Student teachers of English Language Education Study Program`s perception on the role of supervising teacher and supervising lecturer in Program Pengalaman Lapangan.

STUDENT TEACHERS OF ENGLISH LANGUAGE

EDUCATION STUDY PROGRAM’S PERCEPTION ON THE

ROLE OF SUPERVISING TEACHER AND SUPERVISING

LECTURER IN PROGRAM PENGALAMAN LAPANGAN

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Anastasia Pramita Student Number: 071214094

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DE PART MENT O F LANGUAGE AND ARTS E DUCATIO N FACULT Y O F TE ACHERS TRAI NING AND E DUCATIO N

SANATA DH ARMA UNIVE RSIT Y Y O G Y A K A R T A

i

STUDENT TEACHERS OF ENGLISH LANGUAGE

EDUCATION STUDY PROGRAM’S PERCEPTION ON THE

ROLE OF SUPERVISING TEACHER AND SUPERVISING

LECTURER IN

PROGRAM PENGALAMAN LAPANGAN

ASARJANA PENDIDIKANTHESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree

in English Language Education

By

Anastasia Pramita Student Number: 071214094

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DE PART MENT O F LANGUAGE AND ARTS E DUCATIO N FACULT Y O F TE ACHERS TRAI NING AND E DUCATIO N

SANATA DH ARMA UNIVE RSIT Y Y O G Y A K A R T A

ii

ASarjana PendidikanThesis on

STUDENT TEACHERS OF ENGLISH LANGUAGE

EDUCATION STUDY PROGRAM’S PERCEPTION ON THE

ROLE OF SUPERVISING TEACHER AND SUPERVISING

LECTURER IN

PROGRAM PENGALAMAN LAPANGAN

By

Anastasia Pramita Student Number: 071214094

Approved by

Advisor

Date Agustinus Hardi Prasetyo, S.Pd., M.A. 6thJuly 2012

iii

ASarjana PendidikanThesis on

STUDENT TEACHERS OF ENGLISH LANGUAGE

EDUCATION STUDY PROGRAM’S PERCEPTION ON THE

ROLE OF SUPERVISING TEACHER AND SUPERVISING

LECTURER IN

PROGRAM PENGALAMAN LAPANGAN

By

Anastasia Pramita Student Number: 071214094

Defended before the Board of Examiners on 17thJuly 2012

and Declared Acceptable Board of Examiners

Chairperson : C. Tutyandari, S.Pd., M.Pd. ... Secretary : Drs. Barli Bram, M.Ed., Ph.D. ... Member : Ag. Hardi Prasetyo, S.Pd., M.A. ... Member : Made Frida Yulia, S.Pd., M.Pd. ... Member : Drs. Barli Bram, M.Ed., Ph. D. ...

Yogyakarta, 17thJuly 2012

Faculty of Teachers Training and Education Sanata Dharma University

Dean,

v

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, 17thJuly 2012 The Writer

Anastasia Pramita 071214094

vi

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Anastasia Pramita Nomor Mahasiswa : 071214094

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

STUDENT TEACHERS OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM’S PERCEPTION ON THE ROLE OF SUPERVISING

TEACHER AND SUPERVISING LECTURER INPROGRAM PENGALAMAN LAPANGAN

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta

Pada tanggal: 6 Juli 2012 Yang menyatakan

vii ABSTRACT

Pramita, Anastasia. (2012). Student teachers of English Language Education Study Program’s perception on the role of supervising teacher and supervising lecturer in Program Pengalaman Lapangan. Yogyakarta: Sanata Dharma University.

Supervising teacher and supervising lecturer in Program Pengalaman Lapangan have a very important role for student teachers. It is because supervising teacher and supervising lecturer are close to student teachers during PPL process. That is why student teachers’ perception on the role of supervising teacher and supervising lecturer is very important. Through their perception they are able to evaluate supervising teacher and supervising lecturer performances in guiding and helping student teachers to be good teachers in PPL. There are two research problems in this research 1) What is student teachers’ perception on the role of supervising teacher and supervising lecturer in PPL? 2) What is student teachers’ suggestion on the role of supervising teacher and supervising lecturer in PPL in order to help supervising teacher and supervising lecturer improve thei role in guiding student teachers during PPL process?

To answer the research questions, the researcher used survey research. The researcher took 40 respondents, seventh semester student teachers of English Language Education Study Program who have just finished PPL from academic year 2008/ 2009. The researcher obtained the data by using a questionnaire and an interview as the research instruments. The questionnaire consisted of 16 closed-ended questions and 3 open-closed-ended questions. The questionnaire used Likert Scale to measure how strong student teachers’ perception on the role of supervising teacher and supervising lecturer. The interview was conducted to verify the questionnaire result and to dig out further information.

