SUPERVISING TEACHERS’ PERCEPTIONS ON PEDAGOGICAL COMPETENCE OF ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA’S STUDENT-TEACHERS IN AN INTERNSHIP PROGRAM
Supervising Teachers’ Perceptions on Pedagogical Competence
of English Education Department of Universitas Muhammadiyah
Yogyakarta’s Student-Teachers in an Internship Program
A Skripsi
Submitted to the Faculty of Language Education as a Partial Fulfillment of
the Requirements to Obtain the Degree of
Sarjana Pendidikan
Putri Dian Lestari
20120540030
English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
2016
Supervising Teachers’ Perceptions on Pedagogical Competence
of English Education Department of Universitas Muhammadiyah
Yogyakarta’s Student-Teachers in an Internship Program
A Skripsi
Submitted to the Faculty of Language Education as a Partial Fulfillment of
the Requirements to Obtain the Degree of
Sarjana Pendidikan
Putri Dian Lestari
20120540030
English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
2016
Statement of Authenticity
I hereby certify that this skripsi is definitely my original work. I am
completely responsible for the content of this skripsi. Any theories, findings and
research techniques which are not are my own quoted or cited in accordance with
the standard referencing practices. Theoretical contribution and findings in this
skripsi are truly my original word and have not been submitted for any degrees in
other University or Institution.
Yogyakarta, December 28th,2016
The researcher,
Putri Dian Lestari
Acknowledgement
First of all, I would like to thank to ALLAH Subhanahu wata’ala who
always give me a mercy, blessing, strength, health, and a chance to finish my
skripsi writing.
I dedicate this skripsi to my beloved family, especially for my beloved
parents, Ibu Suparmi and Bapak Mukiyono who are always loving me and
supporting me to finish my study. I love you so much and thank you for your love
and for everything you gave to me. I also place my thanks to my beloved sister,
Desy Dwi Lestari, my grandfather, my grandmother and all my big family
members who always supporting me. Thank you very much. May Allah always
give us His blessing in this world and in the hereafter on paradise. Aamiin.
A special gratitude is also for my great supervisor, Fitria Rahmawati, S.Pd,
M.Hum for supporting, guiding and helping me in finishing this skripsi writing.
Thank you very much for your patience Mam. I also thank to my second
supervisor, Miss Evi and my examiner, Miss Jeckie for all valuable suggestion
and feedback toward my research.
Then, I place my thanks to the respondents of this skripsi. Thank you for
the great response, sharing and time. I also thank to the school principles of SMA
Muhammadiyah 4 Yogyakarta, SMA Muhammadiyah 5 Yogyakarta, SMA
Muhammadiyah Kasihan, and SMK Muhammadiyah Gamping who gave me
permission to conduct this study.
Sincerely, I also place my thanks to my dearest friends, Leha, Nisa, Amel,
Harni, Yuli, Nia, Erlin, Lia, Anisa, Kiki and Mba Ina. Thanks for your time,
experience and your support. You all are very kind guys. I also do not forget to
thank for my beloved friends of EED of UMY Class A 2012. Thanks for the
experience we have during the last four years. I love you all and see you on top
guys.
Yogyakarta, December 28th,2016
Putri Dian Lestari
Table of Contents
Cover ........................................................................................................................ i
Approval Page ......................................................................................................... ii
Statement of Authenticity ...................................................................................... iii
Acknowledgement.................................................................................................. iv
Abstract ................................................................................................................. vi
Table of Contents ................................................................................................. viii
List of Table .......................................................................................................... xii
List of Figure ........................................................................................................ xiii
List of Appendices ............................................................................................... xiv
Chapter One ...........................................................................................................1
Introduction ..............................................................................................................1
Background of the Study .....................................................................................1
Statement of the Problem .....................................................................................6
Limitation of the Problem ....................................................................................7
Research Question ................................................................................................8
Objective of the Study .........................................................................................8
Significances of the Study ...................................................................................8
Chapter Two .........................................................................................................10
Literature Review ...................................................................................................10
Pedagogical Competence....................................................................................10
Definition of pedagogical competence ...............................................................10
Aspects of pedagogical competence ..................................................................13
Internship Program .............................................................................................16
Definition of internship program ........................................................................18
Significances of internship program ..................................................................19
Problems in internship program .........................................................................22
EED of UMY’s internship program ..................................................................24
Supervising teachers ..........................................................................................24
Roles of supervising teachers ............................................................................25
Review of related studies ...................................................................................27
Conceptual framework ......................................................................................30
Chapter Three ......................................................................................................32
Methodology ..........................................................................................................32
Research Design .................................................................................................32
Setting and Participants ......................................................................................34
Data Collection Method .....................................................................................35
Data Analysis......................................................................................................35
Chapter Four ........................................................................................................37
Findings and Discussion ........................................................................................37
Supervising teachers’ perceptions on EED of UMY’s student-teachers’
competence in understanding characteristic of students ...................................37
Supervising teachers’ perceptions on EED of UMY’s student-teachers’
competence in mastering teaching theories and principles ................................41
Supervising teachers’ perceptions on EED of UMY’s student-teachers’
competence in developing lesson plan ..............................................................43
Supervising teachers’ perceptions on EED of UMY’s student-teachers’
competence in conducting teaching activity, ......................................................45
Supervising teachers’ perceptions on EED of UMY’s student-teachers’
competence in using technology .......................................................................48
Supervising teachers’ perceptions on EED of UMY’s student-teachers’
ocmpetence in facilitating students to actualize students’ potential ..................49
Supervising teachers’ perceptions on EED of UMY’s student-teachers’
competence in communicating to students ........................................................52
Supervising teachers’ perceptions on EED of UMY’s student-teachers’
competence in conducting assessment and evaluation ......................................54
Supervising teachers’ perceptions on EED of UMY’s studentteachers’competence in utilizing the assessment and evaluation result ............56
Supervising teachers’ perceptions on EED of UMY’s student-teachers’
competence in doing teaching reflection ............................................................58
Chapter Five .........................................................................................................61
Conclusion and Recommendation..........................................................................61
Conclusion ..........................................................................................................61
Recommendation ................................................................................................63
References ..............................................................................................................66
Appendices .............................................................................................................70
List of Table
Table 5.1 EED of UMY’s Student-teachers’ Pedagogical Competence ......... 62
List of Figures
Figure 2.1 Kolb’s Learning Cycle .................................................................... 12
Figure 2.2 Student-teachers’ problems in practicum program .......................... 21
Figure 2. 3 The implementation of EED of UMY’s internship program .......... 24
Figure 3. 1 Conceptual framework .................................................................... 31
List of Appendices
Appendix 1. Interview guideline ......................................................................... 1
Abstract
Pedagogical competence is important to be mastered by teachers, besides
personal competence, social competence and professional competence. As a
teacher educational institution, English Education Department of Universitas
Muhammadiyah Yogyakarta (EED of UMY) facilitates their student-teachers to
master this competence by conducting an internship program. This study aims to
reveal supervising-teachers’ perceptions on EED of UMY’s student-teachers’
pedagogical competence in an internship program. The perceptions cover ten
aspects of pedagogical competence, those are understanding characteristic of
students, mastering teaching theories and principle, developing lesson plan,
conducting teaching activity, using technology, facilitating students to actualize
students’ potential, communicating to students, conducting assessment and
evaluation, utilizing the assessment and evaluation result, and doing teaching
reflection.
This study used qualitative research design and specifically employed case
study research. The researcher involved five supervising teachers from five senior
high schools as participants. Purposive sampling was used by the researcher to
choose the participants. The researcher used in-depth interview to gather the data
and used member checking to validate the data. In analizing the data, the
researcher used open coding, axial coding and selective coding.
The findings of this study show that supervising teachers had various
perceptions on EED of UMY’s student-teachers’ pedagogical competence in an
internship program. From the ten aspects of pedagogical competence, the
perceptions indicated that EED of UMY’s student-teachers were competent in
three aspects of pedagogical competence. Those are in using technology,
conducting assessment and evaluation, and doing teaching reflection. All
supervising teachers had good perceptions on those three pedagogical aspects. In
understanding characteristic of students, mastering teaching theories and
principles, developing lesson plan, conducting teaching activity, facilitating
students to actualize their potential, and communicating to students, supervising
teachers had different perceptions. Some of them argued that EED of UMY’s
student-teachers had good competence, the others perceptions indicated that EED
of UMY’s student-teachers had less competence. Then, in utilizing the assessment
and evaluation result, one supervising teacher had good perception on the EED of
UMY’s student-teachers’ competence. The others had no perception because EED
of UMY’s student-teachers not conduct this activity.
Keywords: pedagogical competence, aspects of pedagogical competence,
internship program, supervising teachers
1
Chapter One
Introduction
Chapter One provides general information about this study. Those are the
background of this study, statement of the problem, limitation of the problem, the
research question, the objective of the study and the significance of this study.
The background of this study discusses the reason of the researcher why choose
the topic on pedagogical competence. Then, statement of the problem and
limitation of the problem discuss the focus of problems. Research question
presents the question that will be answered by this study. The aim of this study is
presented in the objective of the study. Lastly, the benefits of this study are
explained in the significance of this study.
