MICROTEACHING STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF TEACHING LOWER SEMESTER STUDENTS IN DEVELOPING THEIR TEACHING SKILLS A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Educ

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MICROTEACHING STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF TEACHING LOWER SEMESTER

STUDENTS IN DEVELOPING THEIR TEACHING SKILLS

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Aloysius Febryanto Student Number: 071214055

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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MICROTEACHING STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF TEACHING LOWER SEMESTER

STUDENTS IN DEVELOPING THEIR TEACHING SKILLS

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Aloysius Febryanto Student Number: 071214055

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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We never know how high we are

Till we are called to rise;

And then, if we are true to plan,

Our statures touch the skies.

(

Emily Dickinson

)

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and references, as a scientific paper should.

Yogyakarta, 24th November 2011

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertandatangan dibawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Aloysius Febryanto

Nomor Mahasiswa : 071214055

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

MICROTEACHING STUDENTS’ PERCEPTION

ON THE IMPLEMENTATION OF TEACHING LOWER SEMESTER STUDENTS IN DEVELOPING THEIR TEACHING SKILLS

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya. Di buat di Yogyakarta

Pada tanggal: 24 November 2011 Yang menyatakan

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vii ABSTRACT

Febryanto, Aloysius. 2011. Microteaching Students’ Perception on the Implementation of Teaching Lower Semester Students in Developing Their Teaching Skills. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

In English Language Education Study Program (ELESP) of Sanata Dharma University, teaching lower semester students is a part of teaching skills trainings in Microteaching subject. Microteaching students are expected to learn teaching skills by teaching students directly in the real situation. In addition, the perception may affect the learning behavior of students toward the development of their teaching skills.

There were three problems formulated in this study: 1) How is teaching lower semester class in Microteaching class of ELESP implemented? 2) What are the Microteaching students’ perceptions on the implementation of teaching lower semester class in developing their teaching skills? 3) What are the students’ suggestions toward the implementation of teaching lower semester class in Microteaching class?

To answer those questions, the researcher did a survey. The researcher chose two lecturers who ever being coordinators in Microteaching subject to be interviewees to find out the implementation of teaching lower semester in Microteaching subject.

The researcher selected the sixth semester students from 4 Microteaching classes in academic year of 2010/2011 to be respondents because it was considered to represent all microteaching students’ population in answering the second and the third questions of the research. Instruments used in this study were questionnaire and interview. The questionnaire consisted of 24 closed-ended questions and 3 open-ended questions. Based on data questionnaire, the researcher interviewed 8 students of 48 participants, representing 4 positive and 4 negative perceptions, to gain deeper information. Afterwards, researcher triangulated the interviews data with the data obtained from the questionnaire.

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of teaching lower semester students in developing their teaching skills. The researcher found that the real students and the real teaching learning situation indeed created their positive perceptions. The positive perception affected the behavior of Microteaching students in teaching lower semester students including the stages of planning, performance, and perception. Microteaching students were more challenged in teaching to develop every teaching skill.

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ix ABSTRAK

Febryanto, Aloysius. 2011. Microteaching Students’ Perception on the Implementation of Teaching Lower Semester Students in Developing Their Teaching Skills. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Di lingkup Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma, Pengajaran Adik Tingkat telah menjadi salah satu bagian dalam pelatihan keterampilan mengajar di mata kuliah Mikroteaching. Dengan itu, para mahasiswa diharapkan belajar keterampilan mengajar secara langsung dengan mengajar siswa dan di dalam situasi yang nyata. Selain itu, persepsi dapat mempengaruhi perilaku belajar siswa terhadap perkembangan belajar mereka dalam perkembangan keterampilan mengajar.

Ada 3 permasalah yang dirumuskan dalam penelitian ini: 1) Bagaimana pelaksanaan Pengajaran Adik Tingkat dilaksanaakan pada mata kuliah Microteaching di Program Studi Pendidikan Bahasa Inggris? 2) Bagaimana persepsi mahasiswa Microteaching mengenai pelaksanaan Pengajaran Adik Tingkat berkaitan dengan pengembangan keterampilan mengajar mereka? 3) Saran-saran apa saja yang mahasiswa Mikroteaching berikan terhadap pelaksanaan Pengajaran Adik Tingkat pada kelas Microteaching?

Untuk menjawab pertanyaan-pertanyaan di atas, peneliti melakukan survei. Peneliti mewawancara dua dosen yang pernah menjadi koordinator mata kuliah Microteaching untuk mengetahui pelaksanaan pengajaran semester bawah pada matakuliah Mikroteaching. Selanjutnya, peneliti memilih mahasiswa semester enam dari 4 kelas mikroteaching pada tahun akademik 2010/2011 untuk menjadi responden karena dianggap dapat mewakili seluruh populasi mahasiswa Mikroteaching dalam menjawab pertanyaan kedua dan ketiga dari penelitian. Instrumen penelitian yang digunakan adalah kuesioner dan wawancara. Kuesioner terdiri dari 24 pertanyaan tertutup dan 3 pertanyaa terbuka. Dari data kuesioner tersebut, peneliti mewawancarai 8 siswa dari 48 partisipan yang mewakili 4 persepsi positif dan 4 persepsi negatif untuk mendapatkan informasi mendalam. Selanjutnya, peneliti mentrianggulasi data wawancara dengan data yang diperoleh dari kuesioner.

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komentar secara lisan atau dalam bentuk tertulis dari dosen kelas semester bawah berkenaan dengan pengajaran mereka. Hasil data analisis menunjukkan bahwa secara umum mahasiswa mikroteaching memiliki persepsi positif akan pelaksanaan pengajaran adik tingkat dalam pengembangan keterampilan mengajar. Peneliti menemukan bahwa siswa dan situasi belajar mengajar yang real pada pengajaran adik tingkat telah membentuk persepsi positif. Selanjutnya persepsi positif tersebut membentuk perilaku positif mahasiswa dalam menjalankan pengajaran adik tingkat yang meliputi perencanaan, pengajaran, dan balikan. Mahasiswa menjadi lebih tertantang dalam mengajar untuk mengembangkan setiap keterampilan mengajar.

