INTRODUCTION
Problem Statement
Objective of the Research
Significance of the Research
Scope of the Research
The next students' perception of teaching practice in microteaching is that they can develop teaching competence. On the basis of the students' questions, the researcher found that the students gave a positive perception of the microteaching.
REVIEW OF RELATED LITERATURE
The Concept of Microteaching
Routing is done to provide general direction. and a description of the learning skills being trained. In training, students have the opportunity to demonstrate mastery of basic teaching skills. Performance is an activity to demonstrate mastery of basic learning skills in accordance with.
Teaching exercises should be carried out in the micro-pedagogical laboratory in the pedagogical skills training room. Teaching training activities can be recorded to facilitate analysis of the basic teaching skills being trained. The results of the reflection are used as material to improve the practical activities of the following basic learning skills.
The enthusiasm, participation and ability to obtain information about the understanding, principles and components of the basic teaching skills of the video.
Conceptual Framework
The purpose of the data from the questionnaire was to determine how students perceive pedagogical practice in microteaching. The researcher explained to the students the purpose of the questionnaire and the method of answering the test. Students' perception can be described on the basis of one of the indicators of perceptions, understanding of perception.
The students' perception can be described based on the indicator of perceptions is perception of acceptance. Students' perception can be described from the indicator of perceptions is evaluation perception, Robbin stated that the evaluation is the stimulus from the outside, which has been grasped by the senses, and then evaluated by individuals, so that with teaching practice in microteaching students can develop teaching skills. Based on the above statements, the researchers found that the students give a positive perception of teaching practice in microteaching, where they feel that they can handle the class.
Based on the findings, it was shown that the students' perception of teaching practice in microteaching from the English education study program through some questions that resulted categorized had a positive perception. Based on the findings, it was found that the teaching practice in microteaching allows students to improve their teaching competencies. Based on the students' questions, the researcher found that teaching practice in microteaching can give a positive perception to the students where they declared that they were more ready for teaching practice in school.
Based on the students' questions, the researcher found that lesson plan can give positive perception to students where they set lesson plan by focusing on providing material. Based on the students' questions, the researcher found that feedback can give positive perception to students where they gave feedback to know their weaknesses and strengths.
RESEARCH METHOD
Subject of Research
Research Instrument
Technique of Data Collection
Data Analysis
FINDINGS AND DISCUSSION
Students‟ Perception of the teaching practice in microteaching
Based on the data obtained from the students' questions, the students also perceived the following category of benefits of microteaching used in the teaching and learning process, more enthusiastic/spirit in learning practices. Based on the above statement, the researcher found that students perceived microteaching positively. Students' perception can be described based on one of the indicators of perceptions is perception of evaluation, Robbin argued that evaluation is a stimulus from the outside that has been captured by the senses and then evaluated by individuals.
Then the researcher formulated questions about the student's perception of teaching practice in microteaching, the student's perception of curriculum design and the student's perception of lecturers' feedback. Fourth, students' perception of the benefits of pedagogical practice in microteaching can develop their pedagogical competencies. 6. Students' perception of the benefits of pedagogical practice in micro-teaching, they are ready to implement pedagogical practices in schools.
Seventh students' perception of the benefits of teaching practice in micro-teaching students can use media to be able to increase students' learning interest in learning. Students' perception of lesson plan design in microteaching practice The first students' perceptions of the benefits of the lesson plan they can understand what is the lesson plan of the implementation of the lesson according to Robbins (2003) stated that to know how the process of gathering information through human perceptions is through the indicator of perception. Based on the findings, it was shown that the students' understanding of the lesson plan, the result of some questions was categorized with a positive perception.
Based on the results, it showed that students' understanding of feedback, some question results were categorized, had a positive perception. According to the students' "questionnaire", all the students gave positive perceptions of the feedback they can find out their weaknesses.