Background of the Study
Teachers are very important in education. Chen and Ragatz (2010) argued
that the most significant factor in improving the quality of education is the quality
of teachers. It is because the teachers’ knowledge and all things they do has a big
influence on the achievement of their students. Then, Cohen, Manion, Morrison
and Wyse (2010) said that education is a process of students acquire and apply
good values, such as respect, fairness and justice. During this process, teachers
play their role as a demonstrator who demonstrates the appropriate values. They
believed that students are easier to behave in a positive manner and adopt
appropriate values when they encounter real good attitudes of their teachers. So,
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teachers’ attitudes and actions can directly influence students’ achievements and
the success of education.
However, becoming a teacher is not easy. McKenzie and Santiago (2005)
in Kuswandono (2013) argued, “Teaching is a complex task, and there is not a
single set of teacher attributes and behaviors that is universally effective for all
types of students and learning environments” (p. 23). It is because classroom is
filled with students whose learning styles, needs, strengths, and abilities differ
(Stronge, Tucker and Hindman, 2004). Moreover, Azeem (2011) said, “Teaching
is an exciting and rewarding activity but like other professions, it is demanding. It
requires that its practitioners clearly understand what should be done to bring
about the most desirable learning in the pupil and be highly proficient in the skills
necessary to carry out these tasks” (p.1). Therefore, teachers need several
requirements and competencies to support them getting success in their job.
In Indonesia, regulations about teacher are set in Undang-undang Republik
Indonesia Nomor 14 tahun 2005 tentang Guru dan Dosen (Law of Republic
Indonesia Number 14 of 2005 on Teachers and Lecturers). This law is arranged to
direct teachers and lecturers in achieving the Indonesian national education goal,
which is developing students’ potential to be a faithful, healthy, skillful, creative,
independent, democratic and responsive person. The law stated, “Guru wajib
memiliki kualifikasi akademik, kompetensi, sertifikat pendidik, sehat jasmani dan
rohani, serta memiliki kemampuan untuk mewujudkan tujuan pendidikan
nasional” (Pasal 8 Bab IV). The academic qualification mentioned in Article 8
can be acquired through a higher education degree program (S1). Then, the
3
teachers’ competences are mentioned in Article 10, those are pedagogical
competence, personal competence, social competence and professional
competence that acquired from teacher profession education.
Government of Indonesia defined those four teachers’ competences in the
explanation and attachment of Article 10 Verse 1 of Law of Republic Indonesia
Number 14 of 2005 on Teacher and Lecturer. The law defines pedagogical
competence as an ability of teachers to manage the students’ learning. Personal
competence is the ability of teachers to have steady personality, good character
and wisdom, so they can be a role model of their students. Professional
competence is the ability of teachers to master the lesson subject widely and
deeply. Last, social competence is the ability of teachers to communicate and
interact effectively and efficiently with students, other teachers, parents and the
surrounding community.
As an educational institution, English Education Department of
Universitas Muhammadiyah Yogyakarta (EED of UMY) facilitates studentteachers to get an academic qualification and build the competencies. It will be
very useful for student-teachers to join a teacher certification program after
graduate from this bachelor degree level. To meet all of the competencies, besides
giving teaching and learning theories in the classroom, EED of UMY also
facilitates student-teachers to practice in real school environment by conducting
an internship program. This program is an obligatory subject lesson at EED of
UMY that is taken by all student-teachers started from the first semester until the
sixth semester and engages some schools in Yogyakarta as the partner.
4
Internship program gives some benefits for student-teachers. As stated in
the Internship Program Handbook, EED of UMY’s internship program aims to
build student-teachers’ competencies, trains the skill of student-teachers in
teaching at real school situation and gives real experience related to the teachers’
duty. Kuswandono (2013) said that internship program in school-based settings is
important to develop student-teachers’ professional skill before they enter the real
world of teaching. Furthermore, Richards and Crookes (1998) as cited in Riesky
(2013) also states:
“By following this kind of activity, student-teachers will have a chance to
experience many valuable things, such as getting practical classroom
experience, putting theories into practices, gaining insight from observing
experienced teachers, improving lesson planning ability, improving ability in
designing and developing materials, sharpening their teaching ability,
strengthening their understanding of teaching in terms of theory and practice,
and improving decision-making ability in teaching by looking and exploring
into themselves and other’s teaching practices.” (p. 251)
However, most student-teachers find some problems and difficulties
during internship program. Saricoban (2010) said that the common problems in
internship program are related to the teaching materials and equipment, the
students they teach, curriculum, and classroom management. Some studentteachers also found difficulties in using teaching aids (Panda & Nayak, 2014).
Moreover, a study conducted by Foncha, Abongdia and Adu (2015) found that
challenges faced by student-teachers during their teaching practice include some
5
matters. Those are school placement, resources, learners discipline, classroom
environment, also supervision and support. It means, there are a lot of things in
school that could potentially cause problems for student-teachers during the
internship program.
Based on the researcher personal experience and observation, EED of
UMY’s student-teachers also faced those problems during the internship program
and the most problems are related with pedagogy. They faced pedagogical
problems in all phases of teaching, including pre-teaching, whilst teaching and
after teaching. In the pre-teaching, EED of UMY’s student-teachers were difficult
to deal with and understand the curriculum also in preparing the appropriate
material. In while teaching, they were difficult in delivering material. For the
post-teaching, EED of UMY’s student teachers also hard in evaluating the
teaching-learning process.
To help student-teachers face problems during the internship program,
EED of UMY’s student-teachers are helped by supervising teachers. Those
supervising teachers are experienced English teachers from partner schools who
have a main task to guide and help student-teachers in solving problems related to
their duty in the school. Cohen, Manion, Morrison and Wyse (2010) mentioned
that:
“Supervising teachers have responsibility for advising student-teachers how
to teach their particular subjects; developing student-teachers’ understandings
and appreciation of how students learn and how learning can be planned;
6
advising student-teachers on class management and the planning of curricula
and assessment.” (p. 27).
In addition, Norris, Larke and Briers (1990) also said that supervising teacher is
the most important ingredient in the student teaching experience beside the
student teaching center and it influences the development of student-teachers.
Hence, supervising teachers is strictly important in internship program.
From the explanation above, the researcher is interested to conduct a study
related with EED of UMY’s student-teachers’ pedagogical competence. The
researcher wants to know the pedagogical competence of EED of UMY’s studentteachers’ from supervising teachers’ perspective. The close relation between
student-teachers and supervising teachers in internship program makes the
supervising teachers know more about their student-teachers’ competence
compared to school principle or students’ parents. This study may present results
that can reflect the EED of UMY’s student-teachers’ pedagogical competence and
will benefit to improve the quality of EED of UMY especially in the internship
program.
Statement of the Problem
As teacher candidates, EED of UMY’s students-teachers should master all
teachers’ competences required by the law: pedagogical competence, personal
competence, professional competence, and social competence. In the internship
program, EED of UMY’s student-teachers faced problems related to their
pedagogical competence, such as difficult to develop lesson plan and feel difficult
7
to manage the classroom. EED of UMY’s student-teachers feel hesitant about
their pedagogical competence. Therefore, the researcher interested to conduct a
study on EED of UMY’s student-teachers’ pedagogical competence in the
internship program by revealing supervising teachers’ perceptions. Moreover, a
study about supervising teachers perceptions on EED of UMY’s student-teachers’
pedagogical competence has never been conducted at EED of UMY.
Limitation of the Problem
EED of UMY’s internship program is held along with some partner
schools in Yogyakarta. To make this study more focused, it is emphasized on the
perception of supervising teachers in senior high schools (SMA) level. For the
pedagogical competence, it refers to Lampiran Peraturan Menteri Pendidikan
Nasional Nomor 16 Tahun 2007 tentang Standar Kualifikasi Akademik dan
Kompetensi Guru (Attachment of Rules and Regulation of Education Ministry
Number 16 of 2007 about Teachers’ Standard Qualification and Competencies).
The law states that Indonesian teachers are considered to master the ten aspects of
pedagogical competence: understand characteristic of students, master teaching
theories and principles, develop lesson plan, conduct teaching activity, use
technology, facilitate students to actualize students’ potential, communicate to
students, conduct assessment and evaluation, utilize the assessment and evaluation
result, and do teaching reflection.
8
Research Question
The research question being investigated in this study is:
“What are supervising teachers’ perceptions on pedagogical competence of
English Education Department of Universitas Muhamadiyah Yogyakarta’s
student-teachers in an internship program?”
Objectives of the Study
The research aims to identify supervising teachers’ perceptions on
pedagogical competence of English Education Department of Universitas
Muhamadiyah Yogyakarta’s student-teachers in the internship program. The
perceptions cover ten aspects of pedagogical competence. Those are
understanding characteristic of students, mastering teaching theories and
principle, developing lesson plan, conducting teaching activity, using technology,
facilitating students to actualize students’ potential, communicating to students,
conducting assessment and evaluation, utilizing the assessment and evaluation
result, and doing teaching reflection.
Significance of the Study
This study would be useful for the researcher, the student-teachers, the
institution (EED of UMY), the partner schools and supervising teachers, and other
researchers.
