CHAPTER III RESEARCH METHODOLOGY
B. Population and Sample
The population of this research was the seventh semester students from English Education Study Program of Makassar Muhammadiyah University of in the academic year of 2018/2019 which consists of 10 classes. Each of them consists about 35-38 students. Thus, the total numbers of participants are 380 students. The researcher used a purposive sampling as the technique for selecting sample. Purposive sampling is one of the most common sampling strategies, groups participants according to preselected criteria relevant to a particular research question. Based on the criterion of purposive sampling the researcher decided number of sampling of this research was focus to take one
class as a sample of student in English Education Study Program of Makassar Muhammadiyah University.
C. Research Instrument
In gathering the data, the researcher was used the following instruments:
1. Questionnaire
This study was used questionnaire as data instrument to get the purpose of this study. The questions of the questionnaire focus on the students attitudes towards microteaching subject. A questionnaire is simply tool for collecting and recording information about a particular issue of interest. It is mainly made up of a list of questions, but should also include clear instructions and space for answers or administrative details. There are two types of questionnaire those are open-ended question and closed-ended question, in this research the researcher was used close-ended question.
Questions are ideal for calculating statistical data and percentages. The researcher chose likert question which can help the researcher to ascertain how strongly the respondents agree to a particular statement.
The questionnaire is a technique of data collection done by giving a set questions or a written statement to the respondent to answer (Sugiyono, 2016).
In this study using an instrument with a likert scale. Likert scale is used to
measure attitudes, opinion, someone or some people perceptions about social phenomena (Sugiyono, 2016).
The answer for every item of instrument that use Likert scale have gradation from Strongly Agree, Agree, Disagree, And Strongly Disagree (Sugiyono, 2016) In this study the instrument, respondents have been asked to choose their retort to signify one of the numbers from 1 to 4 based explanation for the numbers, that are:
1. Strongly Agree, respondents get score (4) 2. Agree, respondents get score (3)
3. Disagree, respondents get score (2)
4. Srongly disagree, respondents get score (1)
2. Interview
The interview is a further instrument to gather the data in this research;
the interview adopt semi structural interview technique which was utilize the question guideline but allow the interview give clarification and elaboration based on the question that given. This kind of interviewed also known as in depth interview, where in technically it is more flexible than the structure interview. Interview is a tool for the researcher to add the data deeply about students‟ perception; the researcher was take 10 students to be interviewed that represent the perception from the entire sample of the research.
The researcher wants to find students perception towards Microteaching subject, after the students learn Microteaching subject by providing:
1. What do you think about Microteaching subject?
2. What did you get from Microteaching class?
3. How is your feeling after receiving Microteaching subject?
4. How does the Microteaching subject support your teaching skills?
D. Data Collection
The objective of questions in questionnaire and interview were collecting the information about their opinion in Microteaching subject that they have been learned and also to know what kind of skill that they got after it. In collecting the data, the researcher was present some procedures as below:
1. Questionnaire
Data collection procedure in a questionnaire:
a. The researcher was gave explanation to the students about the purpose of the questionnaire and how to answer the questionnaire.
b. The researcher was informing the objective of the questionnaire.
2. Interview
Data collection procedures in the interview:
a. The researcher was explain the aim of interview and the research.
b. The researcher asked some questions based on the interview guideline.
c. The researcher will record the interview process.
E. Data Analysis
The steps of data analysis are as follows:
1. Coding is giving code on data.
2. Scoring is giving score on respondents to obtain quantitative data in this research. The study was used a modify likert scale, in a likert scale modification the answer are e given by students
Strongly Disagree 1
Disagree 2
Agree 3
Strongly Agree 4
Table 3.1(Arikunto 2002)
The data in the application aims to determine students‟ perception in Microteaching subject while the tools of data analysis used in this study to determine the students‟ perception of Microteaching subject is mean.