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ACKNOWLEDGEMENTS

First of all, I would like to express my greatest gratitude to Jesus Christ for His endless Love. I will never step thus far without His grace. I thank Him for giving me wonderful life with great parents and friends.

I would like to express my gratitude to my sponsor, Ag. Hardi Prasetyo, S.Pd., M.A. I thank him for spending his time to give me beneficial feedback, correction, suggestion and encouragement from beginning until the end of my thesis. I also thank him for his willingness so I could do research in his Microteaching class.

I also would like to express my since thankfulness to C. Tutyandari, S.Pd., M.Pd., Christina Kristiyani, S.Pd., M.Pd., and Carla Sih Prabandari, S.Pd., M.Hum., who gave me permission to conduct my research in their Microteaching class. I really appreciate their cooperation. I would also like to give my gratitude to Microteaching students of 2010/2011 academic year who became my research participants for filling questionnaire and being my interviewees.

I dedicate this thesis especially for my parents, Alfonsius Katkirik and Lucia Partinah. I thank them for their pray and motivation in finishing this thesis. I also give my thankfulness to my uncle, Antonius Jemono, and his family who gave me support and attention while I was studying in Yogyakarta.

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goes to my friends, Eko, Tommy, and all Perseftim Football Club players, for helping me to refresh my mind for all stressful activities with playing football together

Finally, I would like to thank anyone who I cannot mention one by one, who helped me in finishing my thesis.

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On the other hand, English Language and Education Study Program (ELESP) of Sanata Dharma University has taken one step ahead than other teacher education programs by integrating the real classroom teaching in Microteaching scheme in which the students are expected to teach one of the lower semester classes in ELESP of Sanata Dharma University.

The implementation of teaching lower semester student as a variation in Microteaching class is designed for gaining the competence standard or the goal of the course which is to develop and to improve students’ knowledge and skills in teaching English in Indonesia EFL context as mentioned in Lesson Unit Plan of Microteaching of ELESP (2010/2011).

Teaching lower semester is not merely teaching because it involves the same phases as in Microteaching such as making lesson plan (planning phase), teaching (performance phase), and having feedback (perception phase) (Gilarso, 1986). However, because the students in lower semester are new for the student teachers, they need to add one activity in planning phase namely observation in the class.

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Pengalaman Lapangan (PPL).

Therefore, the researcher considers that it is necessary to know the Microteaching students’ perception on implementation of teaching lower semester students in Microteaching for developing their teaching skills. Altman, Valenzi, and Hadgetts (1985) stated that the way student perceives something, whether it is positive or negative, influences the students’ behavioral responses. If the students perceive the implementation of teaching lower semester students positively, their behavioral responses will be positive too which will support the teaching learning activities and the course goal achievement. On the other hand, if the students perceive the implementation of teaching lower semester students negatively, the students’ behavioral responses will also be negative. If the students’ behavioral responses are negative, it will hamper the teaching learning activities and the goal of achievement. In addition, Biggs (1989) as cited in Campbell, David, Lewis, Brownlee, Burnett, Carrington, and Purdie (2001) included that student’ perceptions of a given learning situation and specific learning strategies that they consequently adopt for that learning task is one of components to produce particular learning outcome. Students’ perception is known as process factor.

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B. Problem Formulation

Based on the background, there are three problems formulated in this research:

1. How is teaching lower semester students in Microteaching class of ELESP implemented?

2. What are the Microteaching students’ perceptions on the implementation of teaching lower semester students in developing their teaching skills? 3. What are the students’ suggestions toward the implementation of teaching

lower semester students in Microteaching class?

C. Problem Limitation

The researcher would like to conduct research in Microteaching students’ perception on implementing teaching lower semester students in Microteaching class. The research focus is on the way Microteaching students of English Language Education Study Program (ELESP) of Sanata Dharma University in the academic year of 2010/2011 perceive the implementation of teaching lower semester students in second and fourth semester classes.

D. Research Objectives

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perception on the implementation of teaching lower semester students and to collect some recommendations to improve the implementation of teaching lower semester in Microteaching class.

E. Research Benefits

The findings of this research are expected to provide valuable contributions to: 1. Microteaching Students

By identifying the benefits of teaching lower semester students in Microteaching which is the first place for the Microteaching students to practice teaching in the real classroom, this study is aimed to develop their teaching skills which coincidentally build their motivation in teaching itself. Then teaching lower semester can be a good process to prepare them before carrying out Program Pengalaman Lapangan (PPL) in the school environment.

2. Microteaching Lecturers

For the microteaching lecturers, the study is expected to give the contribution for them in creating effective and efficient Microteaching class to evaluate and to develop students’ teaching skills. It helps Microteaching lecturers to identify the Microteaching students’ teaching competence as consideration for the students’ placement in Program Pengalaman Lapangan (PPL).

3. English Teaching Field

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4. Lower Semester Students

This research is aimed to give real description of implementation of Microteaching for lower semester students before they involve in Microteaching subject later. By having good teaching lower semester from Microteaching students, it enables the lower semester students to have meaningful teaching in which they can comprehend the material learnt even though they are not taught by their lecturer.

F. Definition of Terms

For the sake of avoiding misuderstanding, the researcher provides some definition of the terms used in this study. They are stated as follow.

1. Perception

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2. Microteaching

Microteaching is a program for teacher candidates to have practice in managing the class structurally for the first time and gradually have some teaching skills required before facing the real class (Puji, et al., 2008).