The researcher. This study is useful for the researcher herself. Firstly, it
can give more knowledge about pedagogical competence. Secondly, this study
9
indirectly gives a reflection about the researcher’ pedagogical competence as a
student-teacher who participated in the internship program. Last, this study
motivates the researcher as a student-teacher to be better in the pedagogical
mastery and implementation.
The student-teachers. This study deliberates the information related to
the EED of UMY’s student-teachers’ pedagogical competence that may give
direct good involvement for them. This study can aid the student-teachers to know
their strength and weakness in pedagogical mastery. Then, it can be used to
enhance the understanding and knowledge about pedagogical competence to be a
professional teacher.
The institution (EED of UMY). Firstly, this study can reflect the EED of
UMY’s internship program at schools, whether it runs well or not. Secondly, this
study gives information about EED of UMY’s student-teachers’ pedagogical
competence. Last, the research findings may help EED of UMY to do some
evaluations to enhance the quality of this program.
The partner schools and supervising teachers. This study gives
information about the pedagogical competence of EED UMY’s student-teachers.
It might be useful for partner schools and supervising teachers to do evaluation,
because they have an obligation to facilitate and guide student-teachers during the
internship program.
Other researchers. This study is probable to encourage the future
researchers in guiding the next study related to pedagogical competence. The
finding of this study also can be used as a reference to conduct similar studies.
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Chapter Two
Literature Review
This chapter presents the general review of pedagogical competence,
practicum program, and supervising teacher. Some previous studies related to the
supervising teachers perception on student-teachers’ pedagogical competence in
internship program will also be presented in this chapter. Last, this chapter
presents the theoretical framework.
Pedagogical Competence
This sub chapter gives information about pedagogical competence. It is
divided into two parts. Those are the definition of pedagogical competence and
aspects of pedagogical competence.
Definition of pedagogical competence. To get an understanding about the
definition of pedagogical competence, the explanation will be started with the
definition of pedagogy. The second is definition of competence. The last part is
definition of pedagogical competence.
Pedagogy. The term of pedagogy is widely used in educational context,
but it is not easy to define pedagogy. Chapuis (2003) said that pedagogy is a
vague concept. It is essentially a combination of knowledge and skills required for
effective teaching. Then, Lovat (2003) argued that pedagogy is complex blend of
theoretical understanding and practical skill. Hence, in simple words, pedagogy is
combination of theory and practice of teaching.
11
Competence. Competence is more than knowledge. Hoskins and Crick
(2008) argued that competence is “a complex combination of knowledge, skills,
understanding, values, attitudes and desire which lead to effective, embodied
human action in the world, in a particular domain” (p. 4). They believed that
knowledge, skills, understanding, values, attitudes and desire influence one’s
achievement at work. Moreover, Spencer and Spencer (1993) said that
competency is a main characteristic of a person related to the effectiveness of
individual performance on the job. The characteristics have a causal relationship
or a cause and effect with the criteria referenced. By certain criteria, competence
can be used to measure and predict one’s performance in doing a job. Then,
Schroeter (2009) said that competence refers to a potential ability or capability to
function in certain situation. It makes one capable to fulfill responsibility in doing
a task. So, competence is the ability of an individual to do a job or task properly.
Pedagogical competence. Pedagogical competence is more than teachers’
ability to teach. Ryegard, Apelgren and Olsson (2010) said that teaching ability is
only a part of pedagogical competence. Besides teaching ability, teachers have to
know the common language and theoretical foundation.
12
There is a schematic model of pedagogical competence. It is called as
Kolb’s Learning Cycle:
Student learning
PEDAGOGICAL
PRACTICE
TEACHING
SKILL
Framework
factors
Possibilities
PLANNING
OBSERVATION
of teaching
THEORY
Knowledge of
teaching and
learning
of teaching and
learning
Informed pedagogical discussions
Pedagogy for higher education,
Subject didactics
Teaching and
learning
perspective
PEDAGOGICAL
COMPETENCE
Figure 2.1. Kolb’s Learning Cycle (Kolb, 1984 in Ryegard, et al., 2010)
The scheme explains how theoretical knowledge and pedagogical practice are
important in forming pedagogical competence. Pedagogical competence assumes
broad and deep. Teaching skill becomes the central part of pedagogical
competence. It is demonstrated the ability of teachers to teach and support
students’ learning actively. Beside pedagogical practice, teachers have to do an
observation of teaching and learning. That is useful for teachers to build their
13
perspective about teaching and learning. Then, teachers have also understand
theory or knowledge of teaching and learning, including informed pedagogical
discussion, pedagogy for higher education and subject didactics that crucial to be
mastered by teachers. Last, teachers have to plan the teaching activity by
presuming framework factors that possibly influence teaching and learning
activity. Those activities are important in shaping pedagogical competence.
Moreover, Indonesian Government in the explanation of Verse 1 Article
10 Law of Republic Indonesia Number 14 in 2005 on Teacher and Lecturer, stated
“Yang dimaksud dengan kompetensi pedagogik adalah kemampuan mengelola
pembelajaran peserta didik”. It means that pedagogical competence is the ability
of teacher to manage the learning of students. It includes teaching-learning
preparation, teaching-learning implementation and teaching-learning evaluation.
In summary, pedagogical competence is the ability of teachers in
mastering and applying theories of teaching and learning. The theories include
teaching-learning principles, teaching methodologies and approaches, curriculum,
also teaching assessment and evaluation. This competence is required by teachers
from preparation, implementation and evaluation of teaching.
Aspects of pedagogical competence. Indonesian government describes
pedagogical competence of teacher in the Attachment of Regulation from
National Education Ministry Number 16 in 2007 on Academic Qualification
Standard and Teachers’ Competencies. There are ten main aspects of pedagogical
competencies:
14
Understand characteristic of students. A good teacher should be able to
understand characteristics of students. It is related to the physical, moral, spiritual,
cultural, emotional or intellectual aspect of students. Then, teachers have to
identify the potential ability of students and their difficulties in learning.
Master teaching theories and principles. In mastering teaching theories
and principles, teachers not only know teaching theories and principles but also
have to implement the theories in their teaching activity. They should be able in
applying various teaching methods, strategies and techniques when teach. Brown
(2007) mentioned some popular methods in teaching second language, such as
grammar translation method, direct method, audiolingual method, community
language learning, suggestopedia, silent way and total physical response. Then, he
also mentioned some approaches in teaching second language, such as
communicative approach (CLT) and task-based language teaching approach
(TBLT).
Develop lesson plan. Teachers should be ablo to make a lesson plan to
guide them in teaching. In developing lesson plan, teachers should be able to
determine goal, objectives, develop indicators, select learning experience and
materials that related to the objectives, also make instruments for assessment and
evaluation. Brown (2007) said that a good lesson plan is structured of goal,
objectives, teaching materials and equipment, procedures and assessment.
Conduct teaching activity. Teachers have to conduct a good teaching
activity based on their lesson plan. The complete instructional design of lesson
plan helps teachers to conduct teaching activity in classroom, lab or field.
15
Use technology in teaching. Teachers should be able to use technology in
teaching. Cohen, et al. (2010) said that there are many kinds of technology that
can be used by teachers. Those are word processing, spreadsheets, databases,
graphing software, desktop publishing, multimedia, internet, distant
communication also games and simulations. Moreover, They believed that using
technology in teaching can help students to raise good achievement, promote
higher-order thinking, promote learning for capability and problem-solving, foster
collaborative learning and raise students’ motivation significantly.
Facilitate students to actualize students’ potential. Teachers have to
facilitate students to actualize their potential. Teachers should be able to motivate
students in learning and develop students’ creativity to achieve their optimal
result.
Communicate to students. Teachers should be able to conduct a good
communication to students. Teachers have to understand the effective, empathic,
and well-mannered communication strategy using verbal, written, and / or another
form in communication.
Conduct assessment and evaluation. Teachers should be able to conduct
assessment and evaluation during the teaching process. Teachers have to
determine the important aspect to be assessed and evaluated, arrange the
assessment and evaluation procedure also develop the instrument of assessment
and evaluation.
Utilize the assessment and evaluation result. After conducting assessment
and evaluation, teachers have to analize the result. After analyze the result,
16
teachers know the students’ achievement in the subject lesson. Then, they can use
the assessment and evaluation results to design remedial programs.
Do a teaching reflection. After conducting teaching activities, teachers
have to do a teaching reflection. This purpose of teaching reflection is to know
teachers’ strengths and weaknesses in teaching. From the teaching reflection
result, teachers should be able to improve their teaching quality.
Internship Program
This sub chapter discusses internship program. Those are the definition of
internship program, the significant of internship program and the problems in
internship program. This sub chapter also describes the general review of EED of
UMY’s internship program.
Definition of internship program. There are some terms of internship
program. Internship program is usually called as teaching practice, teaching
practicum, school-based teaching experience, field experience or practicum
program. However, the meanings of those terms are same.
Panda and Nayak (2014) explain internship as a program that need to
appear by student-teachers before entering to the real profession. Internship
provides an opportunity to student-teacher to practice teaching in school. They
argue that it is impossible for teacher-education institution attempting a practical
and field experience for student-teachers without internship program.