The result of the research showed that student teachers’ perception on the role of supervising teacher and supervising lecturer was good. There were also some bad perceptions of it but just 3 out of 16 roles of supervising teacher and supervising lecturer. From this research, the researcher can know what is needed by student teachers from the supervising teacher and supervising lecturer.

The student teachers gave some recommendation for supervising teacher and supervising lecturer. Most of them talked about lack of time allocated by supervising lecturer. Besides, they also give suggestion for other student teachers who are going to take PPL to prepare them well and to be more active during PPL.

viii ABSTRAK

Pramita, Anastasia. (2012). Student teachers of English Language Education Study Program’s perception on the role of supervising teacher and supervising lecturer in PPL.Yogyakarta: Universitas Sanata Dharma.

Guru pamong dan dosen pembimbing memiliki peran yang sangat penting bagi praktikan saat PPL. Hal ini dikarenakan guru pamong dan dosen pembimbing menjadi orang yang paling dekat dengan praktikan saat program PPL berlangsung. Oleh karena itu persepsi praktikan tentang peran guru pamong dan dosen pembimbing sangatlah penting untuk mengevaluasi kinerja guru pamong dan guru pembimbing dalam membimbing dan membantu praktikan berproses menjadi seorang guru yang baik selama PPL. Ada dua rumusan masalah yang dikaji dalam penilitian ini: 1) Bagaimana persepsi praktikan terhadap peran guru pamong dan dosen pembimbing selama PPL? 2) Saran apa sajakah yang diberikan oleh praktikan kepada guru pamong dan dosen pembimbing supaya mereka dapat meningkatkan perannya dalam mendampingi praktikan selama PPL berlangsung?

Untuk menjawab rumusan masalah tersebut, peneliti menggunakan penelitian survey. Peneliti mencari 40 mahasiswa Pendidikan Bahasa Inggris semester 7 angkatan 2008 yang baru saja menyelesaikan PPL. Peneliti mengambil data dengan menggunakan kuisioner dan wawancara sebagai instrumen penelitian. Kuesioner terdiri dari 16 pertanyaan tertutup dan 3 pertanyaan terbuka. Kuesioner menggunakan Skala Likert untuk mengukur seberapa kuat persepsi praktikan terhadap peran guru pamong dan dosen pembimbing di PPL. Wawancara diadakan untuk memverifikasi hasil kuesioner dan untuk menggali info yang lebih dalam.

Hasil dari penelitian menunjukkan bahwa persepsi praktikan terhadap peran guru pamong dan dosen pembimbing PPL sangat bagus. Memang ada beberapa persepsi buruk tetapi hanya ada 3 dari 16 peran guru pamong dan dosen pembimbing. Dari penelitian ini kita juga bisa mengetahui apa yang sebetulnya praktikan butuhkan dari guru pamong dan dosen pembimbing.

Para praktikan memberi saran kepada guru pamong dan dosen pembimbing. Kebanyakan dari mereka membahas tentang minimnya waktu yang diberikan oleh dosen pembimbing. Tak hanya itu mereka juga memberi masukan kepada praktikan yang baru akan mengambil PPL supaya lebih mempersiapkan diri lagi dan lebih aktif selama PPL.

ix

ACKNOWLEDGEMENTS

Thanks God, finally I could finish this thesis. First of all, I would like to give my deepest gratitude to Jesus Christ and Mother Mary who have accompanied me in time of difficulty.

Second, my biggest gratitude goes to Agustinus Hardi Prasetyo, S.Pd., M.A, my advisor. I thank him for his guidance, patience, and support in guiding me finishing this thesis. My gratitude also goes to all PBI lecturers and staff, who have given me valuable lessons and experiences during my study at Sanata Dharma University. My appreciation also goes to all the staff in the library for helping me so much in finding books and references.

For the seventh semester student teachers, academic year 2008 of English Language Education Study Program, I thank them for allocating their time to participate in the process of collecting the data. Without them, the research would not be conducted. For Alfonsus Rinardi Rintardo, S.Pd and Rieta Anggraheni, S.Pd, I thank them for allocating their time as my proof readers.

I would like to thank my beloved parentsBapakFransiscus Indarna,Ibu Caecilia Sudasriwati and my brother Adek Paskalis Devian Kristy for their love, prayer, support and patience.