In Faculty of Teacher Training and Education, Microteaching includes to MKB: Matakuliah Keahlian Berkarya (KPE 361) which is to prepare the students

skills working in the society by their study program specification. In ELESP, Microteaching class opens every semester. Then, only for the student who passed some required subjects can take the course after students such as Approaches, Methods, and Techniques, Curriculum and Materials Development, Language Learning Assessment and Instructional Design.

The main objective of the Microteaching course is to provide the participants with an environment for practice-based teaching to encourage self-evaluative skills. The course is conducted in the Microteaching laboratory with the maximum of 20 - 21 participants from within the English Language and Education Study Program (ELESP) of Sanata Dharma University.

In this study, the Microteaching is specified on teaching lower semester students in which the Microteaching students will have teaching practice in the real class and with the real students.

3 Teaching Skills

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9 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter will present you two major discussions. They are theoretical and framework descriptions.

A. Theoretical Description

In this section, the researcher will review the description of perception, the description of microteaching and the description of teaching lower semester deliberately.

1. Perception

According to Suparinah (1986), perception is an active process in which a person views a stimulus together with his experiences, motivation, and attitudes. Whether it is positive or negative, students’ perceptions on something influences their behavioral responses (Altman, et. al, 1985).

Walberg (1976) also emphasizes the importance of the students’ perceptions because they mediate the influence of the learning environment on students’ outcomes. In this research, the researcher perception was defined as students perceive, see and interpret on the implementation of teaching lower semester class in their teaching skill development.

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1. Selection of stimuli

Every one selects certain stimuli and each of them may focus only on a small number of all the stimuli surrounding him so that someone may select the stimuli differently. Warga (1983) presented six factors which influence someone to select the stimuli. Those factors are:

1) Size

Warga considers that size influences someone’s in selecting stimuli. This is because the size really grabs someone’s attention. For example, the advertiser writes message in bold letters to grab people’s attention.

2) Change

Changes always grab someone’s attention. Consider an orator who changes volume of the voice. The changes of the loudness can keep audiences’ attention from the beginning to the end of the speech. In addition, it is because the changes have avoided people to boredom.

3) Repetition

After hearing repetition of the same stimulus, someone will be forced to pay attention. For instance, a student is talking to his or her friends while teacher is explaining. In order to grab the students’ attention, the teacher will usually call his or her name once. However, if he or she does not pay attention yet, the teacher will call his or her name for several times until he or she pays attention to the teacher.

4) Intensity

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not in the speaking as Warga explains:

“Up to a point, the louder you shout, the better you will be heard. The intensity of the stimulus-your voice-makes it stand out above other stimuli, so that listeners are forced to pay attention to you.” (Warga. 1983: 209) However, if people shout too loud every time, the listeners will ignore the voice as the voice is annoying. Therefore, it is better if people do not speak too loud but with tolerable volume, rhythm, articulation, and intonations (Purnomo, et al. 2005)

5) Movement

Moving things are more interesting than unmoving things. People will notice a car moving in a small parking lot when the other cars do not move. This is clear that movement will suddenly attract our attention to the things which move. However, unnecessary movements should be avoided as they would bother the viewer. (Purnomo, et al., 2005). Moreover, people will tend to ignore the movements as those movements are considered not important.

6) Set

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2. Organization of stimuli

The selected stimuli should be organized. Altman, et al. (1985) stated that the perceptual organization of information could help us categorize sensory inputs. By organizing the stimuli in simpler categories, people are able to interpret the complex information to be meaningful.

3. Situation

The situation which influences someone to perceive can be in the form of someone’s familiarity with, expectation about, and his or her past experience (Altman, et al, 1985) stated that. It can be concluded that situation may be the combination between someone’s past experience with his/her expectations. If someone had bad experience or something in the past, he or she will tend to perceive negatively when acquiring the same stimuli in advance and vise versa. 4. Self-concept

Altman, et al. (1985: 86) defined the self concept as “the way someone perceive him or herself affects his or her perception on environment surrounding, whether to like or dislike.” If someone considers himself or herself are incapable in learning something, he or she will select the negative response that set him or her being incapable.

2. Microteaching

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Three principles underlying teaching practice are: 1. Planning

In this stage, every teaching should be planned to achieve the stated teaching goals including the materials, the methods, the teaching goals/aims, the teaching learning activities, the media, the behavior, and the performances. Systematic planning almost always yields better result in teaching (Peck and Tucker, 1973; Waimon, 1972) cited in Stones & Morris. (1977)

2. Performance

After planning, teaching learning practice is conducted. It will be observed by friends and supervised by teachers/lecturers.

3. Perception

Then, objective feedback, evaluation and analysis about teaching practice, including willingness to learn from experience and from mistakes are revealed. Feedback is “a prime factor in learning skills” (Borg, Kelly, Langer & Gall, 1970: 40). Besides, the feedback has a role as a motivation as stated by Lewis (2002: 4) that “feedback is a form of motivation, and feedback can lead students toward autonomy”. As a result, it can encourage students to study better. According to Lewis there are three kinds of feedback, namely teacher feedback, peer feedback, and self-correction. In this research, the teacher is lecturer of lower semester class who observes Microteaching students’ teaching in lower semester class.

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Allen and Ryan (1969) stated that Microteaching can provide trainees with a practice setting for instruction which reduces the complexities of the normal classroom while, at the same time, enabling the generation of a great deal of feedback on the trainee’s performance.

Afterward, they added that there are five main propositions of Microteaching: 1. Microteaching is real teaching.

2. Microteaching lessens the complexities of normal classroom teaching. Class size, scope of content, and time are all reduced.

3. Microteaching focuses on training for the accomplishment of specific task. 4. Microteaching allows for the increased control of practice.

5. Microteaching greatly expands the normal knowledge of result or feedback dimension in teaching.

Microteaching is one of the teaching practice forms. Teaching practice itself has some objectives according to University of Exeter Institute of Education as cited in Stones & Morris (1977: 23). The objectives proposed were:

1. To enable the students to acquire an understanding of the children in the classroom situation: to find out how their minds work and to learn how to make contact with them and to communicate with them.