Then, Thomas (1991) in Azeem (2011) calls internship program as
teaching practice. In this program, student-teachers come to an actual classroom
17
situation in order to practice their teaching skills under the supervision of a
supervising teacher. The kind of this activity is practice teaching in a regular
classroom. The amount of this direct teaching experience can be full time or half
time service in a school. Then, Kiggundu and Niyamuli (2009) mentioned that the
time of teaching practice is depending on the institutions’ policy and school’s
schedule. Some institutions send student-teachers to go for teaching practice once
a day each week, others do this over a semester.
Moreover, classroom practice is used by Cohen, Brody and Shavin (2004)
to refer to this program. They said classroom practice is a main feature of teachereducation program that takes outside the training institution. Classroom practice
allows student-teachers to apply directly the methods and strategies they learned,
experienced, and observed at the university. Classroom practice is quick to notice
discrepancies between the teaching theories they learned at the university, their
observations in actual classrooms and their real teaching experience.
In addition, EED of UMY (2015) defines internship program as an
obligatory subject undertaken by EED of UMY’s student-teachers to achieve their
degree of bachelor education. This program is conducted in some schools in
Yogyakarta. The program includes preparation, implementation and evaluation.
This program may shape EED of UMY’s student-teachers’ competences which
are required to be a professional teacher.
In conclusion, internship program is a program held by teacher-education
institution for student-teachers in school based setting. It gives an opportunity for
18
student-teachers to actualize teaching theories into practice in real school
environment.
Significances of internship program. Internship program gives some
significances for student-teachers. Some experts explain the significances of
internship program bellow:
Firstly, Pinder (2008) said that internship program is significant in
facilitating student-teachers to learn about lesson plan and curriculum delivery.
They learn by observing and modelling of senior teachers. Then, internship
program also provides an opportunity for student-teachers to learn about
themselves. Their learning is occurred from observation and modeling, trial and
error, problem solving, and making connections with prior experiences. They
learn about self-behavior management which is important to improve their
personal competence. Moreover, Pinder also said, in internship program studentteachers have to do interaction with other teachers, students, staff and school
environment. All interactions that happened in internship program will build
student-teachers’ social competence.
Secondly, Brown and Brown (1990) in Azeem (2011) said that internship
program is a time for student-teachers to enhance their teaching competence. They
try out some ideas which have been developed in university with the different
approaches strategies and techniques of teaching raised in real classroom. Then,
internship program provides an opportunity for student-teachers to gain
confidence and opportunity to learn the skills also attitudes of a competent
19
teacher. Moreover during the internship program, student-teachers also learn to
solve many problems related to children in real life.
Last, Mirza (2012) in Panda and Nayak (2014) believed that internship
program is function as a professional preparation of student-teachers. “It ensures
the professional preparation of students in various ways such as understanding of
the target profession and future prospects of working conditions in that
profession” (p.62). Internship program helps student-teachers to understand the
target profession and future prospects of working conditions by observing and
making interactions with professional teachers at schools. So, internship program
is beneficial to build student-teachers’ professional competence.
Therefore, internship program is important for student-teachers in shaping
their competencies to be a professional teacher. It gives a chance for studentteachers to build their competencies, including pedagogical competence, personal
competence, social competence and professional competence.
Problems in internship program. In internship program, student-teachers
face some difficulties. Ganal, Anaya and Guiab (2015) found eight common
problems faced by student-teachers in internship program. Those are:
Personal problems. Personal problems can influence student-teachers’
confidence and performance in front of class, such as their clothing not properly
groomed. Some student-teachers are also poor of diction that makes them hard in
speaking and explaining. The other problem, they are not creative and not
resourceful.
20
Teacher’s preparation problems. Some student-teachers being unprepared
before they enter the classroom. They are not able to write lesson plan well and
not provide a variety of activities. They also do not have sufficient activities and
no back up activity, so students do not do anything. Then, they are not well
planned on strategies or methods.
Class participation problems. In this case, students are not active and
responsive during class discussions or in other related tasks. There is only little
evidence of students. They are not attentive or responsive to student-teachers in
classroom activities to do interactions with others.
Class management problems. Student-teachers are difficult to handle the
discipline of students and hold attention of students throughout the period of
classes. They are difficult in managing a classroom independently without
assistance from other student-teachers and supervising teachers. They are also
unable to perform effectively routine activities, such as: checking of attendance
and distributing or collecting papers, books, and workbooks.
Instructional problems. The problem includes preparing visual aids and
instructional materials. Then, some student-teachers are difficult in making an
effective introduction and motivation in the beginning of activity. In conducting
the activity, student-teachers do not give clear direction and logical explanation on
what students should do. The other instructional problems, student-teachers are
difficult to guide students’ attention to important points in summarizing and
cannot present agreement properly.
21
Problems on evaluation. Kinds of problem on evaluation such as studentteachers are difficult in creating different types of questions and choosing
appropriate activity in assessing students’ learning. Then student-teachers also
confused in constructing different types of questions and interpreting test results
using simple statistics.
Emotional problems. The emotional problems are depression or feeling
very low, feeling of timidity and immaturity. Student-teachers also feel high
anxiety in working so hard at winning the students’ trust. Then they feel scared or
insecure of being a novice teacher.
Problems on adjusting to students. The problem on adjusting to students
is student-teachers to focus on how to be accepted by students. They are to focus
to work effectively with different kinds of students that makes them forget their
identity. Student-teachers also affraid to being unpopular to some students. Then,
student-teachers feel insecure in a class where students come from prominent
families. The problems above are presented in the figure below:
Personal problems
Teacher’s preparation
problems
Problems in
adjusting to
students
Student-teachers
Class Participation
Problems
Emotional
problems
Problems on
evaluation
Instructional problems
Class management
problems
Figure 2. 2. Student-teachers’ problems in practicum program (Ganal,
Anaya and Guiab, 2015, p. 65)
22
EED of UMY’s internship program. Internship is a compulsory subject
for all student-teachers at EED of UMY. This program is taken by studentteachers from the first semester until the sixth semester. This sub chapter explains
the objectives of internship program, place and time of internship, and the stages
of internship implementation.
The objectives. In general, EED of UMY’s internship program aims to
shape a professional teacher with the required competence. Specifically, this
program has three main objectives. Firstly, it shapes student-teachers’ pedagogical
competence, professional competence, Islamic personality, social competence and
technological competences. Secondly, it trains the teaching skill of studentteachers in real term of school. Lastly, it provides a real experience related to the
teachers duties.
Time and place. Internship is held on odd and even semester in every
year. The first half semester is held on September to December, then the second
half is held on January to June. The first semester is conducted in the form of
preparation and coaching of student-teachers before they practice to teach in the
second semester. Coaching is conducted eight times in the odd semester and the
results are lesson plan and teaching materials. Whereas, in the second semester
student-teachers have to do observations and teaching practice in classroom. At
the end of the second semester, student-teachers have to report the implementation
of their practical activities.
EED of UMY’s student-teachers conduct internship program in some
partner schools that are located in Yogyakarta. The schools are elementary school,
23
junior high school and senior high school (including vocational school and
Muhammadiyah boarding school). All of the schools are agreed to cooperate with
EED of UMY.
The implementation. Activities covered in the implementation of
internship program are preparation, coaching, observation and teaching practice,
and evaluation. Those activities are explained below:
Preparation. Preparation includes socialization, registration, licensing,
coordination with partner schools and coordination with supervising teachers.
Preparation of internship program is held every August to October under the
coordination of EED of UMY.
Coaching. Coaching is aim to prepare student-teachers before practice
teaching in real classroom. Coaching is scheduled in September to December.
This coaching is taught by supervising teachers and accompanied by the
supervisor from EED of UMY. Coaching is held eight meetings with 90 minutes
for each meeting. In coaching, student-teachers have to make lesson plan and
teaching materials.
Observation and teaching practice. Before student-teachers practice to
teach, they have to do some observation. In the observation student-teachers do
not only observe the school environment as general, but also observe the
classroom activity. The observation aims to orient the student-teachers to learn
more about the condition of the school where they practice. Then, studentteachers are expected to observe the teaching and learning process in the
classroom. It includes the students’ character, the methods applied by teachers,
24
teachers and students, and student interaction in the classroom. After that, studentteachers must undertake teaching practice at least three times in one semester.
This phase is conducted around January to June.
Evaluation. Evaluation of internship program is held by EED of UMY in
coordination with partner schools. The evaluation is conducted in the end of
semester around June or July.
In the summary, the implementation of internship program is showed in
the figure below:
Preparation
(AugustSeptember)
Coaching
(SeptemberDesember)
Evaluation
(June-July)
Obsevation and
teaching
practice
(January- June)
Figure 2. 3. The implementation of EED of UMY’s internship program
Supervising Teacher
There are some terms used to refer to supervising teachers. They are
usually called as cooperating teacher, classroom teacher, tutor teacher, mentor or
adviser. Supervising teachers are experienced teachers who guide student-teachers
directly in internship program.
25
Becoming a supervising teacher is not simple enough. According to Deane
(2011), there are some points to be fulfilled. Firstly, supervising teachers should
be ready to be a model in teaching. Then, they should be able to use methods and
strategies that put the student-teachers and their students at center of learning.
