EFL STUDENT TEACHERS’ BASIC TEACHING SKILLS DEVELOPMENT THROUGH MENTORING PROCESS : a case study in one high school in Cirebon.

Table of Content

Contents

ABSTRACT ... I

PREFACE ... II

ACKNOWLEDGEMENT ... III

TABLE OF CONTENT ... IV

LIST OF TABLES ... VII

LIST OF FIGURES ... VIII

CHAPTER1INTRODUCTION ... 1

1.1. BACKGROUND ... 1

1.2. RESEARCH QUESTIONS ... 4

1.3. PURPOSES OF THE STUDY ... 4

1.4. SIGNIFICANCE OF THE STUDIES ... 4

1.5. SCOPE OF THE STUDY ... 5

1.6. ORGANIZATION OF THE THESIS ... 6

2.2 MENTORING STAGES... 11

2.2.1. Student Teachers’ Readiness ... 14

2.2.2. Mentors’ Situational Leadership ... 16

2.3 BASIC TEACHING SKILLS ... 19

2.3.1. Gaining Attention ... 20

2.3.2. Informing the Objectives ... 21

2.3.3. Stimulating Recall of Prerequisite Learning ... 21

2.3.4. Presenting Stimulus Material ... 22

2.3.5. Providing Learning Guidance ... 22

2.3.6. Eliciting Performance ... 23

2.3.7. Providing Feedback ... 24

2.3.8. Assessing Performance ... 25

2.3.9. Enhancing Retention and Transfer ... 25

CHAPTER3RESEARCHMETHODOLOGY ... 28

3.1. RESEARCH QUESTION ... 28

3.3. RESEARCH DESIGN ... 28

3.4. SITE ... 29

3.5. PARTICIPANTS ... 29

3.6. DATA COLLECTION TECHNIQUE ... 30

3.6.1. Observation ... 30

3.6.2. Interview ... 34

3.7. DATA ANALYSIS ... 35

3.7.1. Data from Observation ... 35

3.7.2. Data from Interview ... 36

CHAPTER4FINDINGSANDDISCUSSION ... 38

4.1 MENTORING PROCESS ... 38

4.1.1. Pre-observation Conference ... 41

4.1.2. Observation ... 45

4.1.3. Feedback Session ... 50

4.2STUDENT TEACHERS’BASIC TEACHING SKILLS DEVELOPMENT ... 56

4.2.4. Presenting Stimuli with Distinctive Feature... 64

4.2.5. Providing Learning Guidance ... 69

4.2.6. Eliciting Performance ... 72

4.2.7. Providing Feedback ... 75

4.2.8. Assessing Performance ... 77

4.2.9. Enhancing Retention and Transfer ... 80

CHAPTER5CONCLUSION ... 92

5.1 CONCLUSION ... 92

5.2 RECOMMENDATION ... 94

5.3 LIMITATION OF STUDY ... 95

5.4 SUGGESTION FOR FURTHER STUDY ... 96

REFERENCES ... 97

List of Tables

Table 2.1 Connecting readiness and style using the situational leadership ... 18

Table 3.1 Classroom Observation Schedule ... 32

Table 4. 1 Mentoring Stages Observation Check List ... 55

Table 4.2 Progress in Gaining Attention ... 57

Table 4.3 Progress in Informing Objective ... 61

Table 4.4 Progress in Stimulating Recall ... 63

Table 4.5 Progress in Presenting Stimuli ... 65

Table 4.6 Progress in Providing Learning ... 69

Table 4.7 Progress in Eliciting Performance ... 73

Table 4.8 Progress in Providing Feedback ... 75

Table 4.9 Progress in Assessing Performance ... 77

Table 4.10 Progress in Enhancing Retention and Transfer... 81

Figure 2.1 Mentoring Stage Scheme ... 12

Figure 2.2 Continua of Student Teachers' Readiness Level ... 15

CHAPTER 1

INTRODUCTION

This chapter sets out the background of the study, the research questions, and the purpose of the study as well as the significance and the scope of it. The clarification of the term used and the outline for the organization of this thesis are also highlighted.

