteachingi st hef ormo f
g n i n i a rt r o e u q i n h c e
t methodsf orthet eache rcandidate swhichi sarrangedt o rtaint he
t i f o t n e n o p m o c h c a e t a h t o s s ll i k s g n i h c a e
t c an easliy be mastered by the teache r
. n o it a u ti s g n i h c a e t y r e v e n i s e t a d i d n a
c According Cruickshank e t a l (2005) ,
“microteaching i sdesigned to provide a supporitve envrionmen tfo rpre-service
9 1 y lr a e e h t n i d e p o l e v e D . s ll i k s g n i h c a e t e c it c a r p o t s r e h c a e
t 60 s a t Stanford
n o e h t s a d e v l o v e s a h g n i h c a e t o r c i m , y ti s r e v i n
U -campu scilnica lexpe irence method
s m a r g o r p n o it a c u d e r e h c a e t f o % 1 9 “ n
i ”( a sctiedi nAmobi ,2005 ,p .115) .
e t a d i d n a c r e h c a e t e h
T shouldbeaccompaniedwtiht hebasict eachings kill swhich
a
c n be found and taugh tin Microteaching class .The basic teaching ski ll stake the
s e t a d i d n a c r e h c a e t e h t r o f e l o r t n a tr o p m
i in order t oinrtoducet he rea latmosphere o f
e h
t teaching and l earning acitviites t o t he novicet eacher sor t eache rcandidates .The
a mi s o fmicroteachingare no tonlyfo r rtaining t eache rcandidate sa spreparaiton f o r
o s l a t u b , m o o r s s a l c e h t n i d lr o w g n i h c a e t l a e r e h t n i y d a e r e b o t s r e h c a e
t tomake the
. s r e h c a e t e h t f o n o it c n u f e h t h ti w d e m o t s u c c a e b o t s e t a d i d n a c r e h c a e
t According t o
o h tl u
. s s a l c l l a m s n i s ll i k s g n i h c a e t l a r e v e s g n i c it c a r p y b g n i h c a e t m o o r s s a l c l a e r e h
t A tthe
g n i n n i g e
b , t he goa lo fmicroteaching was t o t each the t eache rcandidates to “copy”
s r e r u t c e l e h t y b t h g u a t n e e b d a h t a h
w .Thepoin tofi twast he f requentaitve pracitce s
r e t s a m s e t a d i d n a c r e h c a e t e h t p l e h o t r e d r o n i e n o d e r e
w the basic teaching skills .
s e c n e ir e p x e l a r e v e s e v i g o t o s l a s a w s i h
T through t eachingsmal lclass andmake t he
e c n a m r o f r e p g n i h c a e t ri e h t n o n o it c e lf e
r (Amob iand rIwin ,2009) .
n o d e s a
B Amob iand rIwin’ sstatement (2009) ,the teacher sshould be able to
o s l a d n a , s t n e d u t s e h t h ti w d e t a l e r s s a l c e h t e d i s n i m e l b o r p e h t e l d n a
h the teaching
M . s e it i v it c a g n i n r a e l d n
a eanwhlie the teacher sare expected to be able to handle
s m e l b o r
p in prepa irng the teaching acitviite sand teaching the mate iral srepeatedly .
d e s u s i g n i h c a e t o r c i
M a a s“ b irdge” to help teache rcandidate sdo the task stha t
r e h c a e t e h t y b e n o d e b d l u o h
s s ewh nt heybecomeat eacherl ate .rMoreoverbasedon
) 9 0 0 2 ( t n e m e t a t s s ’ n o h tl u
S ,microteaching wi ll be successfully i mplemented i i s f ti
y b d e w o ll o
f somegoodmanagements ,sucha smanagementi nprepa irngt het eaching
e t e h t g n it n e m e l p m i n i t n e m e g a n a m , e c it c a r
p achingpracitce ,managementi n guiding
e c it c a r p g n i h c a e t e h
t s ,and managemen tin giving the feedback on the teaching
e c it c a r
p swhichhavebeendone .
t u o b a k l a t l li w h c r a e s e r s i h t e c n i
S the students ’percepiton on thei rse tclosure
m
i plementaitoni nMicroteachingclass ,tii si mpo trantt oputt het ermpercepitona tfer
3 . 1 .
