THE COMPARATIVE STUDY OF EFL PRE-SERVICE TEACHERS SELF- EFFICACY BETWEEN PRE-TEACHING PRACTICE AND POST-
TEACHING PRATICE
SKRIPSI BY:
Wanda Siti Nurchaliza NPM 217.01.073.053
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
2021
ABSTRAK
Nurchaliza, Wanda Siti. 2021. Studi Perbandingan Efikasi Diri dari Guru EFL Pra- layanan antara Guru Pra-PPL dan Pasca-PPL. Universitas Islam Malang.
Pembimbing I: Dr. Alfan Zuhairi, M.Pd.: Pembimbing II: Kurniasih, S.Pd., M.A.
Keywords: Guru Pra-layanan, Pra-PPL, Pasca-PPL, dan Efikasi Diri
Efikasi diri dianggap sebagai salah satu faktor berpengaruh dalam membantu meningkatkan rasa percaya diri pengajar selama pembelajaran berlangsung. Empat sumber utama untuk meningkatkan effikasi diri adalah enactive mastery, vicarious experience, verbal persuasion, dan psychological dan affective state dan enactive mastery menjadi faktor paling utama dalam meningkatkan effikasi diri. Tujuan dari penelitian ini adalah untuk membandingkan guru pra-PPL dan guru pasca-PPL untuk membuktikan apakah enactive mastery benar-benar berpengaruh dalam membantu meningkatkan effikasi diri pada guru EFL pra-layanan.
Kuesioner efikasi diri diberikan kepada 49 guru pra-PPL dan 52 guru pasca- PPL. Mereka diminta untuk mengisi kuesioner Teachers’ Sense of Self-Efficacy (TSES) yang dikembangkan oleh Tschannen-Moran & Hoy (2001) yang berisi 24 pernyataan yang termasuk students’ engagement, instructional strategy dan classroom management. Kuesioner dibuat menggunakan Google form dan diberikan melaui grup WhatsApp.
Deskripsif statistic digunakan untuk mengukur rata-rata dan standart deviasi dan independent t test digunakan untuk mencari perbedaan signifikan dari dua kelompok. Hasilnya menunjukan bawha guru pasca-PPL mempunyai effikasi diri paling tinggi pada students’ engagement, diikuti dengan class management, dan instructional strategy, sedangkan guru pra-PPL mempunyai effikasi diri paling tinggi pada class management, diikuti dengan students’ engagement dan instructional
strategy. Perbedaan dari ketiga kategori effikasi diri dari guru pra-PPL dan guru pasca- PPL dinyatakan siknifikan secara statistik pada level p<0.05.
Hasil penelitian ini menunjukan bahwa guru pasca-PPL memiliki efikasi diri yang lebih tinggi dibandingkan dengan guru pra-PPL. Bisa disimpulkan bahwa pengalaman lapangan atau authentic experience sangat berpengaruh pada tingkat efikasi guru dalam mengajar.
ABSTRACT
Nurchaliza, Wanda Siti. 2021. The Comparison Study of EFL Pre-Service Teachers Self-Efficacy between Pre-Teaching Practice and Post-Teaching Practice. University of Islam Malang. Advisor I: Dr. Alfan Zuhairi, M.Pd.: Advisor II: Kurniasih, S.Pd., M.A.
Keywords: Pre-service teachers and Self-efficacy
Self-efficacy is considered as one of the influential factor to help gaining the educators confidence during their teaching. Self-efficacy has four main sources named Enactive Mastery, Vicarious Experience, Verbal Persuasion, and Psychological and Affective States and enactive mastery becomes the most influential source. The aim of this study is to compare pre-teaching practice students and post-teaching practice students’ self-efficacy to find out whether enactive mastery does have effect in shaping EFL Pre-service self-efficacy.
The questionnaire of self-efficacy was administrated to 49 students of pre- teaching practice and 52 students of post-teaching practice. They were requested to fill out the questionnaire of Teachers’ Sense of Self-Efficacy (TSES) questionnaire developed by Tschannen-Moran & Hoy (2001) which consist of 24 numbers and cover up three dimensions of self-efficacy; on students’ engagement, instructional strategy and classroom management. The data was designed by Google form and shared through WhatsApp Group.