1.1. Background

Mentoring has been used in most of teacher education programs especially when students are having teaching practice in real schools (Roberts, 1998; Darling-Hammond, 1998; Richards, 1998; Musthafa, 1995; Randall and Thornton, 2001; Bailey, 2006; Blasé, 2009; Malderez, 2009; Gebhart, 2009). Literatures reflect various responses of how mentoring process can help student teachers adjust their life as teachers and gradually develop their teaching skills. Some studies have been conducted which either finds that mentoring process is not influential to student

teachers’ teaching skills (see Andersen, 2009; Carpenter, 2009; and Egal, 2006;) or

very important to student teachers’ teaching skills development (see Tudge, 1990; Bailey, 2006; Blasé, 2009; Malderez, 2009; Randall and Thornton, 2001; Gagne,

Some authors stress how influential mentoring process to student teachers’ teaching skills development is depends on what mentor teachers and student teacher do in the process and in what circumstances mentoring process is conducted (Bailey, 2006, Randall and Thornton, 2001; Tudge, 1990; and Malderez, 2007). Randall and Thornton (2006) say that there are three steps that mentor teachers and student teachers should do in mentoring process, namely pre-observation conference, observation, and feedback session. They believe that if mentor teachers and student teachers do the steps frequently during teaching practice, student teachers’ basic teaching skills will be developed. However, Malderez (2007) proposed that to make mentoring process effective is not only depend on the how often it is conducted but also in what circumstances that it is conducted. He emphasizes effective mentoring process should be conducted in a supportive condition. He defines supportive is not only the matter of the situation but also the mentors themselves; only teachers who are willing to spend their time to mentor should be chosen to be mentor teachers.

The problem with mentor teachers is that they don’t always have time to mentor. Some mentor teachers are very busy so that they do not have enough time to conduct mentoring process as Randall and Thornton (2001) have proposed (Bailey, 2006). Another problem with mentoring process is that teachers who are chosen as mentors do not always capable to mentor. In constructivist perspective, Vygotsky in Tudge (1992) states that mentoring process is effective only if a less capable person is guided by a more capable peer or adult. If the adult is less capable, learning will not

happen and the result most likely will be a drawback (Tudge, 1992; Hadegaard, 1992; Gagne, 1992)

In Indonesian context, where teacher as profession is being developed, teaching practice is consider important especially to develop student teachers’ teaching skills so that they are ready to be professional teachers. However, based on

researcher’s observation, not all teachers have ability and capability to conduct effective mentoring. As a consequence, not all student teachers are able to develop their teaching skills even though they have been through teaching practice.

Some studies indicate that mentoring process can help student teachers develop their teaching skills as long as it is conducted frequently and mentors are capable to guide student teachers (Tudge, 1992; Bailey, 2006; Malderez, 2009; Blasé, 2009). Mentoring is also an important process to help student teachers grow as teachers, adjust the school context, and learn how to improve their teaching skills from the feedback from their mentor teachers.

Even though experts sets various condition to make effective mentoring, research about mentoring process and its connection to student teachers’ basic

teaching skills still doesn’t get enough attention. Thus, the present study focuses on investigating what happens in mentoring process and how this process can help

contribution to enlighten how mentoring to conduct effective mentoring process so it

can help student teachers’ basic teaching skils.

1.2. Research Questions

In relation to above background, this study attempted to address the following questions:

1. What do mentor teachers and student teachers do on mentoring process? 2. How can mentoring process help develop student teachers’ basic teaching skill?

1. 3. Purposes of the Study

Referring to the questions formulated above, the investigation was intended to meet the following purposes:

1. To find out what mentor teachers and student teacher do in mentoring process. 2. To investigate how the mentoring process can help develop student teachers’

basic teaching skill.

1. 4. Significance of the Studies

The result of this study will be of great contributions to three crucial aspects: theoretical, practical, and professional aspects. First, for the theoretical aspect, the

results of the study are hoped to enrich the literature of mentoring process and its later to give perspective about effective mentoring process so it can help student teachers develop their teaching skills especially in Indonesian context where professional teachers are being developed. Second, from the practical aspects, the result of finding out what happened in mentoring process can also provide some information regarding actual condition of how it can help student teachers develop their teaching skills. Last, from professional aspects, the result of this study are expectedly beneficial for mentor teachers and student teachers who are directly involved in mentoring process. The information can be used by mentor teachers as basic for guiding student teachers effectively so they can help student teachers teaching skills as well as by student teacher as basic for improving their teaching skills through mentoring process that has been conducted with their mentor teachers.