Mean is used to determine or calculate the average value using arithmetic calculations. The calculation of the mean is determined by combining the values of each respondent's answer value SA = 4, A = 3 D = 2 SD = 1. If the majority of respondents are strongly agree (SA), then the amount Mean will be close to 4 and vice versa. If the majority of respondents Strongly disagree (SD), then the magnitude of the mean will be close to 1 on
the scale (1-4) based on the maximum value and the minimum value can be known how the perception of respondents. According to Arikunto (2005; 284) mean formula is as follows:
1. Mean (X) = ∑X N Information :
X = Mean
ΣX = Total Raw Score
N = Total number of the student 2. Grand Mean (X) = Total Average
Number of Statements
The grand mean of the students‟ perception is total average divided by number of statement
The Interval Scale
1,00-1,74 Strongly Disagree 1,75-2,50 Disagree
2,51-3,25 Agree
3,26-4.00 Strongly Agree Table 3.2 Simamora (2004;220)
In addition, after the researcher had finished calculating the percentage distributions. The researcher made descriptions on each statement based on the data. Furthermore, the researcher also was collecting the data from the interview. During the interview, the researcher was used recorder to record the answer of the interview. The recording was used to listen repeatedly and make the transcript of the interview. The researcher concluded the main points and noted some important information from the interview.
CHAPTER IV
FINDINGS AND DISCUSSION
In this chapter, the result of the study is presented. The chapter is divided in two main sections. The first section presents the findings on each statement aspects to answer research questions about students‟ perception towards microteaching subject and how microteaching supports their teaching skills. Then the discussions on findings from the questionnaire and interview.
A. Findings
The data of students‟ perception towards microteaching subject by the English education study program of Makassar Muhammadiyah University based on questionnaire distributed to 30 participants then analyzed by using likert scale. In interview, the researcher analyzed by took a semi structural interview technique which is consisted of four statements and distributed to 10 participants. The result of this aspect analyzed statement by statement and followed by the explanation and its category.
1. From the questionnaire the researcher gave 6 statements to 30 students in English Education Study Program of Makassar Muhammadiyah University to find out the students‟ perceptions towards microteaching subject by the English Education Study program of Makassar Muhammadiyah University.
Table 4.1 Students‟ Perceptions towards Microteaching subject
No Indicator Score Percentage
1.
To develop awareness teaching competence and actual teachings that will
need later. 3. 76 94. 17
2.
To give valuable opportunity to apply
for the teaching skills. 3. 76 94. 17
3. To help discover teaching strength and
weakness. 3. 56 89. 17
4. To help learn organize time and manage
the class. 3. 26 81. 67
5.
To offers a practical opportunity to teach a lesson, helps to predict classroom problem and improve lesson planning.
3. 26 82. 5
6.
To give opportunities to reflect performance in teaching skills by video recording in Microteaching class.
3. 63 90. 83
Mean 3. 54 88. 75
From Table 4.1 above it indicates, the first indicators got score 3. 76 and 94. 12 % and it concluded that most of the students strongly agree with the statement, the second indicator got 3. 76 and 94. 12 % it concluded that most of the students also strongly agree with the second statement, the third
indicator got 3. 56 score and 89. 17 % it can be concluded that most of students strongly agree and agree with the third statement.
The fourth indicator got score 3. 26 and 81. 67 % it concluded that a few students are strongly agree and agree, also some students disagree with the statements, the fifth indicator got 3. 26 and 82. 5 % it concluded that a few students strongly agree most of the students are agree with the statement, the last indicator got 3. 63 score and 90. 83 % it can be concluded that most of the students are strongly agree with the statement.
And the grand mean of students‟ perception is total average by number of statements from the data, it showed that the mean score of each statement were categorized as agree and strongly agree. The grand mean, total average divided by number of statement is 3. 54 and 88. 75 % it means that Student Perception toward Microteaching Subject by The English Education Study Program of Makassar Muhammadiyah University was categorized strongly agree based on the interval scale and had a positive perception also showed that the students have interest towards microteaching subject and improve their teaching skills.
The Interval Scale
1,00-1,74 Strongly Disagree
1,75-2,50 Disagree 2,51-3,25 Agree
3,26-4.00 Strongly Agree
2. From the interviewed the researcher gave an interviewed to 10 students in English Education Study Program of Makassar Muhammadiyah University also to find out how does the microteaching subject support their teaching skills based on fourth question.