The descriptive statistic was used to measure the means and standard deviation of three and the independent t test was used to find significant difference between two groups. The result showed that post-teaching students had highest self-efficacy in students’ engagement, followed by class management, and instructional strategy, while pre-teaching practice students had highest self-efficacy in class management, and
followed by students’ engagement and instructional strategy. The difference of three dimensions from pre-teaching and post-teaching students was statistically significant in the level of p< 0.05.
The conclusion showed that post-teaching practicum students had higher self- efficacy compared to pre-teaching practicum students. It means that authentic experience has influence to increase pre-service teachers’ self-efficacy
CHAPTER I INTRODUCTION
This chapter introduce the background of the study, problems of the study, objectives of the study, significance of the study, and definition of key terms.
1.1.Background of the Study
Teachers play essential role in education. By having good qualified teachers, it will help students to receive more advanced education. Shisavan and Sadeshi (2009) also stated that “good and qualified teachers are essential for efficient function of educational system and for enhancing the quality of learning” (p.130). In teachers’
education, pre-service teachers or early career teachers are taught both subject matter knowledge and pedagogical competence on their education in order to be prepared them to be high qualified teacher. Not only those two skills that have to be mastered by pre-service teachers but also their confidence and their belief to carry out certain action during learning. People’s positive belief toward ability to arrange, and to perform certain action in order to achieve goals is called self-efficacy (Bijl &
Shortridge-Baggett, 2001).
Teachers are demanded to have all-rounded skills. They are expected having board competency knowledge of subject area, having ability in managing the classroom, and having knowledge of discipline. In education field, self-efficacy has
pivotal role for teachers since self-efficacy helped pre-service teachers to successfully conduct instructional strategies and classroom management (Senler & Sungur, 2010) and self-efficacy also helped pre-service teachers developing their ability to manage misbehavior students, class management, and language learners’ engagement (Hoang
& Wyatt, 2020). Despite its importance in learning, majority of non-native teachers who are expected to transfer their subject matter knowledge to the students, find it as threat to demonstrate the knowledge (Horwitz (1996) as cited in Hoang & Wyatt (2020). Pre-service teachers or early career teachers who still have less exposure on teaching environment, probably will find difficulty to teach. Furthermore in country where English is placed as foreign language as Indonesia, they tend to be more considered toward their ability in their L2 (Hiver, 2013) and low self-efficacy can also be caused by having less experience also can be factor (MA & Cavanagh, 2018) and lack of preparations (Pill & Filatov, 2015).
Having more authentic experience positively associated with teachers’ readiness, confidence, and effectiveness in teaching and by having well experience, teachers expected to be more prepared to face students with different background. Enactive mastery or authentic experience is considered as the most influential factor on building self-efficacy (Bandura, 1997). Some studies proved that enactive mastery became the most essential factor that built self-efficacy (MA & Cavanagh (2018), Hoang & Wyatt (2020)). Colson, Sparks, Berridge and Frimming (2017) in their research, also found out that pre-service teacher students with longer teaching practicum had higher self-
efficacy than pre-service teacher students with shorter time teaching practicum, especially in term of students’ engagement and classroom management.
Although experience is viewed as factor that hold pivotal role on gaining higher self-efficacy, in study conducted by Balci, Sanal, and Uguten (2019) it showed that the final year pre-service teacher students had lower score compared to freshman, sophomore, and junior pre-service teacher students. A research conducted by Nugroho (2017) also found that pre-service teachers had medium to high self-efficacy even though they had not done their teaching placement. In consequence the comparative study of pre-service teachers’ self-efficacy should be done to know whether self- efficacy truly is related with experience, especially in current condition, where online learning is widely used. Therefore, this study will be conducted under the title “The comparative study between EFL pre-service teachers’ self-efficacy of pre-teaching practice students and post-practice teaching students” in order to know the difference of pre-service teacher students level of self-efficacy.
1.2.Problem of the Study
Based on the background of the study, the research questions are formulated as follows:
Is there any significant difference on level of self-efficacy between pre-service teachers on their pre-teaching practice and post teaching practice semester?
1.3. The Objective of the Study
Based on the research problem above, the objectives of the study are formulated as follows:
The aim of this study is to compare the pre-service teachers’ self- efficacy level between pre-teaching practicum students and post-practicum students.