1. 5. Scope of the Study

This study, is like any other case studies, is concerned with a certain case that happens in certain context. The study dealt with the investigation of what mentor teachers and student teachers do in mentoring process and how this process can help

1. 6. Organization of the Thesis

This thesis is divided into five chapters. Chapter one is an introductory one giving the background discussion and overview of the study. It also introduces the research questions and considers the significance of the particular research. Meanwhile the literature review to understanding perceptions and the use of Bahasa Indonesia is presented in chapter two. Chapter three describes the research methodology and research design used in this study. In chapter four, data presentation and discussion are presented based on the research questions outlined in chapter 1. This thesis is concluded in chapter five in which it provides the conclusion of the thesis as well as recommendation for further research.

CHAPTER 3

RESEARCH METHODOLOGY

Some aspects of research methodology that are going to be discussed in this section are site and participants, research design, data collection methods, and data analysis methods.

3.1.Research Question

1. What do mentor teachers and student teachers do in mentoring process? 2. How can mentoring process help to develop student teachers’ basic teaching

skills?

3.2.Purpose of the Study

1. Investigating what mentor teachers and student teachers do in mentoring process.

2. Finding out how mentoring process can help to develop student teachers’ basic teaching skills.

3.3.Research Design

This study is qualitative because it was aimed to dig deeper mentoring process and how this process developed student teachers’ basic teaching skills. This research is a case study because it investigated a process (mentoring process and student

teacher’s teaching skill development), therefore it was consistent with the case study characteristic that Merriam (1991) proposed. Another characteristic that this study had in common with case study was the result of this study was only interpreted at the school where this study was conducted not for the purpose of generalizing.

3.4. Site

This study was conducted in one high school in Cirebon. This high school is chosen purposively because in terms of passing grade, it is included as one of favorite schools in Cirebon. Therefore, the researcher assumed that student teachers who were placed in this school faced a lot of challenges. They needed to have high pedagogical knowledge. Another reason why this school was chosen was because of its accessibility.

3.5.Participants

There were two kinds of participants in this research. The first group of participants was cooperating teachers—two females and one male—who were assigned to become mentors for student teachers. The second group of participants was four student teachers—all females—from one of university in Cirebon who were practicing teaching at this school. Each female cooperating teacher handled one student teacher and the male student teacher handled two student teachers. Mentor teachers were chosen by the school and student teachers were assigned by the university

3.6.Data Collection Technique

In order to avoid information bias during the research, triangulation was used in this study. Triangulation is basically the use of two or more data collection techniques (Wiersema, 1991; Cohen and Manion, 1994). The data collection techniques used in this study were observation and interview.

3.6.1. Observation

The observation that was conducted in this study was non-participant observation since the researcher’s rule was purely as an observer; she did not involve directly to the event that was being observed (Thomas, 2003).

The observation was focused on student teachers’ basic teaching skills. The instrument used to investigate student teachers’ basic teaching skills were based on Gagne’s (1992) nine events classroom instructions. These classroom instructions are the teaching phases where student teachers give different activities. They were used as instrument because it can be compatible with standard process. In standard process, teaching phases are divided into three major parts which are beginning, middle, and end. Each of the parts has its own activities.

Some of the activities in each standard process teaching phase are similar to Gagne’s nine classroom instruction. In opening phase, teacher’s task is to get students ready and review previous lesson, and tell students what they are going to learn. In Gagne’s nine events, the events are called gaining attention, stimulating

recall of previous learning, and informing the objective. The second part of teaching event in standard process is the middle phase or main activity. In the main activities, teachers’ tasks are to deliver materials to students, facilitate students’ learning, and give students chance to demonstrate their learning. In Gagne’s events, these events are called presenting material, guiding learning, and eliciting performance. The last part is ending part. In ending part, teachers assess students, give feedback, and give independent assignments. In Gagne’s events they were called providing informative feedback, assessing performance, and enhancing retention and transfer.