2 .Percep iton
“Percepiton i sby no mean salway sa simple ,srtaighftorward ,and unambiguou s
s n o it p u r r e t n i d n a s n o it a ir a v y n a m o t e l b a il t c a f n i s i t u b , s s e c o r
p ” (Vernon ,1962 .)
i , t n e m e t a t s s ’ n o n r e V n o d e s a
B n thi sstudy ,the wrtie rused the insrtument stha t
t u o b a w e i v f o t n i o p ’ s t n a p i c it r a p e h t m o r f n o i n i p o e h t t e g o t s e i d u t s e h t d e tr o p p u
s the
. e r u s o l c t e s f o n o it a t n e m e l p m
i The i nsrtument ha ssevera l tiem swhich can help the
ir
w te rcollec tthe informaiton needed fo rthis study .“Percepiton i san individua’l s
g n i k n i h t s ’ e n o r o e c i v r e s r a l u c it r a p a f o y ti l a u q e h t f o w e i
v ” (Co trez-Anitg ,2011) .
n o d e s a
B Co trez’ s statement, in t hi sstudy the wrtie rd id the research t o understand
e h
t percepiton on se tclosure from speci ifc group o fpeople .The sixth semeste r
h s il g n E f o s t n e d u t
s LanguageEducaitonStudyProgrami nSanataDharmaUniverstiy
h c r a e s e r s i h t n i s t n a p i c it r a p s ’ r e ti r w e h t e m o c e b o t n e s o h c e r e
w .
o t g n i d r o c c
A Robbin s(2005) “ r , pe cepiton i sa proces sby which individual s
r i e h t o t g n i n a e m e v i g o t r e d r o n i s n o i s s e r p m i y r o s n e s r i e h t t e r p r e t n i d n a e z i n a g r o
t n e m n o ri v n
e ” .However ,wha tone perceive scan be substanitally dfiferen tfrom
. y ti l a e r e v it c e j b
o Individuals ’percepiton i sseen as unique and i tcan be dfiferen t
. r e h t o n a o t e n o m o r
f Fu trhermore ,the way one person see s something in the
s e d u l c n i , y ti l a e r e h t m o r f t n e r e f fi d e b n a c t n e m n o ri v n
e theparitcipant swhot ookpar t
in the wrtier’ sresearch .Here ,wha tRobbin shad stated ,srtengthened Atlman and
. n o it p e c r e p t u o b a s t n e m e t a t s s ’i z n e l a V
i z n e l a V d n a n a m tl A n o d e s a
B (1985), percepiton i s t he ways itmul iare selected
f o s s e c o r p e h T . y ti l a e r f o w e i
v percepitonenable sust ounderstandandcopewtiht he
t n e m n o ri v n
e where we ilve .Factors i n lfuencing percepiton ear :seleciton o fsitmuil ,
ti s e h t ,i l u m it s f o n o it a z i n a g r
o uaiton ,and t he person’ ssefl-concep.t In othe rwords ,
d r o c c a n o it p e c r e
p ing t o t hem is t he way someone views the rea lenvrionment .One
n o s r e
p not i mmediatelygivesthei ropinionbu theo rshe hast oseeo rexpe irencet he
f l e s r e h r o s i h y b t n e v
e tobeableingivingt hei rpoin to fview.
t s u j t o n s i n o it p e c r e
P animmediatepoin to fviewf romeachi ndividual ,buti talso
o t g n i d r o c c A . n o it p e c r e p s a d e d u l c n i e b o t r e t c a r a h c c if i c e p s s a
h Kretie rand Kenick i
, ) 8 0 0 2
( “percepitoni samenta landcogniitveprocess t ha tenable sus t oi nterpre tand
d n a t s r e d n
u ou rsurroundings .I tha sfou rstages; lseecitve atteniton-encoding and
n o it n e t e r d n a e g a r o t s d n a , n o it a c if il p m i
s - desc irbe how speci ifc informaiton and
y r o m e m n i d e r o t s d n a d e v r e s b o e r a i l u m it s l a t n e m n o ri v n
e -ret ireva landr esponse”. In
ri e h
t statement ,opinion o rpoin to fview f rom apersoncan becalleda spercepiton i f
t
i si matched rf eo t h classi ifcaiton step swhich had been menitoned by Kenicki and
r e ti e r
K .