2. To adjust their minds to the practical situation and to relate what they had learned in child development lecturers to it. To learn to be clear about their own aims in a lesson or series of lessons.

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4. A major aim of teaching or study practice is to develop powers of observation. 5. Ability to make good relationship with children.

6. Interest in the learning process and ability to relate this to the learning situation.

7. An understanding of the need for organization and preparation in any situation, and the ability to analyze.

8. Personal maturity (e.g. social confidence).

9. To give a chance for students to assess themselves.

10.To give the students the opportunity of becoming more part of the normal teaching force as part of a teaching team.

11.To give the students awareness of and insights into the complex network of relationships involves in school and classroom, in particular recognizing and accepting that human relationships exist in depth.

12.Diagnosis. The first year’s teaching practice is a contribution towards a diagnostic year.

Furthermore, Purnomo, et al. (2008) proposed that there are 4 competencies to be performed by Microteaching students in their teaching practices which are trained with the other teaching skills in Microteaching class. Those are,

1. Mastering the material

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2. Appearances while teaching

The Microteaching students should show proper appearance physically and non-physically in doing the teaching practice. Physical appearance includes the way of wearing clothes, cosmetics and accessories. Non-physical appearance includes the good attitudes such as friendly, enthusiastic and fun.

3. Classroom management

To achieve the learning objectives, the Microteaching students should manage the class well. The classroom management includes the management of time and class situation. Cooper, et al. (1982) defined the classroom management as a complex set of behaviors the teacher uses to establish and maintain classroom conditions that will enable students to achieve their instructional objectives effectively them will enable them to learn.

Therefore managing the time and class situation are needed to create an effective teaching learning process.

4. The usage of standard language and writing

Microteaching students have to speak and write in good grammar.

In addition, Purnomo, et al. (2008) also argued that Microteaching students are supposed to master three basic teaching skills for being good teacher through Microteaching program.

a) Set Induction and Set Closure Skills

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arouse students’ motivation in learning materials and increase students’ active participation in the class activities. Therefore, induction skills should be mastered. At the end of the lessons, before closing the activities, the teacher should review the lesson and give feedback in order to check students’ achievement about material that have been taught. Those are explained in following points:

(1)Attracting Students’ Attention and Interest

One of the ways is by showing high enthusiasm. It can be seen from appearance and voice performed while teaching. Usage of interesting media such as picture, newspaper or story also helps teacher to attract the students’ attention. Another one is that the interaction pattern conducted by the teacher with the students should be various. It means that the interaction between teacher and students is not all about explaining-listening and asking-answering but the interaction can be varied with, organizing group discussion.

(2)Motivate the Students to Learn

Looked fresh and energetic is important to influence students to learn and to take part in the class. Then, creating the curiosity in the students also motivates them to learn. Sometimes the students will be enthusiastic in learning if they are presented with converse ideas. Teacher should make use of the actual and update facts which attract their attentions.

(3)Giving the Learning Guideline

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(4)Showing the Connection

The teacher should refer to knowledge and experience that have been obtained by the students as stepping stone to the next topic.

(5)Reviewing

Teacher and students make summary and conclusion for the topic just being learnt in written form or orally.

(6)Giving Psychological and Social Encouragements

Teacher gives appreciation to anything done in learning process. Besides, the students are informed about the other supportive sources to deepen their understanding on the material.

(7)Giving Feedback

Teacher asks the students to answer the questions or to demonstrate the new knowledge that just being learnt. It is aimed to know the achievement of learning indicators.

b) Explaining and Stimulus Variation Skills

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(1)Orientation

Teacher delivers students to the main topic which is going to be discussed. (2)Language

Teacher uses understandable language with appropriate grammar in explaining the lesson.

(3)Examples

The students will get better comprehension if the teacher presents the topic to the students with some suitable examples or illustrations.

(4)Clear Structure

The lesson should be arranged systematically to help the students in understanding the material.

(5)Responses/Comments

Teacher gives questions and comments to the students’ answers. It is important to understand the students’ non verbal expressions which indicate their comprehension to the lesson.

(6)Clear Voice

The voice produced should be heard clearly in articulation and volume by all students. The teacher should notice the rhythm and intonation to keep the students’ attention during on going teaching learning process.

(7)Focusing

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(8)Pause

Teacher gives time or pause for the students to understand the explanation for some materials which need more attentions. The pause also is important in transition between the materials.

(9)Eye Contact

Eye contact should be directed to all students to show the impression of sympathy and friendly. It is important to control interaction between teacher and the students.

(10) Mimic

Mimic needs to show passionate and friendliness. (11) Hands Gestures

Teacher makes meaningfully hand gestures but not too exaggeratedly for giving emphasis to important parts in the explanation.

(12) Movements in the Classroom

The teacher moves confidently and gets closed to the students in the class. (13) Interaction Patterns

The teacher develops multiple direction of interaction pattern: teacher-students, teacher-students groups, students-students, students-students groups.

(14) The usage of Conventional or Technological Media

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c) Questioning and Reinforcement Skills

Questioning activities help teacher to increase students’ active participation in teaching learning process and to encourage students to be critical in their way of thinking while reinforcement skills help teacher to increase students’ motivations and to support student’s positive behavior in teaching learning process. Those are explained in following points:

(1)Giving Clear Questions

The questions should be short and simple so that the core of the question is understandable.

(2)Using Questioning Techniques

The technique in questioning could be used for guiding the students to specific topic and for identifying the comprehension level of the students on the topic. (3)Giving Pause

Teacher gives students time to think before pointing one of them to answer the question. The pause is also aimed for the students to understand the questions and to arrange the answer.

(4)Questions Distribution

The teacher gives the questions evenly to the students. The questions should not focus on one or some students but all of the students have the same opportunity to be asked.