Students‟ perception of the RPP design in microteaching practice
Students‟ perception of lecturer feedback
Robbins stated that understanding is meant to be the result of analysis that was subjective or different for each individual, so that through learning practice in microteaching, students can more easily understand the feedback. Based on the above statement, it can be concluded that the students understand the feedback. Robbins stated that understanding is meant to be the result of an analysis that was subjective or different for each individual, so that through teaching practice in microteaching that uses lesson plans, students know or understand their strengths and weaknesses in teaching.
Based on the above statement, the researcher found that feedback can give positive perception to the students where they have given feedback to know their weaknesses and strengths. S9,S20 stated feedback can help them identify their weaknesses and strengths in teaching so that students can increase their strengths and not repeat the mistakes of teaching in a real class. Based on the results of the questions, feedback can help develop teaching skills, can be described from the one of indicator of perceptions is evaluation perception, Robbin stated that the evaluation is stimulus from outside which has been grasped by the sense, and then evaluated by individuals.
Based on the statement above, the researcher found that feedback can give positive perception to students where they said that feedback can develop teaching skills because with feedback they feel that someone is giving them an incentive to be better at teaching.
Discussion
The microteaching experiences The students' perspective training (J.B Kupper, 2001) concluded that the microteaching component is an effective training tool in teacher training. Based on the students' questions, the researchers found that the practice teaching in microteaching gave positive perceptions to the students, where they stated that microteaching helps them develop their teaching skills and know where they make mistakes in teaching so as not to repeat it, and they stated , that microteaching can help develop awareness of teaching skills, in microteaching we learn to teach well with various preparations that are made before completing the teaching course in microteaching so that the students can develop their teaching skills, they also thought that in microteaching they can know the ability to to teach and of course it also means that they know his needs later when they teach at school, so you can say that microteaching can help him develop his teaching skills. Based on the students' questions, the researchers found that most students gave positive perceptions about the teaching practice of microteaching it can help them manage time and manage classrooms, they said that microteaching taught them more strategies during teaching and how to create a learning environment , that's fun. or not boring.
They indicated that feedback can help them identify their teaching weaknesses and strengths so that students can increase their strengths and not repeat mistakes in teaching the real class, and they indicated that feedback can help them improve their teaching quality because feedback the information is based on learning facts about the basic teaching skill being trained. Third, the learner's perception of feedback can help develop the learner's learning skills. It is related to Robbins (2003) who stated that knowing how the process of gathering information through human perception through the perception indicator where students are evaluated, evaluation means they think they agree on feedback can develop students' learning skills. According to the student "questionnaire", the majority of students positively perceived the practice of microteaching in the process of teaching and learning, they were happy, more excited/enthusiastic about the implementation of learning, they understood microteaching better, they can develop. pedagogical competences, they know how to allocate time and lead a class well, they are better prepared to monitor teaching practice in school.
According to the student “questionnaire”, all students gave a positive view of the learning implementation plan. The students better understand the importance of making lesson plans, they can be more focused on providing material.
CONCLUSION AND SUGGESTION
Suggestion
Apakah perkuliahan microteaching dapat membantu Anda mengembangkan kesadaran akan kompetensi mengajar Anda dan keterampilan mengajar yang akan Anda perlukan nantinya? Dengan adanya perkuliahan micro teaching, apakah membuat anda bersedia mengikuti praktik mengajar di sekolah tersebut?. Merasa tidak perlu mengajar sesuai RPP karena RPP hanya sekedar formalitas?
Apakah pembuatan RPP pada perkuliahan microteaching dapat membantu Anda membuat RPP pada saat Anda mengikuti praktik mengajar di sekolah? Apakah pembuatan RPP pada mata kuliah microteaching membantu Anda dalam membuat RPP saat mengikuti praktik mengajar di sekolah? Selain guru, apakah rekan-rekan saya juga menunjukkan kelemahan dan kelebihan saya setelah melakukan praktik microteaching?
In addition to teachers, do my colleagues also show my weaknesses and strengths after practicing microteaching?.