’ r e ti e r K d n a i k c i n e
K sstatemen tsrtengthen sand complete sKolb ,Osland ,and
n i b u
R (1995 )s etat men tabou tpercepiton .Theysaidt ha t“ cper epitonist heproces sby
h c i h
w we select ,organize ,and evaluate the sitmuil in ou renvrionmen tto make i t
s e v l e s r u o n i l u f g n i n a e
m ”. From theri statement ,i tcan be seen and understood tha t
s i n o it p e c r e
p an individua l opinion abou t something o r stiuaiton surrounded .
s a h l a u d i v i d n i e h t m o r f n o i n i p o y r e v e , r e v o e r o
. 2 .
2 Theore itcalFramework
e g a u g n a L h s il g n E e h t y b d e s u d n a n e s o h c s i h c i h w y a w e h t s i g n i h c a e t o r c i M
r e h c a e t e h t e r a p e r p o t y ti s r e v i n U a m r a h D a t a n a S n i m a r g o r P y d u t S n o it a c u d E
s e t a d i d n a
c to enter the rea lclassroom t eaching .Since t he t eache rcandidate sdo no t
h g u o n e e v a
h expe irence in teaching the student sin the r eal class ,they need “a
e h t h c a e t m e h t p l e h n a c h c i h w ” e g d ir
b rea lstudent sin rea lclassroom teaching .
r o m r e h tr u
F e t , hecourse need sgood management .Thu ,sthe process i nside of i twli l
. d e v e i h c a y ll u f s s e c c u s e
b The t eache rcandidates who belong t o t hi scourse wli lbe
t h g u a t d n a n e v i
g thebasict eachings kill stot each intherea lclassroomt eaching.
i s a b e h t f o e n
O c t eachingskill swhich should beeffecitvely i mplemented by t he
s e t a d i d n a c r e h c a e
t i sse tclosurewhichoccur satt heend oft hel esson .Since t heyare
l l a , n o it a c o ll a e m it d e ti m il n e v i
g teache rcandidates who join Microteaching clas s
e h t e r a p e r p o t e v a
h i rmate irals a swel la spossible .Thus ,theycanmaximizet he itme
o
t pracitcet herit eachingskills ,especiallys e tclosure .Atlhough tii sf uncitonedast he
g n i s o l
c session o fthe lesson ,i tstli lha simpo tran trole fo rthe students ’needs ,
n i y ll a i c e p s
e ensuirng et h students ’understanding of the lesson .Since se tclosure
e b o t n e tf o s i h c i h w l li k s l a i c u r c e h t s e m o c e b t i , n o s s e l e h t f o d n e e h t t a s r u c c o
e l g e
n cted by t he t eache rcandidates because t hey have ilmtied itme .They have lack
o t s e it i n u tr o p p o f
o explore moreonse tclosureski ll .Moreover thedfi ifculite swhich
e r
a encountered by the teache rcandidate sare d fiferen tfrom one to another .They
d n a e r u s o l c t e s t u o b a n o it p e c r e p d n a n o i n i p o n w o r i e h t e v a
h alsot he i mplementaiton
M n i ti f
c y
B onsideirng t he t heo ire sabove, t he wrtie rattempts t o ifnd t he answe rt o the
o it s e u
q ns t ha thave beenstated on ChapterI .To answe rthe fris tquesiton, t hewrtie r
s o l c t e s f o n o it c n u f t u o b a ) 5 7 9 1 ( n w o r B m o r f e r u s o l c t e s f o s e ir o e h t e h t e s u l li
w ure ,
e r u s o l c t e s f o n o it a t n e m e l p m i e h t t u o b a ) 1 1 0 2 ( k a h c u a
K in t he classroom ,and from
o h
S stak (2011 )about i mpo trance and suggesiton fo rthe teachers t o make closure a t
w o n k o t s t p m e tt a r e ti r w e h t , s e ir o e h t e s o h t g n i s U . n o s s e l e h t f o d n e e h
t how se t
u s o l
c re i simplemented in Microteaching clas sby the sixth semeste rstudent son
. y ti s r e v i n U a m r a h D a t a n a S n i m a r g o r P y d u t S n o it a c u d E h s il g n E
r o