To my dearest friends: Trek, Fendi, Gwen, Nissa, Indah, Wendi, Borrowed Beauty Team, my KKN and PPL group, and all year 2007 student teacher. I thank them for unforgettable moments we have experienced and shared together.

x

TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

PERNYATAAN PERSETUJUAN PUBLIKASI... vi

ABSTRACT ... vii

ABSTRAK... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... x

LIST OF TABLES ... xiii

CHAPTER I. INTRODUCTION A. Research Background ... 1

B. Research Problems ... 2

C. Problem Limitation ... 2

D. Research Objectives ... 3

E. Research Benefits ... 3

xi

CHAPTER II. REVIEW OF RELATED LITERATURE 8

A. Theoretical Description ... 8

1. Perception ... 8

2. Factors Influencing Perception ... 9

3. The Relationship between Perception and the Ways of Human Thinking and Learning... 10

4. Program Pengalaman Lapangan... 10

4. The Job Descriptions of Supervising Lecturers... 10

5. The Job Descriptions of Supervising Teachers ... 14

B. Theoretical Framework ... 16

CHAPTER III. RESEARCH METHODOLOGY 19 A. Research Method ... 19

B. Research Setting ... 20

C. Research Participants/ Subjects ... 20

D. Instruments and Data Gathering Technique ... 21

E. Data Analysis Technique ... 24

F. Research Procedure ... .. 25

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION 26 A. Student Teachers of English Language Education Study Program’s Perception on the Role of Supervising Teacher and Supervising Lecturer in PPL ... 26

xii

1. Data presentation ... 26

a. Data presentation of the questionnaire ... 27

b. Data presentation of the interview ... 30

2. Discussion ... 34

B. Student Teachers’ Suggestions on the Role of Supervising Teacher and Supervising Lecturer in PPL ... 40

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS 43 A. Conclusions ... 43

B. Recommendations ... 44

REFERENCES 47 APPENDICES 49 Appendix 1 Questionnaire ... 50

Appendix 2 Questionnaire Result ... 52

xiii

LIST OF TABLES

Table Page

3.1 Questionnaire Blueprint ... 22

3.2 Interview Blueprint ... 23

3.3 Questionnaire Result Analysis ... 24

1

CHAPTER I INTRODUCTION

Chapter 1 presents the introduction of the study. This chapter consists of six sections; they are research background, problem formulation, problem limitation, research objectives, research benefits, and definition of terms.

A. Research Background

As students who later on will be teachers, student teachers in Faculty of Teachers Training and Education of Sanata Dharma University are given so many fruitful things in order to develop their teaching skills and prepare them to be good teachers. For example, they must follow some subjects which are important in developing their teaching skills. One of those subjects isProgram Pengalaman Lapangan(PPL).

In PPL student teachers practice how to be good teachers such as making the teacher’s administration book and teaching in the real class. By doing this kind of program, student teachers are expected to be good teachers in which they have already faced the real teacher’s world. The problem is, sometimes there are some unpredictable things happening duringPPL. Supervising lecturer cannot observe student teachers because of some important activities, supervising teacher give them so many tasks to do, or student teachers do not know how to communicate

with their supervising teacher and the supervising lecturer so that they become confused about what they are going to do.

That is why the researcher would like to make a research on student teachers of English Language Study Program’s perception on the role of supervising teacher and supervising lecturer in Program Pengalaman Lapangan in order to help supervising teacher and supervising lecturer to optimize their role in guiding student teachers inPPLso that student teachers can prepare themselves to be good teachers.

B. Research Problems

Based on the background, there are two questions formulated in this research.

1. What is student teachers’ perception on the role of supervising teacher and supervising lecturer in theirPPL?

2. What are student teachers’ suggestions on the role of supervising teacher and supervising lecturer inPPLin order to help them to improve their role in guiding student teachers during PPL process?

C. Problem Limitation

Since the researcher would like to conduct research on student teachers of English Language Education Study Program’s perception on the role of supervising lecture and supervising teacher, the focus of this research is student teachers of English Language Education Study Program’s (especially student

teachers on the seventh semester who have already takenPPL course) perception on the role of supervising lecturer and supervising teacher.

This research, once again, focuses on the role of supervising lecturer and supervising lecturer which is directly related to student teachers based on the task of supervising lecturer and supervising teacher provided on PPL manual book Pedoman Pelaksanaan Program Pengalaman Lapangan (FKIP, 2007).

D. Research Objectives

This research is conducted in order to find:

1. student teachers’ perception on the role of supervising teacher and supervising lecturer duringPPL;and

2. student teachers’ suggestions on the role of supervising teacher and supervising lecturer inPPLin order to help them to improve their role in guiding student teachers during PPL process.

E. Research Benefits

The findings of this research are expected to be beneficial for:

1. Student teachers of English Language Education of Sanata Dharma University

This research provides information about what actually the task of supervising teacher and supervising lecturer are, based on Pedoman Pelaksanaan Program Pengalaman Lapangan, a manual book of PPL which is made by Teachers Training and Education Faculty of Sanata Dharma University in 2007.