Another reason why Gagne’s classroom instruction event was used was because it is the most equivalent classroom instructions with Vygotsky’s constructivism. The first reason why Gagne’s nine events is more relevant is because it has the characteristics of constructivism theory. In constructivism theory that Vygotsky has proposed, teachers need to guide students learning by giving concrete examples which are close to students’ daily life (Hadegaard, 1990). By giving students concrete examples and evaluation, Hadegard (ibid.) claimed students will be able to master the material better than when they are left alone. Gagne’s nine classroom events also use the same principal. Most of Gagne’s events such as stimulating recall of prerequisite learning, presenting stimulus materials, providing leaning guidance, eliciting performance need teacher’s skill on giving examples and modeling that are related to students’ daily life. Another reason why Gagne’s nine classroom instruction events is used in this study is that, according to Fetherston

(2006), Gagne’s nine events of instruction provide a robust and useful conceptual guide not only to the event of instruction but also as a guide to planning the lesson.

The observations were conducted in a classroom where student teachers were teaching. To avoid biases and gain reliability of the research, each student teacher’s mentor was involved. Therefore, both researcher and mentor sat down together to observe the student teacher in the classroom and then compared the observation notes.

The observation was conducted as long as the student teachers practicing in the school for two months. However, because there were some school agendas, such as Ramadhan school and school camping, and Ied day holiday, the teaching and learning process was only effective for the last one month after student teachers were placed at the school. As a result, the observation for student teacher’s basic teaching skills development was conducted around sixteen times, four times for each participant. Below is the classroom observation schedule.

Table 3.1 Classroom Observation Schedule

No. Name Place of observation Time and date of

observation

1. Student teacher

A-Mentor teacher 1

Class 1.5 September 14, 2011 at

07.00 a.m.

2. Student teacher

B-mentor teacher 2

Class 1.2 September 16, 2011 at

3. Student teacher C-mentor teacher 3

Class 2 IPS 1 September 16, 2011 at

10.30 a.m.

4. Student teacher

D-mentor teacher 3

Class 2 IPS 3 September 23, 2011 at

07.30 a.m.

5. Student teacher

C-mentor teacher 3

Class 2 IPS 1 September 23, 2011 at

10.30 a.m.

6. Student teacher

A-mentor teacher 1

Class 1.6 September 30, 2011 at

07.30 a.m.

7. Student teacher

D-mentor teacher 3

Class 2 IPS 2 September 30, 2011 at

10.15 a.m.

8. Student teacher

B-Mentor teacher 2

Class 1.3 October 6, 2011 at

08.50

9. Student teacher

D-Mentor teacher 3

Class 2 IPS 1 October 7, 2011 at

08.45

10. Student teacher

A-mentor teacher 1

Class 1.5 October 7, 2011 at

10.20

11. Student teacher

B-mentor teacher 2

Class 1.2 October 14, 2011 at

08.45 a.m.

12. Student teacher

C-Mentor teacher 3

Class 2 IPS 1 October 14, 2011 at

10.30 a.m.

13. Student teacher

D-mentor teacher 3

Class 2 IPS 3 October 21, 2011 at

07.25

14. Student teacher

C-Mentor teacher 3

Class 2 IPS 1 October 21, 2011 at

10.00 a.m.

15. Student teacher

B-Mentor teacher 2

Class 1.3 October 22, 2011 at

07.25 a.m.

16. Student teacher

A-Mentor teacher 1

Class 1.5 October 22, 2011 at

09.00 a.m.

3.6.2. Interview

The interview was conducted to fill the lack of data in mentoring process. The interview was conducted two times. The first interview was conducted right after teaching practice was over. The second interview was conducted some times after teaching practice was over. The second interview was conducted to check mentor teachers and student teachers’ consistencies of what they said about mentoring process in their first interview and probe mentor teacher and student teachers memory about mentoring process.