They also must knowledgeable in their subject matter and able to manage the
schedule of internship program. The
of English Education Department of Universitas Muhammadiyah
Yogyakarta’s Student-Teachers in an Internship Program
A Skripsi
Submitted to the Faculty of Language Education as a Partial Fulfillment of
the Requirements to Obtain the Degree of
Sarjana Pendidikan
Putri Dian Lestari
20120540030
English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
2016
Supervising Teachers’ Perceptions on Pedagogical Competence
of English Education Department of Universitas Muhammadiyah
Yogyakarta’s Student-Teachers in an Internship Program
A Skripsi
Submitted to the Faculty of Language Education as a Partial Fulfillment of
the Requirements to Obtain the Degree of
Sarjana Pendidikan
Putri Dian Lestari
20120540030
English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
2016
Statement of Authenticity
I hereby certify that this skripsi is definitely my original work. I am
completely responsible for the content of this skripsi. Any theories, findings and
research techniques which are not are my own quoted or cited in accordance with
the standard referencing practices. Theoretical contribution and findings in this
skripsi are truly my original word and have not been submitted for any degrees in
other University or Institution.
Yogyakarta, December 28th,2016
The researcher,
Putri Dian Lestari
Acknowledgement
First of all, I would like to thank to ALLAH Subhanahu wata’ala who
always give me a mercy, blessing, strength, health, and a chance to finish my
skripsi writing.
I dedicate this skripsi to my beloved family, especially for my beloved
parents, Ibu Suparmi and Bapak Mukiyono who are always loving me and
supporting me to finish my study. I love you so much and thank you for your love
and for everything you gave to me. I also place my thanks to my beloved sister,
Desy Dwi Lestari, my grandfather, my grandmother and all my big family
members who always supporting me. Thank you very much. May Allah always
give us His blessing in this world and in the hereafter on paradise. Aamiin.
A special gratitude is also for my great supervisor, Fitria Rahmawati, S.Pd,
M.Hum for supporting, guiding and helping me in finishing this skripsi writing.
Thank you very much for your patience Mam. I also thank to my second
supervisor, Miss Evi and my examiner, Miss Jeckie for all valuable suggestion
and feedback toward my research.
Then, I place my thanks to the respondents of this skripsi. Thank you for
the great response, sharing and time. I also thank to the school principles of SMA
Muhammadiyah 4 Yogyakarta, SMA Muhammadiyah 5 Yogyakarta, SMA
Muhammadiyah Kasihan, and SMK Muhammadiyah Gamping who gave me
permission to conduct this study.
Sincerely, I also place my thanks to my dearest friends, Leha, Nisa, Amel,
Harni, Yuli, Nia, Erlin, Lia, Anisa, Kiki and Mba Ina. Thanks for your time,
experience and your support. You all are very kind guys. I also do not forget to
thank for my beloved friends of EED of UMY Class A 2012. Thanks for the
experience we have during the last four years. I love you all and see you on top
guys.
Yogyakarta, December 28th,2016
Putri Dian Lestari
Table of Contents
Cover ........................................................................................................................ i
Approval Page ......................................................................................................... ii
Statement of Authenticity ...................................................................................... iii
Acknowledgement.................................................................................................. iv
Abstract ................................................................................................................. vi
Table of Contents ................................................................................................. viii
List of Table .......................................................................................................... xii
List of Figure ........................................................................................................ xiii
List of Appendices ............................................................................................... xiv
Chapter One ...........................................................................................................1
Introduction ..............................................................................................................1
Background of the Study .....................................................................................1
Statement of the Problem .....................................................................................6
Limitation of the Problem ....................................................................................7
Research Question ................................................................................................8
Objective of the Study .........................................................................................8
Significances of the Study ...................................................................................8
Chapter Two .........................................................................................................10
Literature Review ...................................................................................................10
Pedagogical Competence....................................................................................10
Definition of pedagogical competence ...............................................................10
Aspects of pedagogical competence ..................................................................13
Internship Program .............................................................................................16
Definition of internship program ........................................................................18
Significances of internship program ..................................................................19
Problems in internship program .........................................................................22
EED of UMY’s internship program ..................................................................24
Supervising teachers ..........................................................................................24
Roles of supervising teachers ............................................................................25
Review of related studies ...................................................................................27
Conceptual framework ......................................................................................30
Chapter Three ......................................................................................................32
Methodology ..........................................................................................................32
Research Design .................................................................................................32
Setting and Participants ......................................................................................34
Data Collection Method .....................................................................................35
Data Analysis......................................................................................................35
Chapter Four ........................................................................................................37
Findings and Discussion ........................................................................................37
Supervising teachers’ perceptions on EED of UMY’s student-teachers’
competence in understanding characteristic of students ...................................37
Supervising teachers’ perceptions on EED of UMY’s student-teachers’
competence in mastering teaching theories and principles ................................41
Supervising teachers’ perceptions on EED of UMY’s student-teachers’
competence in developing lesson plan ..............................................................43
Supervising teachers’ perceptions on EED of UMY’s student-teachers’
competence in conducting teaching activity, ......................................................45
Supervising teachers’ perceptions on EED of UMY’s student-teachers’
competence in using technology .......................................................................48
Supervising teachers’ perceptions on EED of UMY’s student-teachers’
ocmpetence in facilitating students to actualize students’ potential ..................49
Supervising teachers’ perceptions on EED of UMY’s student-teachers’
competence in communicating to students ........................................................52
Supervising teachers’ perceptions on EED of UMY’s student-teachers’
competence in conducting assessment and evaluation ......................................54
Supervising teachers’ perceptions on EED of UMY’s studentteachers’competence in utilizing the assessment and evaluation result ............56
Supervising teachers’ perceptions on EED of UMY’s student-teachers’
competence in doing teaching reflection ............................................................58
Chapter Five .........................................................................................................61
Conclusion and Recommendation..........................................................................61
Conclusion ..........................................................................................................61
Recommendation ................................................................................................63
References ..............................................................................................................66
Appendices .............................................................................................................70
List of Table
Table 5.1 EED of UMY’s Student-teachers’ Pedagogical Competence ......... 62
List of Figures
Figure 2.1 Kolb’s Learning Cycle .................................................................... 12
Figure 2.2 Student-teachers’ problems in practicum program .......................... 21
Figure 2. 3 The implementation of EED of UMY’s internship program .......... 24
Figure 3. 1 Conceptual framework .................................................................... 31
List of Appendices
Appendix 1. Interview guideline ......................................................................... 1
Abstract
Pedagogical competence is important to be mastered by teachers, besides
personal competence, social competence and professional competence. As a
teacher educational institution, English Education Department of Universitas
Muhammadiyah Yogyakarta (EED of UMY) facilitates their student-teachers to
master this competence by conducting an internship program. This study aims to
reveal supervising-teachers’ perceptions on EED of UMY’s student-teachers’
pedagogical competence in an internship program. The perceptions cover ten
aspects of pedagogical competence, those are understanding characteristic of
students, mastering teaching theories and principle, developing lesson plan,
conducting teaching activity, using technology, facilitating students to actualize
students’ potential, communicating to students, conducting assessment and
evaluation, utilizing the assessment and evaluation result, and doing teaching
reflection.
This study used qualitative research design and specifically employed case
study research. The researcher involved five supervising teachers from five senior
high schools as participants. Purposive sampling was used by the researcher to
choose the participants. The researcher used in-depth interview to gather the data
and used member checking to validate the data. In analizing the data, the
researcher used open coding, axial coding and selective coding.
The findings of this study show that supervising teachers had various
perceptions on EED of UMY’s student-teachers’ pedagogical competence in an
internship program. From the ten aspects of pedagogical competence, the
perceptions indicated that EED of UMY’s student-teachers were competent in
three aspects of pedagogical competence. Those are in using technology,
conducting assessment and evaluation, and doing teaching reflection. All
supervising teachers had good perceptions on those three pedagogical aspects. In
understanding characteristic of students, mastering teaching theories and
principles, developing lesson plan, conducting teaching activity, facilitating
students to actualize their potential, and communicating to students, supervising
teachers had different perceptions. Some of them argued that EED of UMY’s
student-teachers had good competence, the others perceptions indicated that EED
of UMY’s student-teachers had less competence. Then, in utilizing the assessment
and evaluation result, one supervising teacher had good perception on the EED of
UMY’s student-teachers’ competence. The others had no perception because EED
of UMY’s student-teachers not conduct this activity.
Keywords: pedagogical competence, aspects of pedagogical competence,
internship program, supervising teachers
1
Chapter One
Introduction
Chapter One provides general information about this study. Those are the
background of this study, statement of the problem, limitation of the problem, the
research question, the objective of the study and the significance of this study.
The background of this study discusses the reason of the researcher why choose
the topic on pedagogical competence. Then, statement of the problem and
limitation of the problem discuss the focus of problems. Research question
presents the question that will be answered by this study. The aim of this study is
presented in the objective of the study. Lastly, the benefits of this study are
explained in the significance of this study.