From the first question it indicates that microteaching subject is an important subject because the students learn about teaching practice and how to be a good teacher. Students also gave many things from microteaching class such as made a lesson plan, how to manage the classroom later, how to face a student‟s before doing teaching practice in school. So microteaching subject are really useful for students and also one effective way to improve their teaching skills.
From the second question it indicates that students get knowledge such as a very useful material, especially how to manage the class, time, recognize a syllabus, arrange a lesson plan, how to make interested learning methods for students, so the students don‟t feel bored while studying and
discipline in teaching or educating the students. The students also get a chance to practice teaching before teaching in school. After teaching practice the students get an experience such as felt more confidence and get feedback from lecturer to know their strength and weakness while teaching.
From the third question, after receiving microteaching subject it indicates the students felt glad, because they get an experience, knowledge about teaching practice that they will need later and to apply it, and affecting their quality in teaching process. The students felt microteaching subject is fun because the lesson aren‟t make them bored, the lesson also more practical so it makes them easy to understand. The students also felt excited get the opportunity being a teacher before doing real teaching practice in school.
From the last question, how does microteaching subject support students teaching skills, it indicates that after receiving a knowledge related teaching practice such as how to manage the class, time, students, begin a class and close the class, how to deliver material, how to face a student, recognize a syllabus, made a lesson plan, tried teaching practice, get a feedback from the lecturer, and get an the chance being teacher before the real teaching practice. And through the step by step it support students teaching skills because they already have an experience so they will learn their mistakes, and what they will needed in the next to be a good teacher
also avoid mistakes that might occur while teaching later. So microteaching subject have a big role to support students teaching skills.
Based on the result of data interview the researcher can conclude that the students had positive perception towards microteaching subject because through microteaching it can improve their skills especially how to make and arrange a good lesson plan, how to manage the class, time, students, doing peer teaching and given feedback by the lecturer. In addition the students felt a positive experience after studying microteaching subject and it is support their teaching skills before doing teaching practice in school and minimizes the mistakes when teaching practice so in the future it will be successful.
B. Discussion
In the discussion section, the researcher showed the answer of the first question about students‟ perception towards microteaching subject by the English Education Study Program. The second questions about how does microteaching subject support the students‟ teaching skills. And as has been presented on findings, results in questionnaires and interview show that students had positive perception towards microteaching subject. It can be seen from the mean score of the data.
1. Students‟ perceptions towards Microteaching subject by the English Education Study Program.
Based on the findings, it shown that students perceptions towards microteaching subject by the English Education Study Program through sixth indicator and the result was categorized strongly agree based on the interval score and had a positive perception. There were below some research that supported the result of this research:
Effects of Microteaching Skills on Student Teachers' Performance on Teaching Practice (Ajileye. 2013) it said the analysis of the findings revealed that student teachers generally agreed that microteaching has positive merits in planning skills, personality and teaching competences.
The Microteaching Experience: Students Perspectives Education (J.B Kupper. 2001) it was concluded that microteaching component is an effective training tool in teacher education program.
It is along with, Student Teachers‟ Microteaching Experiences in a Preservice English Teacher Education Program: United Arab Emiret University (Ahmed 2011), revealed that general students have a positive attitude towards microteaching.
A Study on Microteaching as Perceived By UTM TESL Undergraduates. University Teknologi Malaysia (Zarina. 2010) the students perceived microteaching as important and they possesed positive attitude towards their microteaching course. Therefore, microteaching can be considered as an important subject to prepare these students for their teaching practice. By going through a certain period of microteaching session, students
will be able to learn how to plan a lesson properly, deliver their lesson more effectively and able to attract the students‟ attention in class.
Based on some research, the researcher was to conclude their study.
Microteaching is an effective way to study teacher education program, to prepare students teaching skills, also to make students able to be a good teacher. And students generally agreed that microteaching has positive attitudes to improve their teaching skills.