Mentor teachers were interviewed to find out how they conducted the mentoring process such as, what they were talking about in pre-observe conference, what aspects of teaching they observed from student teachers, and what feedback they gave to their student teachers. From three cooperating teachers, only two were interviewed. Since one mentor teacher was failed to be interviewed, data for the third mentor teacher is gained through interviewing their student teachers. Student teacher C and student teacher D were interviewed about how they and their mentor teacher conducted mentoring process, what they talked about in pre-observation conference, how mentor teacher 3 observed them, and what suggestions that he gave in feedback session. To avoid biases, student teacher C and student teacher D were interviewed in a separated room. Student teacher A and student teacher B were interviewed to find out whether they stated the same thing as mentor teachers’ statement. The purpose of this interview was to check the how consistent student teachers and

3.7. Data Analysis

3.7.1. Data from Observation

Since there are two observations, the data analysis in this study was analyzed by using two frameworks. Data from observing mentoring was analyzed under the framework of Randall and Thornon (2001) model of mentoring. The data obtained by using this frameworks was around how mentors provided scaffolding to student teachers during mentoring process and whether student teachers developed their own knowledge during this process from time to time. The data from observation were categorized then interpreted (see appendix).

Data from observing student teachers’ basic teaching skills in the classroom were analyzed under the framework of Gagne’s nine events of instruction. Categorization in this observation is on how student teachers gain attention; inform the objective(s); stimulate recall of prerequisite learning; present stimulus materials; provide leaning guidance; elicit performance; and enhance retention and transfer.

The development of basic teaching skill were observed from time to time. Excerpts from the transcribed data were matched with Gagne’s nine classroom instructions. It was analyzed whether student teachers conducted the events or not. If they conducted the events, the way they conducted the events was analyzed to find out how close they did to the events. If the missed the events, the probable cause was analyzed and interpreted by using the observation excerpts (see appendix).

3.7.2. Data from Interview

The data from the interview were recorded. After recording the interview, the data were transcribed, coded, and categorized. The coding and categorizing were based on the criteria of mentoring process under Randal and Thornton (2001) framework of mentoring process (see appendix).

The instrument used to categorize the transcription was check lists. The indicators of the check list is based on Randall and Thornton’s (2001) adaptation of Kolb’s experiential learning. This instrument was used because it is consistent with constructivist framework.

The indicators used on observation checklist are how mentor teachers conducted pre-observation conference; observation, and feedback session. Based on Randall and Thornton (2001), in observation stage, mentor teachers have to discuss the use of principles to decide how principles may be applied in a situation, what targets are to be set for the lesson and what evidence of the student teachers would like the mentor to bring from the lesson. In the observation stage, mentor teachers should observe student teachers in terms of the way that student teachers have met the pre-agreed targets for the lesson and aspects the lesson which exemplify new areas of techniques/understanding which need to be addressed. In feedback session, mentor teachers have to guide the student teacher to reflect on the process using the evidence produced by observation concerning classroom skill and behaviors which need to be

improved and classroom happenings which lead to establishment of new way of thinking.

This chapter has presented research methodology that had been used in this research. The methodology includes research questions, purpose of the study, research design, sites, participants, data collection method, and data analysis.

CHAPTER 5 CONCLUSION

This chapter presents conclusion of the study. It consists of conclusion, recommendation, limitation of the study, and suggestion for further study

5.1Conclusion

This study has investigated what happened during mentoring process and how this process can help student teachers’ basic teaching skills. This study found that mentoring process in this study has big influence for student teachers’ development. Student teachers who underwent routine mentoring stages from the beginning until the end of teaching practice had positive outcome. Their teaching skills and competences got better in every performance. On the other side, student teachers who did not undergo routine mentoring stages from the beginning until the end of teaching practice did not have positive outcome. They tend to have inconsistent performance. In one performance they seemed better than the first time they taught but in the other time, their teaching performance was worse than the previous performance. Therefore, it can be said that student teachers who did not have frequent mentoring process did not develop their teaching skill and competence.