1.4.Hypothesis
A hypothesis is an assumption on how the research would result. The hypothesis of this study is:
H1: Post-teaching practicum students have higher self-efficacy level compared to pre-teaching practicum students.
1.5.Scope and Limitation of the Study
The scope of this study is concerned on pre-service teachers from English education department of University of Islam Malang about the level of self-efficacy. The participant of this study will be students from 6th semester and 8th semester.
Conducting research to cover all aspects will be hard and long work. Concerning the limitation of it, therefore the researcher will be focusing only on the the level of self-efficacy of pre-service teachers on pre-teaching practicum students and post-
practicum students. Because of current condition, the limitation also appeared on subject of study which not all students completed the questionnaire.
1.6.Significance of the Study
The study is expected to be useful for pre-service teacher students on their pre-teaching practicum and post-teaching practicum, and
1. For Pre-service teachers on their pre-teaching practicum
The results of this study are expected to be useful for pre-teaching practicum students to have more insight about the important of experience on self-efficacy on teaching before their teaching placement.
2. For Pre-service teachers on their post-teaching practicum
This study is hoped to help pre-service teachers after their teaching placement on developing self-efficacy through gaining more teaching experiences, so that they can more prepare to become teachers.
3. For the theoretical contribution
The result of the study is expected to have theory contribution on providing more evidence on the effect of experience toward pre-service teachers self- efficacy.
1.7.Definition of key terms 1. Self-efficacy
Self-efficacy is define as self-belief about the ability to organize and to achieve their teaching goals.
2. Pre-service teacher
Pre-service teacher is students under teaching department as trainees to be a professional teacher.
3. Pre-teaching practicum students
Pre-teaching practicum students are English education students who take online Micro teaching course before their teaching placement or their teaching practicum (PPL) which they have to teach their peers.
4. Post-teaching practicum students
Post-teaching practicum students are English education students who had completed both their online Micro teaching course and their online teaching placement or teaching practicum (PPL) which was conducted in junior and senior high school for two months.
5. Online teaching
Online teaching is the process of teaching subjects or courses through a computer system.
CHAPTER V
CONCLUSION AND SUGGESTION
This part contains of conclusion of all chapters in this study and suggestion for further research in the same field
5.1.Conclusion
Self-efficacy becomes one of important aspects in teaching. Having high self- efficacy help to arrange and to perform certain action in order to reach the goal. The researcher implemented ex post facto to collect data and used independent t-test from SPSS 16 to compare the data. The purpose of the study is to find out whether significant difference between EFL post-teaching practicum students and pre-teaching practicum students in their self-efficacy in English Education in Universitas Islam Malang.
Based on the result of the study, it can be implicated that there were significant different between post-teaching practicum students and pre-teaching practicum students in term of self-efficacy. It proved by the means from each subscale were less than 0.05 (p< 0.05). Even though post-teaching practicum students (M=30.48) and pre- teaching practicum students (M=28.59) felt lack on the self-efficacy to transferring subject matter, the gap of experiences between both groups in teaching formal class is
one the cause of higher self-efficacy on post-teaching practicum students. The university training and teaching experience hold essential role to help students develop their self-efficacy. By having proper university training, more classroom teaching observation and early formal teaching experience, pre-service teachers will have greater chance to develop self-efficacy in teaching placement.
5.2.Suggestion
According to the conclusion above, the researcher provides some suggestions to EFL pre-service teachers and researchers.
First Suggestion will be given for EFL pre-service teachers. Based on the explanation above, post-teaching practicum students gained more self-efficacy in teaching after went under teaching placement. It suggests to EFL pre-service teachers to gain more experience whether it is formal teaching experience or informal teaching experience so that EFL pre-service teachers become efficacious and more experienced which will be really helpful to provide more effective learning activity for students.
The last suggestion is for further researcher. Since this study more focuses on experience as the factor to develop self-efficacy, the further study is needed more exploration related to factor that affecting self-efficacy besides the experience. The further study could include other factor such gender and level of English proficiency or observing same participants on their self-efficacy before and after their teaching
placement. Adding more participants and depth observation or interview might be helpful to gain more insight to know what factors that have influence in increasing self- efficacy.
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