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C. Pre-
service Teachers’ Beliefs Manifestation on Their Teaching Practicum.
This part described how pre- service teachers’ beliefs were manifested in
their teaching during the Teaching Practicum. The description was based on the video recordings of their performance during their teaching assessment in the
Teaching Practicum. It also included some further explanations why the video was not similar to what the participants stated in the interviews. The beliefs that were
manifested by pre-service teachers in their teaching were creating a comfortable learning environment, maintaining classroom rules, building a good relationship,
and controlling students’ misbehavior.
1. Creating a Comfortable Learning Environment
Participant A stated that she did the arrangement by separating male students who tended to make much noise. If there were many male students who
sat in the same row, she would ask some of them to move. In the video, she did not do this arrangement. She just taught directly without separating the male
students even though it could be seen that there were male students who made much noise. She explained that she only applied this in the first meeting. She
decided not to use it in every meeting because it took so much time. Participant B
arranged the students’ seats in four rows because it was a U shape before. She also provided the seat lotteries for the students. It aimed to
make the students mingled. However, in the video, the seating arrangement was still in the U shape and there was only one line behind the first line. Moreover, on
50 that meeting she did not give the seat lotteries to the students. To clarify this, she
had two reasons. First, she did not arrange the seating because it was not done in every meeting. In addition, the school had a moving class system and that class
was also used for Indonesia Language subject. She mentioned the teacher of Indonesia Language subject who changed the seating arrangement. Second, she
did not use the seat lotteries because it took so much time. She was afraid that she would lose much time when she did it.
Participant E explained that she arranged the seats based on the classroom activities. If there was a game, she put the tables and the chairs at the back of the
class. When they had general learning activity, she divided the students into four or six groups. In the video, she did not do the seating arrangement. It was because
the video was taken in the third meeting where the activities were remedy and clarification. The class activities were only reviewing the materials and working
on the tasks. Because of these activities, she did not need to arrange the seats. Furthermore, she did not divide the students into groups because the discussion
occurred among the whole class. As Participant C and D mentioned in the interviews, they did not do the
seating arrangement in their class. The students were allowed to sit where they wanted to sit. In Participant C
’s class, the seating arrangement was like an ordinary classroom. There were five rows in her class. Meanwhile, in Participant
D’ class, the students were free to move their chairs and tables. Therefore, there was no exact shape on the seating arrangement.
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2. Maintaining Classroom Rules
As Participant A mentioned, there were three rules in her class. The first rule was that the students had five minutes tolerance for the lateness. The second
rule was that only one student who was allowed to leave the class during the lesson. The third rule was that the students should submit the assignments before
they went home. From the video it could be seen that during the lesson there were some students who left the class together. At that time, she just let them went out
without any warning. Regarding this situation, she explained that in the class, she did not only focus on the students. She also focused on her teaching. Therefore,
sometimes, she did not pay attention to the students who left or came to the class. Participant B implemented three rules in her class. The first rule was that
the students should pay attention to someone who was speaking. The second rule was that the students should not disturb their friends during the lesson. The third
rule was that the students should not talk until the audio finished on the listening activity. In the video, when the students started making noise, at once she warned
them orally. If the students repeated the same thing, she warned them angrily so that they stopped making noise. This strategy worked in her class.
Participant D only had one rule in her class during the Teaching Practicum. The rule was that the students should not make noise in the class. The
students were allowed to use their mobile phones, walk around, and talk with their friends without making noise. In the video, all of the students obeyed the rule.
They used their mobile phones, walked around, and talked with their friends, but
52 they did not make much noise. Hence, she did not give any punishment to the
students. Participant E had two rules in her class. The first one was that the students
were allowed to eat, drink, or listen to music only if she was not explaining the materials. The second one was the students should pay attention to someone who
was speaking. From the video, this situation could be seen. Most of the students were free to do any activities. However, when she was explaining, the students
paid attention to her. Once, there were students who were talking when she was explaining. Then, she did like what she stated in the interview. Suddenly, she gave
her attention to them and involved herself in their conversation. Then she asked them to go back to the lesson after they finished talking. This strategy worked
well. In the Teaching Practicum, Participant C taught two classes. The students
in the first class were difficult to control. They tended to make noise and did not pay attention to her. This condition was different from the second class. In the
second class, the students always cooperated well during the lesson and did not misbehave. They did not do any misbehavior which could disturb the learning
activity. Based on those reasons, she did not make any rules in her classes. She thought that the rules would not work in the first class. Meanwhile, the second
class did not need the rules because the students already cooperated well.
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3. Building a Good Relationship
Overall, the participants had good relationship with their students and it could be seen from the video. It could be seen that their relationship was like
among friends. All the students enjoyed the teaching-learning activities. The students were not afraid of asking the participants. There were a lot of laughs and
jokes which created a relaxed atmosphere. The students were willing to participate in the lesson well. All of them were cooperative.
In the video, Participant A, C, and D were serious when they were delivering the materials. However, when it was time to work on the exercise they
became more flexible. The students could ask some questions to them, and sometimes they also made some jokes. Meanwhile, Participant B did a game with
the students in order to deliver the materials in a fun way. It made the students enjoyed the learning activities. When Participant E delivered the materials, she
always involved the students. She asked some questions to the students to make an interaction among them. All the participants always approached the students
when they were working on the exercises. They aimed to check whether the students had a difficulty with the exercise. It also showed that they cared for the
students.
4. Controlling Students’ Misbehavior
There were some kinds of misbehavior which could be seen in the video. In Participant A’ class, the misbehavior was the students did not pay attention to
her, talked with their friends, and left the class. In the interview, she did not
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