Background of the Study
Teachers are very important in education. Chen and Ragatz (2010) argued
that the most significant factor in improving the quality of education is the quality
of teachers. It is because the teachers’ knowledge and all things they do has a big
influence on the achievement of their students. Then, Cohen, Manion, Morrison
and Wyse (2010) said that education is a process of students acquire and apply
good values, such as respect, fairness and justice. During this process, teachers
play their role as a demonstrator who demonstrates the appropriate values. They
believed that students are easier to behave in a positive manner and adopt
appropriate values when they encounter real good attitudes of their teachers. So,
2
teachers’ attitudes and actions can directly influence students’ achievements and
the success of education.
However, becoming a teacher is not easy. McKenzie and Santiago (2005)
in Kuswandono (2013) argued, “Teaching is a complex task, and there is not a
single set of teacher attributes and behaviors that is universally effective for all
types of students and learning environments” (p. 23). It is because classroom is
filled with students whose learning styles, needs, strengths, and abilities differ
(Stronge, Tucker and Hindman, 2004). Moreover, Azeem (2011) said, “Teaching
is an exciting and rewarding activity but like other professions, it is demanding. It
requires that its practitioners clearly understand what should be done to bring
about the most desirable learning in the pupil and be highly proficient in the skills
necessary to carry out these tasks” (p.1). Therefore, teachers need several
requirements and competencies to support them getting success in their job.
In Indonesia, regulations about teacher are set in Undang-undang Republik
Indonesia Nomor 14 tahun 2005 tentang Guru dan Dosen (Law of Republic
Indonesia Number 14 of 2005 on Teachers and Lecturers). This law is arranged to
direct teachers and lecturers in achieving the Indonesian national education goal,
which is developing students’ potential to be a faithful, healthy, skillful, creative,
independent, democratic and responsive person. The law stated, “Guru wajib
memiliki kualifikasi akademik, kompetensi, sertifikat pendidik, sehat jasmani dan
rohani, serta memiliki kemampuan untuk mewujudkan tujuan pendidikan
nasional” (Pasal 8 Bab IV). The academic qualification mentioned in Article 8
can be acquired through a higher education degree program (S1). Then, the
3
teachers’ competences are mentioned in Article 10, those are pedagogical
competence, personal competence, social competence and professional
competence that acquired from teacher profession education.
Government of Indonesia defined those four teachers’ competences in the
explanation and attachment of Article 10 Verse 1 of Law of Republic Indonesia
Number 14 of 2005 on Teacher and Lecturer. The law defines pedagogical
competence as an ability of teachers to manage the students’ learning. Personal
competence is the ability of teachers to have steady personality, good character
and wisdom, so they can be a role model of their students. Professional
competence is the ability of teachers to master the lesson subject widely and
deeply. Last, social competence is the ability of teachers to communicate and
interact effectively and efficiently with students, other teachers, parents and the
surrounding community.
As an educational institution, English Education Department of
Universitas Muhammadiyah Yogyakarta (EED of UMY) facilitates studentteachers to get an academic qualification and build the competencies. It will be
very useful for student-teachers to join a teacher certification program after
graduate from this bachelor degree level. To meet all of the competencies, besides
giving teaching and learning theories in the classroom, EED of UMY also
facilitates student-teachers to practice in real school environment by conducting
an internship program. This program is an obligatory subject lesson at EED of
UMY that is taken by all student-teachers started from the first semester until the
sixth semester and engages some schools in Yogyakarta as the partner.
4
Internship program gives some benefits for student-teachers. As stated in
the Internship Program Handbook, EED of UMY’s internship program aims to
build student-teachers’ competencies, trains the skill of student-teachers in
teaching at real school situation and gives real experience related to the teachers’
duty. Kuswandono (2013) said that internship program in school-based settings is
important to develop student-teachers’ professional skill before they enter the real
world of teaching. Furthermore, Richards and Crookes (1998) as cited in Riesky
(2013) also states:
“By following this kind of activity, student-teachers will have a chance to
experience many valuable things, such as getting practical classroom
experience, putting theories into practices, gaining insight from observing
experienced teachers, improving lesson planning ability, improving ability in
designing and developing materials, sharpening their teaching ability,
strengthening their understanding of teaching in terms of theory and practice,
and improving decision-making ability in teaching by looking and exploring
into themselves and other’s teaching practices.” (p. 251)
However, most student-teachers find some problems and difficulties
during internship program. Saricoban (2010) said that the common problems in
internship program are related to the teaching materials and equipment, the
students they teach, curriculum, and classroom management. Some studentteachers also found difficulties in using teaching aids (Panda & Nayak, 2014).
Moreover, a study conducted by Foncha, Abongdia and Adu (2015) found that
challenges faced by student-teachers during their teaching practice include some
5
matters. Those are school placement, resources, learners discipline, classroom
environment, also supervision and support. It means, there are a lot of things in
school that could potentially cause problems for student-teachers during the
internship program.
Based on the researcher personal experience and observation, EED of
UMY’s student-teachers also faced those problems during the internship program
and the most problems are related with pedagogy. They faced pedagogical
problems in all phases of teaching, including pre-teaching, whilst teaching and
after teaching. In the pre-teaching, EED of UMY’s student-teachers were difficult
to deal with and understand the curriculum also in preparing the appropriate
material. In while teaching, they were difficult in delivering material. For the
post-teaching, EED of UMY’s student teachers also hard in evaluating the
teaching-learning process.
To help student-teachers face problems during the internship program,
EED of UMY’s student-teachers are helped by supervising teachers. Those
supervising teachers are experienced English teachers from partner schools who
have a main task to guide and help student-teachers in solving problems related to
their duty in the school. Cohen, Manion, Morrison and Wyse (2010) mentioned
that:
“Supervising teachers have responsibility for advising student-teachers how
to teach their particular subjects; developing student-teachers’ understandings
and appreciation of how students learn and how learning can be planned;
6
advising student-teachers on class management and the planning of curricula
and assessment.” (p. 27).
In addition, Norris, Larke and Briers (1990) also said that supervising teacher is
the most important ingredient in the student teaching experience beside the
student teaching center and it influences the development of student-teachers.
Hence, supervising teachers is strictly important in internship program.
From the explanation above, the researcher is interested to conduct a study
related with EED of UMY’s student-teachers’ pedagogical competence. The
researcher wants to know the pedagogical competence of EED of UMY’s studentteachers’ from supervising teachers’ perspective. The close relation between
student-teachers and supervising teachers in internship program makes the
supervising teachers know more about their student-teachers’ competence
compared to school principle or students’ parents. This study may present results
that can reflect the EED of UMY’s student-teachers’ pedagogical competence and
will benefit to improve the quality of EED of UMY especially in the internship
program.
Statement of the Problem
As teacher candidates, EED of UMY’s students-teachers should master all
teachers’ competences required by the law: pedagogical competence, personal
competence, professional competence, and social competence. In the internship
program, EED of UMY’s student-teachers faced problems related to their
pedagogical competence, such as difficult to develop lesson plan and feel difficult
7
to manage the classroom. EED of UMY’s student-teachers feel hesitant about
their pedagogical competence. Therefore, the researcher interested to conduct a
study on EED of UMY’s student-teachers’ pedagogical competence in the
internship program by revealing supervising teachers’ perceptions. Moreover, a
study about supervising teachers perceptions on EED of UMY’s student-teachers’
pedagogical competence has never been conducted at EED of UMY.
Limitation of the Problem
EED of UMY’s internship program is held along with some partner
schools in Yogyakarta. To make this study more focused, it is emphasized on the
perception of supervising teachers in senior high schools (SMA) level. For the
pedagogical competence, it refers to Lampiran Peraturan Menteri Pendidikan
Nasional Nomor 16 Tahun 2007 tentang Standar Kualifikasi Akademik dan
Kompetensi Guru (Attachment of Rules and Regulation of Education Ministry
Number 16 of 2007 about Teachers’ Standard Qualification and Competencies).
The law states that Indonesian teachers are considered to master the ten aspects of
pedagogical competence: understand characteristic of students, master teaching
theories and principles, develop lesson plan, conduct teaching activity, use
technology, facilitate students to actualize students’ potential, communicate to
students, conduct assessment and evaluation, utilize the assessment and evaluation
result, and do teaching reflection.
8
Research Question
The research question being investigated in this study is:
“What are supervising teachers’ perceptions on pedagogical competence of
English Education Department of Universitas Muhamadiyah Yogyakarta’s
student-teachers in an internship program?”
Objectives of the Study
The research aims to identify supervising teachers’ perceptions on
pedagogical competence of English Education Department of Universitas
Muhamadiyah Yogyakarta’s student-teachers in the internship program. The
perceptions cover ten aspects of pedagogical competence. Those are
understanding characteristic of students, mastering teaching theories and
principle, developing lesson plan, conducting teaching activity, using technology,
facilitating students to actualize students’ potential, communicating to students,
conducting assessment and evaluation, utilizing the assessment and evaluation
result, and doing teaching reflection.
Significance of the Study
This study would be useful for the researcher, the student-teachers, the
institution (EED of UMY), the partner schools and supervising teachers, and other
researchers.