(5)Responding the Students’ Answers

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(6)Giving High Quality Questions

The questions given to the students are not merely memorial but analytical and evaluative as well. The teacher should be receptive and should give guidance to the other possible answers.

(7)Verbal Reinforcement

Using various words or sentences to motivate the students in their learning. (8)Non Verbal Reinforcement

Using mimic (smiling) and gestures (nodding, pointing the thumb). The reinforcement should be given as soon as possible in the right time. (9)The Ways in Reinforcing

Giving reinforcement should be done sincerely because it enables to encourage the students in learning.

3. Teaching Lower Semester Class

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Afterward, in teaching or performance phase, the Microteaching students are supposed to have experience in teaching the students in lower semester class. The last but not the least is evaluation or perception phase in which the supervisor gives feedback toward the teaching phase done by the Microteaching students.

Therefore, the supervisor’s role is essential in developing Microteaching students’ teaching skills. As cited in Stones & Morris (1977), Johnson and Knaupp did a survey of students’ opinion and the result was teacher education students preparing for a Microteaching experience expect two things of their supervisor: first, that he be qualified to render technical assistance in planning for, conducting, and evaluating instruction; second, that he give them an unhampered

opportunity to find their own teaching style

.

B. Theoretical Framework

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the opportunity to be teacher and to be student. Another one is teaching lower semester class. The Microteaching students should conduct teaching practice in real class and with the real students. Besides the setting of the class, difference between peer teaching and teaching lower semester is in the matter of the class observation. In peer teaching the Microteaching students have known the characters of their students in teaching practice because the other students are their friends but in the teaching lower semester class, they need to know their students who are completely unknown.

Therefore, the procedures of the teaching lower semester class are class observation, lesson plan consultation, teaching in the classroom and feedback. The stages bring their contributions in developing the students’ capabilities for being qualified teacher. Altman, et al. (1985) stated that students perceive on something will affect students’ behavioral responses. Therefore, if the students perceive the implementation of teaching lower semester class in Microteaching class positively, the students’ behavioral responses will be positive too which directly influence the positive support the teaching learning and goals in Microteaching subject. However, if the students’ perceive it negatively, the students’ behavioral responses will be negative. It inhibits the achievement of the Microteaching goal which is centered in mastering the basic teaching skills.

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25 CHAPTER III METHODOLOGY

This chapter presents detailed discussion about methodology applied in this research. This includes the description of the research method, research instruments, research subjects, data gathering technique, data analysis technique and research procedure.

A. Research Method

Survey research is set to obtain the students’ perception on the teaching lower semester class designed in Microteaching subject. Ary, Jacobs

& Razavieh (2002) argued that survey is to measure opinion, achievement, or other psychological or sociological concept. Moreover, Wiearsma (1995) mentioned that survey is able to answer the study dealing with emotion.

Surveys are used to measure attitudes, opinions, or achievements. Survey research is abroad in scope including status quo studies to those in which the relationships of sociological and psychological variables are determined and interpreted. (Wiersma, 1995:169-170)

Initially, the researcher gathered data for finding the second and the third research questions because of the time constraint. The researcher had limited time to distribute the questionnaire because not all of them had performed the teaching lower semester students at the final days before examination period.

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developing their teaching skills and to gather the students’ suggestions toward the implementation of teaching lower semester students in Microteaching class. According to Altman, et al. (1985), someone’s perception affects his/her behaviors.

Afterward, the researcher conducted interview with Microteaching lecturers to obtain information dealing with the procedure of teaching lower semester students in Microteaching subject. The interview data was used for answering the first research question.

B. Research Participants

The participants as sources of data of this research were the Microteaching lecturers and the sixth semester students who were taking microteaching class in the academic year of 2010/2011 at English Language Education Study Program (ELESP) of Sanata Dharma University. There are six Microteaching classes which had around 23 students each at maximum.

For interview, there were two lecturers being the participants. They were two of Microteaching lecturer coordinators who were considered to provide the data dealing with the implementation of teaching lower semester.

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respondents submitted the questionnaires. Not all the students submitted the questionnaires because some of them had not taught the lower semester students yet when the researcher distributed the questionnaire.

C. Research Instruments

To gather the data needed, the researcher employed two types of data gathering instruments. Those were a questionnaire and two interviews.

1. Questionnaire

To collect the first data in answering the second and the third questions of the research, the researcher used questionnaire, for it could help the researcher to obtain the large number of data in a big population. The questionnaire sheet (see appendix 2) was divided into 2 parts. The first one consists of 24 questions which are closed-ended. The categorization of the closed-ended questions can be seen in the blue print (see Appendix 3).

The researcher used Likert scale for the first part in which the value of each column is from 1 to 4. The low value represents negative answer and high value represents positive answer.

The value of each column concerned the following agreement: 1 was for totally disagree

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The second part had three open-ended questions which the answers should be written. This part was aimed to find the general perception on the teaching lower semester class toward the developing of their teaching skills and to gather suggestions to improve the implementation.

2. Interview

There were two kinds of interviews employed in this research. It helped the researcher to obtain deeper and clearer data because it is direct and verbal interaction. The first interview was conducted with eight Microteaching students consisting of 4 respondents who had the most positive responses and 4 respondents who had the most negative responses in the closed-ended question in the questionnaire. The researcher set five open-ended questions to verify the students’ answers in the questionnaires and to obtain more in-depth explanations. Afterward, the researcher conducted the second interview with two Microteaching lecturers. Ten questions were designed to dig out the information dealing with the implementation or procedure of teaching lower semester class held in Microteaching class.