F the second quesiton ,the wrtie rwli lanswe ri tby using the theo ire so fse t
n o it p e c r e p d n a , g n i h c a e t o r c i m , e r u s o l
c fromAmob iand rIwin’ sstatement( 2009 )and
t n e m e t a t s s ’ k n a h s k c i u r
C (1996 )a sctied i n Amob’is( 2009 )abou tmicroteaching and
( k a h c u a K , e r u s o l c t e s f o n o it c n u f e h t t u o b a ) 5 7 9 1 ( n w o r B , ti f o s m i a e h
t 2011 )abou t
s a l c e h t n i e r u s o l c t e s t n e m e l p m i o t y a w e h
t s tot hes tudents ,andf romShostak( 2011 )
t u o b
a the impo trance and the suggesiton fo rthe teacher sin making effecitve and
l a it n e s s
e se tclosure .Thoset heo ire sareno tye tenought o answe rthequesiton ont he
u m e b l li w t a h t d n a n o it a l u m r o f m e l b o r p d n o c e
s ch bette ri fi ti sequipped by the
u l li w r e ti r w e h T . n o it p e c r e p f o s e ir o e h
t set heo ire so fpercepitonf romVernon( 1962) ,
z e tr o
C -Anitg ,(2011) ,Kretie rand Kenick i(2008) ,and Kolb ,Osland ,and Rubin
5 9 9 1
( ) .The expe trs ’theo ire swli lalso help the wrtie rcomplie the quesitonnarie
n o i n i p o r i e h t k s a o t s t n a p i c it r a p e h t o t d e t u b ir t s i d e b o t g n i o g s i h c i h
w about the
d n a s s e n e v it c e f f
e the implementaiton o fse tclosure on thei rteaching pracitce sin
e s u r e ti r w e h t , n o it s e u q t s a l e h t r o
F sthe insrtuments to ifnd the percepiton o f
a m r a h D a t a n a S n i m a r g o r P y d u t S n o it a c u d E h s il g n E n o ’ s t n e d u t s r e t s e m e s h t x i s
. s e c it c a r p g n i h c a e t ri e h t n i ti f o n o it a t n e m e l p m i e h t d n a e r u s o l c t e s t u o b a y ti s r e v i n U
n o i s s u c s i d p u o r g s u c o f , e ri a n n o it s e u q e r a y e h
T , and Microteaching students ’video
r e e p g n i o d e li h
w -teachingsi nMicroteachingclass .Sitllt hewrtie rwli luset heo ire so f
z e tr o C , n o n r e V m o r f n o it p e c r e
p -Anitg ,Kenick iand Kretier ,also Kolb ,Osland ,and
n i b u
R a sthe guidance to give the idea o fpercepiton to the paritcipant .s Thus the
s u o ir a v t e g l li w r e ti r
w opinions also suggesiton abou t se t closure and the
2 2
I I I R E T P A H C
Y G O L O D O H T E M H C R A E S E R
r e t p a h c s i h
T discusses the research methodology which include sresearch method , tr
a p h c r a e s e r , g n it t e s h c r a e s e
r icipants ,research i nsrtuments ,data gathe irng t echnique , .
e r u d e c o r p h c r a e s e r d n a , e u q i n h c e t s i s y l a n a a t a d
.
3 R1 . esearchMethod r
e ti r w e h
T appiled mixed-method research since t hi sstudy thi sresearch t he wrtie r d
e s
u three insrtument s and combined two research methods , quanttiaitve and e
v it a ti l a u
q . Accordingt o Fraenke landWillen( 2009 ,p .558) ,“mixed-method i soneo f a o t n i s e l b a ir a v n e e w t e b p i h s n o it a l e r e h t m ri f n o c o t p l e h n a c t a h t s d o h t e m h c r a e s e r e h t
” n o n e m o n e h p f o n o it a t e r p r e t n i e l g n i
s . Mixed-method research also appile s y b s n o it s e u q h c r a e s e r e m a s e h t y d u t s o t n o it a l u g n a ir t l a c i g o l o d o h t e m r o n o it a l u g n a ir t
usingdfiferen tdatao rmethod sandalsot ovaildatet her esearch ifnding s(Fraenke land )
9 5 5 . p , 9 0 0 2 , n e ll i
W .The wrtie rcombined survey research and basic interpretaitve .
h c r a e s e r s i h t n i y d u t
s Survey i s one o fthe quanttiaitve method swhich i sused to e