The researcher. This study is useful for the researcher herself. Firstly, it
can give more knowledge about pedagogical competence. Secondly, this study
9
indirectly gives a reflection about the researcher’ pedagogical competence as a
student-teacher who participated in the internship program. Last, this study
motivates the researcher as a student-teacher to be better in the pedagogical
mastery and implementation.
The student-teachers. This study deliberates the information related to
the EED of UMY’s student-teachers’ pedagogical competence that may give
direct good involvement for them. This study can aid the student-teachers to know
their strength and weakness in pedagogical mastery. Then, it can be used to
enhance the understanding and knowledge about pedagogical competence to be a
professional teacher.
The institution (EED of UMY). Firstly, this study can reflect the EED of
UMY’s internship program at schools, whether it runs well or not. Secondly, this
study gives information about EED of UMY’s student-teachers’ pedagogical
competence. Last, the research findings may help EED of UMY to do some
evaluations to enhance the quality of this program.
The partner schools and supervising teachers. This study gives
information about the pedagogical competence of EED UMY’s student-teachers.
It might be useful for partner schools and supervising teachers to do evaluation,
because they have an obligation to facilitate and guide student-teachers during the
internship program.
Other researchers. This study is probable to encourage the future
researchers in guiding the next study related to pedagogical competence. The
finding of this study also can be used as a reference to conduct similar studies.
10
Chapter Two
Literature Review
This chapter presents the general review of pedagogical competence,
practicum program, and supervising teacher. Some previous studies related to the
supervising teachers perception on student-teachers’ pedagogical competence in
internship program will also be presented in this chapter. Last, this chapter
presents the theoretical framework.
Pedagogical Competence
This sub chapter gives information about pedagogical competence. It is
divided into two parts. Those are the definition of pedagogical competence and
aspects of pedagogical competence.
Definition of pedagogical competence. To get an understanding about the
definition of pedagogical competence, the explanation will be started with the
definition of pedagogy. The second is definition of competence. The last part is
definition of pedagogical competence.
Pedagogy. The term of pedagogy is widely used in educational context,
but it is not easy to define pedagogy. Chapuis (2003) said that pedagogy is a
vague concept. It is essentially a combination of knowledge and skills required for
effective teaching. Then, Lovat (2003) argued that pedagogy is complex blend of
theoretical understanding and practical skill. Hence, in simple words, pedagogy is
combination of theory and practice of teaching.
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Competence. Competence is more than knowledge. Hoskins and Crick
(2008) argued that competence is “a complex combination of knowledge, skills,
understanding, values, attitudes and desire which lead to effective, embodied
human action in the world, in a particular domain” (p. 4). They believed that
knowledge, skills, understanding, values, attitudes and desire influence one’s
achievement at work. Moreover, Spencer and Spencer (1993) said that
competency is a main characteristic of a person related to the effectiveness of
individual performance on the job. The characteristics have a causal relationship
or a cause and effect with the criteria referenced. By certain criteria, competence
can be used to measure and predict one’s performance in doing a job. Then,
Schroeter (2009) said that competence refers to a potential ability or capability to
function in certain situation. It makes one capable to fulfill responsibility in doing
a task. So, competence is the ability of an individual to do a job or task properly.
Pedagogical competence. Pedagogical competence is more than teachers’
ability to teach. Ryegard, Apelgren and Olsson (2010) said that teaching ability is
only a part of pedagogical competence. Besides teaching ability, teachers have to
know the common language and theoretical foundation.
12
There is a schematic model of pedagogical competence. It is called as
Kolb’s Learning Cycle:
Student learning
PEDAGOGICAL
PRACTICE
TEACHING
SKILL
Framework
factors
Possibilities
PLANNING
OBSERVATION
of teaching
THEORY
Knowledge of
teaching and
learning
of teaching and
learning
Informed pedagogical discussions
Pedagogy for higher education,
Subject didactics
Teaching and
learning
perspective
PEDAGOGICAL
COMPETENCE
Figure 2.1. Kolb’s Learning Cycle (Kolb, 1984 in Ryegard, et al., 2010)
The scheme explains how theoretical knowledge and pedagogical practice are
important in forming pedagogical competence. Pedagogical competence assumes
broad and deep. Teaching skill becomes the central part of pedagogical
competence. It is demonstrated the ability of teachers to teach and support
students’ learning actively. Beside pedagogical practice, teachers have to do an
observation of teaching and learning. That is useful for teachers to build their
13
perspective about teaching and learning. Then, teachers have also understand
theory or knowledge of teaching and learning, including informed pedagogical
discussion, pedagogy for higher education and subject didactics that crucial to be
mastered by teachers. Last, teachers have to plan the teaching activity by
presuming framework factors that possibly influence teaching and learning
activity. Those activities are important in shaping pedagogical competence.
Moreover, Indonesian Government in the explanation of Verse 1 Article
10 Law of Republic Indonesia Number 14 in 2005 on Teacher and Lecturer, stated
“Yang dimaksud dengan kompetensi pedagogik adalah kemampuan mengelola
pembelajaran peserta didik”. It means that pedagogical competence is the ability
of teacher to manage the learning of students. It includes teaching-learning
preparation, teaching-learning implementation and teaching-learning evaluation.
In summary, pedagogical competence is the ability of teachers in
mastering and applying theories of teaching and learning. The theories include
teaching-learning principles, teaching methodologies and approaches, curriculum,
also teaching assessment and evaluation. This competence is required by teachers
from preparation, implementation and evaluation of teaching.
Aspects of pedagogical competence. Indonesian government describes
pedagogical competence of teacher in the Attachment of Regulation from
National Education Ministry Number 16 in 2007 on Academic Qualification
Standard and Teachers’ Competencies. There are ten main aspects of pedagogical
competencies:
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Understand characteristic of students. A good teacher should be able to
understand characteristics of students. It is related to the physical, moral, spiritual,
cultural, emotional or intellectual aspect of students. Then, teachers have to
identify the potential ability of students and their difficulties in learning.
Master teaching theories and principles. In mastering teaching theories
and principles, teachers not only know teaching theories and principles but also
have to implement the theories in their teaching activity. They should be able in
applying various teaching methods, strategies and techniques when teach. Brown
(2007) mentioned some popular methods in teaching second language, such as
grammar translation method, direct method, audiolingual method, community
language learning, suggestopedia, silent way and total physical response. Then, he
also mentioned some approaches in teaching second language, such as
communicative approach (CLT) and task-based language teaching approach
(TBLT).
Develop lesson plan. Teachers should be ablo to make a lesson plan to
guide them in teaching. In developing lesson plan, teachers should be able to
determine goal, objectives, develop indicators, select learning experience and
materials that related to the objectives, also make instruments for assessment and
evaluation. Brown (2007) said that a good lesson plan is structured of goal,
objectives, teaching materials and equipment, procedures and assessment.
Conduct teaching activity. Teachers have to conduct a good teaching
activity based on their lesson plan. The complete instructional design of lesson
plan helps teachers to conduct teaching activity in classroom, lab or field.
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Use technology in teaching. Teachers should be able to use technology in
teaching. Cohen, et al. (2010) said that there are many kinds of technology that
can be used by teachers. Those are word processing, spreadsheets, databases,
graphing software, desktop publishing, multimedia, internet, distant
communication also games and simulations. Moreover, They believed that using
technology in teaching can help students to raise good achievement, promote
higher-order thinking, promote learning for capability and problem-solving, foster
collaborative learning and raise students’ motivation significantly.
Facilitate students to actualize students’ potential. Teachers have to
facilitate students to actualize their potential. Teachers should be able to motivate
students in learning and develop students’ creativity to achieve their optimal
result.
Communicate to students. Teachers should be able to conduct a good
communication to students. Teachers have to understand the effective, empathic,
and well-mannered communication strategy using verbal, written, and / or another
form in communication.
Conduct assessment and evaluation. Teachers should be able to conduct
assessment and evaluation during the teaching process. Teachers have to
determine the important aspect to be assessed and evaluated, arrange the
assessment and evaluation procedure also develop the instrument of assessment
and evaluation.
Utilize the assessment and evaluation result. After conducting assessment
and evaluation, teachers have to analize the result. After analyze the result,
16
teachers know the students’ achievement in the subject lesson. Then, they can use
the assessment and evaluation results to design remedial programs.
Do a teaching reflection. After conducting teaching activities, teachers
have to do a teaching reflection. This purpose of teaching reflection is to know
teachers’ strengths and weaknesses in teaching. From the teaching reflection
result, teachers should be able to improve their teaching quality.
Internship Program
This sub chapter discusses internship program. Those are the definition of
internship program, the significant of internship program and the problems in
internship program. This sub chapter also describes the general review of EED of
UMY’s internship program.
Definition of internship program. There are some terms of internship
program. Internship program is usually called as teaching practice, teaching
practicum, school-based teaching experience, field experience or practicum
program. However, the meanings of those terms are same.
Panda and Nayak (2014) explain internship as a program that need to
appear by student-teachers before entering to the real profession. Internship
provides an opportunity to student-teacher to practice teaching in school. They
argue that it is impossible for teacher-education institution attempting a practical
and field experience for student-teachers without internship program.