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D. Data Gathering Technique

The first data was obtained from the questionnaire distributed to sixth semester students in Microteaching class academic year of 2010/2011. The researcher distributed the questionnaire to four classes in four different times. Class A was on Thursday (26 May 2011). Class E was on Monday (30 May 2011). Class B was on Tuesday (31 May 2011). Class D was on Monday (6 June 2011). Before distributing the questionnaire, the researcher asked those who had performed teaching lower semester students, so only they were able to fill the questionnaire. There are 48 Microteaching students from four different Microteaching classes being the participants in the research. Because of the tight schedule for teaching practices, the researcher decided to take the questionnaires back from the Microteaching students in the following meeting after the questionnaires were given. Then the researcher took the questionnaire from class A on Tuesday (31 May 2011), class E on Wednesday (1 June 2011), Class B on Tuesday (7 June 2011), and class D on Wednesday (8 June 2011). Not all the students submitted the questionnaires because some of them had not taught lower semester class yet.

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June 17, 2011; and Monday, June 21, 2011.

Furthermore, the research tried to find out the answer to the first research question by conducting interview. Two Microteaching lecturers were interviewed on Wednesday, July 13, 2011 and on Friday, July 15, 2011.

E. Data Analysis Technique

The researcher emphasized the research on students’ perception on implementation of teaching lower semester class. The researcher counted the number of circles on each degree of agreement of each item, “strongly agree”, “agree”, “strongly disagree”, and “disagree” by setting them on a table. Then, the researcher calculated the raw data into percentage and interpreted them by elaborating them with the data from the interview. The next step was counting the average of each degree of agreement. The calculation pursued one goal that is to inform the researcher about their tendency on each item. The formula was,

Σ

x

X

100%

Σ

n

Σx: The number of students based on the degree of agreement

Σn: The number of all students

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explaining and stimulus variation skills, and questioning and reinforcement skills, and classroom management. Every category in the result of the closed-ended questionnaire was completed with the tables.

For creating the validity of the data acquired from both questionnaire and interview, the researcher conducted data triangulation. Patton (2002) stated that data triangulation was “the use of variety of data source in a study” (p. 247). He added that data triangulation was intended to produce the consistency of findings. Denzin (1978) as cited in Moleong (1989) claimed that there were four kinds of triangulation techniques, namely the use of source, method, investigating officer, and theory. In this research, the data triangulation used source since “the researcher cross check the data acquired from the questionnaire with the result of the interview” (Patton, 2002, p.195). The result interview with Microteaching students was attached in Appendix 6.

To answer the first research question, the researcher gathered and combined the data from interviews done with Microteaching lecturers who were in charge of teaching Microteaching classes.

F. Research Procedure

In the beginning, the researcher chose the topic to be elaborated. Then, the researcher formulated the research questions. The researcher read some related books and the other sources to construct the questions in questionnaire and interview. After that the questions were consulted to the research sponsor.

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semester class and their suggestion on its implementation by distributing questionnaire to the students in the four Microteaching classes. It was for the students who had experienced their teaching lower semester class program. Afterward, to verify acquired answers from the questionnaire, the researcher did interview with 8 Microteaching students. It was also aimed to find needed information. Next, there was data analysis. The data acquired from student respondents were gathered and triangulated.

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33 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

This chapter will present the data finding acquired from questionnaire and interview. The data are discussed for answering the students’ perception on the implementation of teaching lower semester students in developing their teaching skills.

A.The Implementation of Teaching Lower Semester Students in English Language Education Study Program of Sanata Dharma University

To find out the implementation of teaching lower semester class held in English Language Education Study Program (ELESP) of Sanata Dharma University, the researcher combined the data obtained from interviews with two lecturers who were in charge of the Microteaching classes in academic year of 2010/2011. They were lecturer A and lecturer B.

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Subsequently, the classes used for teaching lower semester class could be from the first to the fourth semester in English Language Education Study Program (ELESP) of Sanata Dharma University. According to lecturer B, the Microteaching students are just allowed to choose classes in the first to the forth semester. Those are skills classes such as Intensive Reading II, Public Speaking II, Paragraph Writing, and Pre-intermediate Listening; and the others are elements classes such as Pronunciation Practice I and Structure I. However, the content classes, such as Introduction to Linguistic and Morpho-Syntax, do not include in the classes used for teaching lower semester class. The idea is based on the fact that English teaching learning in Indonesian schools just orientate in development of students’ English basic skills.

Furthermore, lecturer B said that when the quota from the classes in ELESP is unavailable, the Microteaching students are able to choose the English classes from the other study programs in Sanata Dharma University which are taught by lecturers from English Language Education Study Program of Sanata Dharma University such as Theology and Elementary Education Teachers.

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teaching performance.

In selecting the topic for teaching lower semester class, the students should follow the topics that have been set in the syllabus of the class chosen. Then, the time allocation for each Microteaching students in teaching lower semester is at least 50 minutes in one teaching session. The lecturer A added that the time allocation depends on the quantity of interaction needed in the class as well. For example, Structure I is allocated in 3jp or 170 minutes for two Microteaching students. It means that each student has 85 minutes in maximum because teaching structure needs more interaction.

Moreover, lecturer A explained that lower semester lecturers are able to ask the Microteaching students to repeat their teaching lower semester if it is necessary. Dealing with maximum quota of Microteaching students, the lecturers of lower semester classes just accept no more than 6 Microteaching students in one class of his or hers.

In giving the score to Microteaching students, who have conducted the teaching lower semester students, the lecturer of lower semester class should fill the scoring rubric in range from 1 to 5 which is the same as the observation sheet used in the Microteaching laboratory. Therefore, the scoring in the teaching lower semester program is subjective from lecturer of lower semester class.

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autonomy of Microteaching students in selecting the class enables them to get the class which is appropriate for them. It means that the students could select the class whose subject to teach is suitable for their competence. Then it also enables Microteaching students to select the class whose schedule does not disturb the other classes which are being taken by the students at that time. After having an agreement with the lecturer of lower semester class, Microteaching students should ask for formal permit to conduct teaching lower semester class from the Microteaching lecturer to be given to lecturer of lower semester class.