The major obstacle whether or not mentoring process is conducted comes from mentor teachers. Mentor teachers need to know how to conduct appropriate mentoring process from discussing planning with student teachers in pre-observation conference, observing mentor teachers in the classroom, until giving feedback after student teachers teaching in the classroom. In this study, mentor teachers who knew how to conduct mentoring process brought a positive outcome to the student teachers. Not only did student teachers develop their teaching skill but also these mentor teachers became the ideal mentor teachers for student teachers. What student teachers expected from their mentors in this study was that a mentor teacher who was able to guide them during teaching practice. They expected their mentor teachers to give suggestion on what they were going to do in the classroom and feedback after they finished teaching.

What mentor teachers expected from their student teachers was also important. Mentor teachers in this study expected their student teachers to be skillful and competence. A skillful and competence student teacher will be able to keep up with mentor teachers’ demand, for instance one mentor teacher wanted her student teachers designed a simple lesson for the students so that the students were able to comprehend the lesson easily. Sometimes student teachers had difficulties in fulfilling what mentor teachers wanted. Therefore, student teachers should be skillful and competence.

Mentor teacher-student teacher compatibility in this study also has influence in determining the effectiveness of mentoring process. Mentor teacher and student teacher who have good relationship will have a frequent mentoring process. It is because they understand each other. Mentor teachers understand their responsibility and run their role as mentor teachers. Student teachers know their responsibility as learners who are learning to teach from more experience teachers.

In this study, student teachers who did not fit to their mentor teachers were stagnant in term of teaching skill and competence. The primary cause of this incompatibility by a less responsible mentor teacher even though the student teachers’ competence and skill were also lacked. He skipped most of mentoring stages such as pre-observation conference and feedback session. Therefore student teacher who lack of teaching skill and competence could not learn from their mentor teacher.

5.2Recommendation

To bring mentoring process into a positive outcome, mentoring process should be conducted in a supportive system. Malderez (2009) noted that a conducive system is where mentors are given time to mentor and willing to spend some of their time to guide student teachers. Therefore, it is recommended for partner school (a school that is willing to be the place where student teacher from a university conduct teaching practice) to choose teachers who are willing to guide the student teachers and know how mentoring process should be conducted.

Since mentoring process involves both mentor teachers and student teachers, student teachers’ competency should also be a consideration. It is highly recommended for university to reconsider what student teachers should learn in the university so that they are ready to face the real teaching situation. It is also recommended for university to conduct a mentoring training for mentor teachers. It is because this study found that not all mentor teachers knew how to conduct mentoring process.

5.3Limitation of Study

Observation time was the primary limitation of this study. Teaching practice was conducted for around two and a half month. However in half of teaching practice period, teaching and learning process was not effective because of fasting month and Ied holiday. As a result time for observation was only around one month. Therefore, researchers who are interested in conducting this type or research should allocate and arrange the time better.

Classroom observation was conducted when student teachers performed in the classroom. The observation for one student teacher was always conducted in the same classroom so that the result was less varied. It is better for future research to observe different classroom for each student teachers.

The participants of this study consist of mentor teachers from one school and student teachers from one university. As a result, the result of this study could not be

generalized in a wider scope. To make a generalization in a wider scope, it is better if the next study take participants from different schools and universities.

5.4Suggestion for Further Study

Further study concerns in what student teachers should be able to do is still needed. In this study, student teachers’ preparation is not included in this study. What students learned during their study at the university and how their learning make them ready to face the real teaching situation is also needed because it relates to student teachers skills and competence.

This study did not see how successful student teachers’ performances were from their students’ perspective; therefore, it is suggested that for further research the researcher need to see how successful student teachers’ performances were from students’ point of view.

This chapter has presented the conclusion of the study. The conclusion also includes recommendation, limitation of study, and suggestions for further study.

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generalized in a wider scope. To make a generalization in a wider scope, it is better if the next study take participants from different schools and universities.

5.4Suggestion for Further Study

Further study concerns in what student teachers should be able to do is still

needed. In this study, student teachers’ preparation is not included in this study.

What students learned during their study at the university and how their learning make them ready to face the real teaching situation is also needed because it relates to student teachers skills and competence.

This study did not see how successful student teachers’ performances were

from their students’ perspective; therefore, it is suggested that for further research the

researcher need to see how successful student teachers’ performances were from students’ point of view.

This chapter has presented the conclusion of the study. The conclusion also includes recommendation, limitation of study, and suggestions for further study.

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