Then, Thomas (1991) in Azeem (2011) calls internship program as
teaching practice. In this program, student-teachers come to an actual classroom
17
situation in order to practice their teaching skills under the supervision of a
supervising teacher. The kind of this activity is practice teaching in a regular
classroom. The amount of this direct teaching experience can be full time or half
time service in a school. Then, Kiggundu and Niyamuli (2009) mentioned that the
time of teaching practice is depending on the institutions’ policy and school’s
schedule. Some institutions send student-teachers to go for teaching practice once
a day each week, others do this over a semester.
Moreover, classroom practice is used by Cohen, Brody and Shavin (2004)
to refer to this program. They said classroom practice is a main feature of teachereducation program that takes outside the training institution. Classroom practice
allows student-teachers to apply directly the methods and strategies they learned,
experienced, and observed at the university. Classroom practice is quick to notice
discrepancies between the teaching theories they learned at the university, their
observations in actual classrooms and their real teaching experience.
In addition, EED of UMY (2015) defines internship program as an
obligatory subject undertaken by EED of UMY’s student-teachers to achieve their
degree of bachelor education. This program is conducted in some schools in
Yogyakarta. The program includes preparation, implementation and evaluation.
This program may shape EED of UMY’s student-teachers’ competences which
are required to be a professional teacher.
In conclusion, internship program is a program held by teacher-education
institution for student-teachers in school based setting. It gives an opportunity for
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student-teachers to actualize teaching theories into practice in real school
environment.
Significances of internship program. Internship program gives some
significances for student-teachers. Some experts explain the significances of
internship program bellow:
Firstly, Pinder (2008) said that internship program is significant in
facilitating student-teachers to learn about lesson plan and curriculum delivery.
They learn by observing and modelling of senior teachers. Then, internship
program also provides an opportunity for student-teachers to learn about
themselves. Their learning is occurred from observation and modeling, trial and
error, problem solving, and making connections with prior experiences. They
learn about self-behavior management which is important to improve their
personal competence. Moreover, Pinder also said, in internship program studentteachers have to do interaction with other teachers, students, staff and school
environment. All interactions that happened in internship program will build
student-teachers’ social competence.
Secondly, Brown and Brown (1990) in Azeem (2011) said that internship
program is a time for student-teachers to enhance their teaching competence. They
try out some ideas which have been developed in university with the different
approaches strategies and techniques of teaching raised in real classroom. Then,
internship program provides an opportunity for student-teachers to gain
confidence and opportunity to learn the skills also attitudes of a competent
19
teacher. Moreover during the internship program, student-teachers also learn to
solve many problems related to children in real life.
Last, Mirza (2012) in Panda and Nayak (2014) believed that internship
program is function as a professional preparation of student-teachers. “It ensures
the professional preparation of students in various ways such as understanding of
the target profession and future prospects of working conditions in that
profession” (p.62). Internship program helps student-teachers to understand the
target profession and future prospects of working conditions by observing and
making interactions with professional teachers at schools. So, internship program
is beneficial to build student-teachers’ professional competence.
Therefore, internship program is important for student-teachers in shaping
their competencies to be a professional teacher. It gives a chance for studentteachers to build their competencies, including pedagogical competence, personal
competence, social competence and professional competence.
Problems in internship program. In internship program, student-teachers
face some difficulties. Ganal, Anaya and Guiab (2015) found eight common
problems faced by student-teachers in internship program. Those are:
Personal problems. Personal problems can influence student-teachers’
confidence and performance in front of class, such as their clothing not properly
groomed. Some student-teachers are also poor of diction that makes them hard in
speaking and explaining. The other problem, they are not creative and not
resourceful.
20
Teacher’s preparation problems. Some student-teachers being unprepared
before they enter the classroom. They are not able to write lesson plan well and
not provide a variety of activities. They also do not have sufficient activities and
no back up activity, so students do not do anything. Then, they are not well
planned on strategies or methods.
Class participation problems. In this case, students are not active and
responsive during class discussions or in other related tasks. There is only little
evidence of students. They are not attentive or responsive to student-teachers in
classroom activities to do interactions with others.
Class management problems. Student-teachers are difficult to handle the
discipline of students and hold attention of students throughout the period of
classes. They are difficult in managing a classroom independently without
assistance from other student-teachers and supervising teachers. They are also
unable to perform effectively routine activities, such as: checking of attendance
and distributing or collecting papers, books, and workbooks.
Instructional problems. The problem includes preparing visual aids and
instructional materials. Then, some student-teachers are difficult in making an
effective introduction and motivation in the beginning of activity. In conducting
the activity, student-teachers do not give clear direction and logical explanation on
what students should do. The other instructional problems, student-teachers are
difficult to guide students’ attention to important points in summarizing and
cannot present agreement properly.
21
Problems on evaluation. Kinds of problem on evaluation such as studentteachers are difficult in creating different types of questions and choosing
appropriate activity in assessing students’ learning. Then student-teachers also
confused in constructing different types of questions and interpreting test results
using simple statistics.
Emotional problems. The emotional problems are depression or feeling
very low, feeling of timidity and immaturity. Student-teachers also feel high
anxiety in working so hard at winning the students’ trust. Then they feel scared or
insecure of being a novice teacher.
Problems on adjusting to students. The problem on adjusting to students
is student-teachers to focus on how to be accepted by students. They are to focus
to work effectively with different kinds of students that makes them forget their
identity. Student-teachers also affraid to being unpopular to some students. Then,
student-teachers feel insecure in a class where students come from prominent
families. The problems above are presented in the figure below:
Personal problems
Teacher’s preparation
problems
Problems in
adjusting to
students
Student-teachers
Class Participation
Problems
Emotional
problems
Problems on
evaluation
Instructional problems
Class management
problems
Figure 2. 2. Student-teachers’ problems in practicum program (Ganal,
Anaya and Guiab, 2015, p. 65)
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EED of UMY’s internship program. Internship is a compulsory subject
for all student-teachers at EED of UMY. This program is taken by studentteachers from the first semester until the sixth semester. This sub chapter explains
the objectives of internship program, place and time of internship, and the stages
of internship implementation.
The objectives. In general, EED of UMY’s internship program aims to
shape a professional teacher with the required competence. Specifically, this
program has three main objectives. Firstly, it shapes student-teachers’ pedagogical
competence, professional competence, Islamic personality, social competence and
technological competences. Secondly, it trains the teaching skill of studentteachers in real term of school. Lastly, it provides a real experience related to the
teachers duties.
Time and place. Internship is held on odd and even semester in every
year. The first half semester is held on September to December, then the second
half is held on January to June. The first semester is conducted in the form of
preparation and coaching of student-teachers before they practice to teach in the
second semester. Coaching is conducted eight times in the odd semester and the
results are lesson plan and teaching materials. Whereas, in the second semester
student-teachers have to do observations and teaching practice in classroom. At
the end of the second semester, student-teachers have to report the implementation
of their practical activities.
EED of UMY’s student-teachers conduct internship program in some
partner schools that are located in Yogyakarta. The schools are elementary school,
23
junior high school and senior high school (including vocational school and
Muhammadiyah boarding school). All of the schools are agreed to cooperate with
EED of UMY.
The implementation. Activities covered in the implementation of
internship program are preparation, coaching, observation and teaching practice,
and evaluation. Those activities are explained below:
Preparation. Preparation includes socialization, registration, licensing,
coordination with partner schools and coordination with supervising teachers.
Preparation of internship program is held every August to October under the
coordination of EED of UMY.
Coaching. Coaching is aim to prepare student-teachers before practice
teaching in real classroom. Coaching is scheduled in September to December.
This coaching is taught by supervising teachers and accompanied by the
supervisor from EED of UMY. Coaching is held eight meetings with 90 minutes
for each meeting. In coaching, student-teachers have to make lesson plan and
teaching materials.
Observation and teaching practice. Before student-teachers practice to
teach, they have to do some observation. In the observation student-teachers do
not only observe the school environment as general, but also observe the
classroom activity. The observation aims to orient the student-teachers to learn
more about the condition of the school where they practice. Then, studentteachers are expected to observe the teaching and learning process in the
classroom. It includes the students’ character, the methods applied by teachers,
24
teachers and students, and student interaction in the classroom. After that, studentteachers must undertake teaching practice at least three times in one semester.
This phase is conducted around January to June.
Evaluation. Evaluation of internship program is held by EED of UMY in
coordination with partner schools. The evaluation is conducted in the end of
semester around June or July.
In the summary, the implementation of internship program is showed in
the figure below:
Preparation
(AugustSeptember)
Coaching
(SeptemberDesember)
Evaluation
(June-July)
Obsevation and
teaching
practice
(January- June)
Figure 2. 3. The implementation of EED of UMY’s internship program
Supervising Teacher
There are some terms used to refer to supervising teachers. They are
usually called as cooperating teacher, classroom teacher, tutor teacher, mentor or
adviser. Supervising teachers are experienced teachers who guide student-teachers
directly in internship program.
25
Becoming a supervising teacher is not simple enough. According to Deane
(2011), there are some points to be fulfilled. Firstly, supervising teachers should
be ready to be a model in teaching. Then, they should be able to use methods and
strategies that put the student-teachers and their students at center of learning.
They also must knowledgeable in their subject matter and able to manage the
schedule of internship program. The