Before teaching, Microteaching students should conduct observation in the lower semester class at least once. After knowing the topic to teach, the Microteaching students make lesson plan to be consulted with the lecturer of lower semester class. Afterward, the Microteaching students apply the lesson plan into the real teaching in lower semester class which is observed by the lecturer of lower semester class. At last, the Microteaching students will obtain feedback or comment orally or in written form from the lecturer of lower semester class toward their teaching.

B.The Students’ Perception on the Teaching Lower Semester in Developing Their Teaching Skills

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closed-ended and open-closed-ended questions as the main data. Afterward, the data from questionnaire was elaborated and verified with the second data which were obtained through interview.

1. Perception on the Teaching Lower Semester in Developing Their Teaching Skills Based on Questionnaire

a) Closed-Ended Questions

In the closed-ended question, the researcher had twenty four statements to find out the students’ perception. First of all, the statements tried to describe the general perception of Microteaching students on the implementation of teaching lower semester class. Table 4.1 presented the distribution of the statements and questionnaire result.

Table 4.1

The Questionnaire Result of the Students’ Perception on the Implementation on Teaching Lower Semester Program in General

From Table 4.1, the researcher found a fact that the majority of Microteaching students perceived the implementation of teaching lower semester positively. It was found that 43 students (89. 6%) had put their interest in the implementation of the teaching lower semester program. Besides, there were also 48 students (97. 9%) felt challenged to teach better in lower semester class.

No Statements Strongly

Disagree Disagree Agree

Strongly Agree 1. You are interested in teaching

lower semester class program in microteaching class. 2. You are challenged to teach better

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Successively, the following statements tried to find the microteaching students’ perception toward the implementation of teaching lower semester specifically in three teaching stages namely planning, performance and perception (Gilarso, 1986). Therefore, the researcher will elaborate the students’ perception toward the implementation on lower semester teaching program into three parts. The result of the close-ended:

(1) Perception on the Planning Stage

There were three statements of closed–ended questions to find out the Microteaching students’ perception on planning stage in the term of the selecting the lower semester class procedure, class observation, and lesson plan consultation with lecturer of lower semester. Table 4.2 presented distribution of the statements and the questionnaire result.

Table 4.2

The Questionnaire Result of the Students’ Perception on the Implementation on Teaching Lower Semester Program in Planning Stage

Table 4.2 showed that the Microteaching students also had positive perception on the planning stage of teaching lower semester. Precisely, there were 87.9 % students who liked to select their own lower semester class for teaching

Strongly Agree 3. You like to choose your own lower

semester’s subject to teach.

(1) 4. You need to have observation in

lower semester class before conducting your teaching in that class. 5. You think that lesson plan

consultation with lecturer of lower semester class is important.

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lower semester class. The questionnaire also showed that 97.95% students had good perception toward doing the classroom observation in lower semester class and having lesson plan consultation with lecturer of lower semester class which are integrated in teaching lower semester students.

(2) Perception on Performance Stage

In this part, the researcher tried to find out the Microteaching students’ perception toward the teaching when they conducted the specific teaching skills in the class. According to Purnomo, et al, (2008), there are three basic teaching skills which are supposed to master by microteaching student in Microteaching namely set induction and set closure skills, explaining and stimulus variation skills, and questioning and reinforcement skills. They also proposed that classroom management was one of the general teaching competencies which should be performed by the Microteaching students in teaching practice. Therefore, there will be four sub points below which elaborated the result of the questionnaire contained in each table.

(a)Classroom Management

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Table 4.3

The Questionnaire Result of the Students’ Perception on the Implementation on Teaching Lower Semester Program in Classroom Management Skills

From statements number 6 and 7 of closed-ended questions in Table 4.3, it indicates that the majority of the students perceived that they were able to practice the skill in managing the teaching learning process. All of the students perceived that they could practice their time management in teaching so that whole teaching learning process carried out orderly. Then 46 students (95.8%) had positive perception dealing with the class management skills because they had the authority to control the classroom situation while teaching lower semester class was being conducted.

(b)Set Induction and Set Closure Skills

The researcher used 4 statements of the closed-ended questions to find the Microteaching student’ perception toward teaching lower semester class for developing set induction and set closure skills. The distribution of the statements and the result is in Table 4.4.

Strongly Agree 6. Teaching lower semester students

enables you to practice how to manage your time in teaching.

(0) 7. You have the authority to control

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Table 4.4

The Questionnaire Result of the Students’ Perception on the Implementation on Teaching Lower Semester Program in Performing the Set Induction and

Set Closure Skills

As showed in Table 4.4, the students perceived that they were able to practice their set induction and set closure skills in lower semester teaching program. There are 89.6% students thought that teaching lower semester class gave them opportunity to practice how to teach enthusiastically for attracting the students’ attention to the learning process in the class.

Later, 48 students (100%) felt positively about the importance of the ensuring students’ comprehension at the end of the class. In fact, the positive perception led them to create positive behavior which was proved from 43 students (89.6%) who had reviewed the material at the end of the class.

Strongly Agree 8. You are enthusiastic to attract

lower semester students’ attention in teaching lower semester.

(0) 9. Teaching lower semester students

enables you to practice how to give smooth apperception (transition from known material to new or unknown material).

(0)

10. You review the material to the lower semester students at the end of the class. 11. You think it is important to ensure

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(c) Explaining and Stimulus Variation Skills

Afterward, the researcher used 6 statements of the closed-ended questions to find the Microteaching students’ perception on the implementation of teaching lower semester class concerning on the developing of explaining and stimulus variation skill in teaching. Table 4.5 presented the distribution of the 6 statements and the result of the questionnaire.

Table 4.5

The Questionnaire Result of the Students’ Perception on the Implementation on Teaching Lower Semester Program in Performing the Explaining and

Stimulus Variation Skills

Strongly Agree 12. You move around the class

confidently when teaching 13. Teaching lower semester

students enables you to practice how to manage your gestures (e.g. hands, eyes contact, mimic, etc.) well.