2. How microteaching subject support the English Education Study Program The objective of this research was to find out does the microteaching subject support the English Education Study Program of Makassar Muhammadiyah University. The result of the interviewed, students felt a positive experience after studying microteaching subject and it is support their teaching skills before doing teaching practice in school and minimizes the mistakes when teaching practice so in the future it will be successful. There were below some research that supported the result of this research:
The finding is related to “A Survey on the Tesl Microteaching Programme” (Haziah, 2003) whereby most of respondents agreed that their attitude towards teaching changed after taking microteaching course. The students agreed that after taking microteaching subject, their teaching skill especially classroom management and lesson plan preparation were developed.
Teacher Candidates‟ Opinions Regarding the Effect of Microteaching Implementation on Teaching Skills (Kucukoglu, 2012) who had microteaching experiences, had less difficulty in performing teaching skills than pre-service teachers, who didn‟t have microteaching experiences.
Microteaching Practices have Positive Effects on Pre-service Teachers‟ Teaching Skills (Sevim, 2013) in order to define the advantages and disadvantages of microteaching practices used in teacher training from pre- service teachers‟ perspectives, and found that pre-service teachers developed positive attitudes towards microteaching practices. Additionally, it was reported that microteaching was beneficial for pre-service teachers in solving the problems encountered while preparing for the lesson, presenting and teaching the lesson.
Pre-Service Teachers‟ Opinions About The Micro-Teaching Method in Teaching Practice Classes (Aslihan, 2013) the results of the interviews show that the pre-service believed that the micro-teaching method gives a chance to evaluate their strong and weak aspects in teaching. At the same time, the interview results show that pre-service teachers are developed timing, planning, asking questions, management of class, using different materials and examples and physical appearance during the teaching process.
Student Teacher‟ Perceptions towards Microteaching Program as a Preparation of Teaching Practicum (Saraswati, 2013) the finding also relieved that classroom management skill needed to be taught more for the success of
student teachers‟ teaching performances in teaching practicum. Then, evaluations given during microteaching also were regarded positively for the improvement of student teachers‟ teaching skill and competencies. This study ended with the recommendation and the directions for the future studies.
Based on some research, the researcher was to conclude their study that most of the students agreed that their attitude and teaching skill especially in timing, planning lesson plan, asking questions, management class, using different materials also examples and physical appearance during the teaching process after taking microteaching course it were developed. The findings clearly indicated that microteaching prepared the students for their teaching skills especially preparing the lesson plan, managing the class, time and student. All these are important parts of microteaching which enable the students to support and improve their teaching skills.
CHAPTER V
CONCLUSION AND SUGGESTION
Conclusion and suggestion can be drawn by referring to the research findings and discussions in chapter IV. The purpose of this study was to find out students‟
perceptions towards microteaching subject and to find out does the microteaching subject support the students. Based on the result of the study, the researcher finds some result that represent in this thesis about students‟ perception towards microteaching of Makassar Muhammadiyah University as follows:
A. Conclusion
1. Students Perception in English Education Study Program of Makassar Muhammadiyah University towards Microteaching subject based on the sixth statement of questionnaire categorized agree and strongly agree it could be seen from the grand mean, total average divided by number of statements is 3. 54 through interval scale and 88. 75 %. These surveys are proved that the students are interested and strongly agree with microteaching subject to improve their teaching skills.
2. Students Perception in English Education Study Program of Makassar Muhammadiyah University towards Microteaching subject based on the
result of the interviewed the researcher could conclude that the students have positive perception towards microteaching subject because through microteaching it could improve their teaching skills especially how to made and arranged a lesson plan, did peer teaching and gave a feedback by the lecturer. After studying microteaching subject the students felt a positive experience and it is support their teaching skills before doing teaching practice in school and minimizes the mistakes when teaching practice. So the role of microteaching subjects it most important for the students.
B. Suggestions
After seeing the findings as well as discussion, the researcher give suggestion may be useful for teachers, students, and also for other researchers who will conduct the same topic in the research:
1. Based on the results, the researcher believes that it will be better if students have more meeting in a week such as twice a week, because they will have more knowledge as well in teaching practice experiences before they face their real teaching experience in the school later as a real teacher
2. The researcher suggests to the lecturers that they guide and coach the students in implementing some teaching skills used in teaching deeper.