14. Teaching lower semester students enables you to practice how to use the language (English) well (e.g. grammar, volume, intonation, etc.) when explaining the lesson.

(0)

15. Teaching lower semester students enables you to practice how to explain the lesson systematically. 16. Teaching lower semester

students enables you to practice how to use media (e.g. blackboard, picture, etc.) or technology effectively in delivering the lesson.

(0)

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Based on Table 4.5, the students deemed teaching lower semester class positively toward developing of their explaining and giving stimulus variation skills. All of the students perceived that by teaching lower semester class, they were able to practice to explain the lesson systematically in good grammar, intonation and volume. It was found that 47 students (97.9%) perceived that lower semester teaching gave them good place to perform how to use media effectively and how to have active interaction with the students during the teaching learning process.

Even though most of the microteaching students’ perception was positive dealing with teaching lower semester program in developing their explaining skills, there were still 6.2% and 8.3 % students respectively who perceived negatively dealing with developing their movements and gestures skills while teaching in the classroom.

(d)Questioning and Giving Reinforcement Skills

The statements from number 18 to 22 were to find Microteaching students’ perception on teaching lower semester class in developing their questioning and giving reinforcement skills. The result was in Table 4.6.

Table 4.6

The Questionnaire Result of the Students’ Perception on the Implementation on Teaching Lower Semester Program in Performing the Questioning and

Giving Reinforcement Skills

Strongly Agree 18. Teaching lower semester

students enables you to practice how to ask good questions.

(0) 19. You are satisfied if you can give

questions clearly to lower semester students.

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Strongly Agree 20. Teaching lower semester

students enables you to practice how to give verbal reinforcements appropriately. 21. Teaching lower semester

students enables you to practice how to give nonverbal reinforcements appropriately. 22. You are satisfied in motivating

lower semester students by giving positive response to their answers or performances.

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From Table 4.6, the researcher found that 46 students (95.8%) felt satisfied if they were able to give questions clearly to lower semester students.

The perception produced the positive behavior of those students. It was proved from the statement that they had the opportunity to practice how to give good questions to the lower semester students while lower semester.

Regarding the reinforcement skills, the data showed that the Microteaching students felt satisfied if they can give positive response to their lower semester students’ performance or answer as a motivation. The positive perception formed the students’ positive behavior in performing the reinforcement skills when they did lower semester teaching. In specific, 46 students (95.8%) had more tendencies to practice to give reinforcement verbally than nonverbally for 77% students while teaching lower semester class.

(3) Perception on Perception Stage

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perception stage of lower semester teaching for developing their teaching skills. Table below shows the distribution of the statements and the result.

Table 4.7

The Questionnaire Result of the Students’ Perception on the Implementation on Teaching Lower Semester Program in Perception Stage

Based on Table 4.7, all of the students perceived positively the perception stage. They all agreed that feedback from lecturer of lower semester class was necessary. The students perceived that the lecturers’ feedback the motivated them to perform the better teaching.

b) Open-Ended Questions

The researcher found similar responses (see Appendix 4b) in open-ended question which showed students’ positive perception toward implementation of teaching lower semester in Microteaching. Teaching lower semester class required them to teach real students, so they needed more preparation before teaching lower semester class. Thus, Microteaching students were so interested and challenged for teaching lower semester program.

The students wrote,

“Teaching lower semester in microteaching class was really challenging because I did not only prepare lesson plan, material, etc but also build up good communication/cooperation with the lecturer of lower semester class.”

Strongly Agree 23. You need feedback from lecturer

of lower semester class about your teaching performance in lower semester class. 24. The feedback from lecturer of

lower semester class motivates you to teach better.

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“It was very challenging for me. Actually I was not confident to talk in front of the students. I was worried if the student didn’t understand what I meant.” “I think it is interesting enough because I had more experience about teaching skill and it looked like in real class if I will be a teacher.”

“It is very useful to accustom us in the real situation of teaching learning activity.”

“It is very important for us to improve our skill in teaching and it gives many benefits for us to practice teaching better.”

“It’s very good to improve our confidence, our teaching skill as well. I prefer teaching lower semester rather than my friends in class.”

“It is very interesting and challenging. I enjoyed teaching lower semester class because they are very enthusiastic. They are very kind and smart students so there is no difficulty to teach them “

“Teaching lower semester students is very challenging and interesting. I like doing that. There is a mysterious sense that makes me addicted to do it again.”

“It is challenging because I have to teach the real students in university level whose English is as good as mine. It makes me to be more creative in teaching so that the students will be interested to the lesson.”

“It’s challenging. It needs more preparation and energy. It’s good to practice all skills we get from microteaching class.”

Obviously, those statements referred to the positive perception on the teaching lower semester as well especially because they thought that the program gave them a lot of experiences for practicing their teaching skills and confidence.

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“Reinforcement, attracting students to be interested in the lesson, improve on grammar accuracy and pronunciation.”

“Verbal reinforcements, how to use the language (English) well, my performance, how to manage my gesture, how to have active interaction with the students.”

“After having teaching lower semester, I paid attention more to my pronunciation, grammar, etc. I also could use the media for teaching well. Beside that I could be more active with the students.”

“I can improve my speaking skill and writing skill. I can be more critical in analyzing writing because I taught Paragraph Writing.”

“Giving reinforcement, eyes contact, voice production, almost all teaching skills.”

“How to use reinforcement, how to explain the materials.” “Skill of explaining the material.”

“Confident, language, questioning and reinforcement.”

“Giving feedback, teaching strategy, using media, improving class activity.” “Speaking, of course. I have to improve much better to speak in front of public with correct grammar and good pronunciation.”

“Self confidence, time management, material management, mastering the material, involving students in teaching activity.”

“Confidence and material design.”

“Volume in speaking, confidence, arranging the material and lesson planning.”

“It’s about how to manage the class and how to gain students’ interest.” “Time management, delivering the materials, explaining the materials, setting activities.”