Besides, this research also provides the role of the supervising teacher and the supervising lecturer in the real situation based on student teachers’ perception. Student teachers’ perception will be varied from the negative up to the positive one based on their experiences in PPL. The student teachers on this thesis not only give their perception but also their suggestions to supervising teacher, supervising lecturer and thePPLprogram.

By reading this thesis, student teachers who are going to take PPL can know about the role of supervising teacher and supervising lecturer. So they can ask their right which must be fulfilled by supervising lecturer and supervising teacher. Besides, if supervising teacher and supervising lecturer cannot do their role in helping student teachers as stated on their job description based on PPL’s manual book because of other academic business, in this thesis the student teachers can find some solutions by reading the experiences of student teachers who have finished theirPPL.

2. Lecturers (especially in English Language Education Study Program of Sanata Dharma University) who often become supervising lecturer in_PPL

This research has mentioned the problem formulation in the beginning of this chapter which is formulated to find out student teachers’ perception on the role of the supervising teacher and the supervising lecturer, and students teachers’ suggestion on the role of the supervising teacher and the supervising lecturer.

By conducting the research which can answer those two questions, the lecturer is expected to know and understand what is actually needed by the student teachers during their PPL. This research also helps the lecturer recall their

duty during PPL such as helping the student teachers reach their goal; teaching English in the real situation. The researcher understands that a lecturer has many tasks to do, but as she/he has already given the duty as a supervising lecturer for PPLstudents, of course the lecturer must cooperate well with the students. Beside knowing her/his task in PPL and knowing what is actually students’ expectation, by reading this thesis the supervising lecturer can also know many solutions given by the student teachers if the lecturer cannot do some of their tasks. For example, the lecturer did not have enough time for the student to consult their progress. On this research one of the student teachers said that they still can use technology for example by using e-mail.

3. Teachers who often become supervising teacher of_PPLstudents

This research expects the teacher to know and understand what is actually needed by the students during their PPL (students’ expectation on the role of the lecturers). Supervising teacher can know what exactly his / her role in PPL is and the teacher can also know many suggestions and solutions from the students in many different problems which occur in school.

F. Definition of Terms

For the sake of avoiding misunderstanding, the researcher provides some definition of terms used in this study.

1. Perception

Based on Suparinah (1986), perception is an active process in which a person views a stimulus together with his experiences, motivation and attitudes.

Another researcher, Sternberg (1988, p.8), defines perception as “the way human perceives the world. Furthermore it is the ability to see, hear, or understand things; awareness.” Robbins (2001) also defined perception as a process by which individuals organize and interpret their sensory impressions in order to give meaning on their environment. From all of the definitions above it means that perception is what comes in human mind as the result of their experiences about something. In this study, perception refers to what comes to student teachers’ mind about their supervising lecturer and supervising teacher in PPL based on what they knew, saw, felt, and experienced duringPPLprocess.

2. Role

In this study, role is the way supervising teacher and supervising lecturer involving themselves to guide and help student teachers duringPPLprocess. 3. Program Pengalaman Lapangan (PPL)

In this study, PPL (KPE 369) or Program Pengalaman Lapangan is a program which is designed to make the student teachers practice in order to have complete and integrated teaching skills (FKIP, 2007, p. 7).

4. Supervising Teacher

In this study, supervising teacher is an English teacher who is pointed by the school to accompany and help student teachers of English Education Study Program duringPPLin a school where the teacher works.

5. Supervising lecturer

In this study, supervising lecturer is a lecturer of English Language Education Study Program who is pointed by the faculty as a supervising lecturer for some student teachers who are doingPPL.

6. Student teacher

In this study, student teachers are students who study at English Language Education Study Program of Sanata Dharma University and have already finished or have been doingPPL.

8 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses the related literature as the reference theories for the study on this research as has been explained before on Chapter I. On this review of related literature, there are two parts which will be discussed; they are theoretical description and theoretical framework.

A. Theoretical Description

In this section, the theories that are mainly discussed are the theories of perception, factors influencing perception, the relationship between perception and the ways of human thinking and learning, PPL, and the job descriptions of supervising teachers and supervising lecturers inPPL.

1. Perception

As has been explained on the definition of term in Chapter I, in this study perception is what comes in human mind as the result of their experience (including what people see, hear and understand) about something. Szilagyi and Wallace (1980, p. 70) said “Perception is defined to process by which individuals attend to incoming stimuli, organize and then interpret such stimuli into a message that in turn indicates an appropriate action and behavior”. Robbins (2001) also explained perception as a process by which individuals organize and interpret their sensory impressions in order to give meaning on their environment.

2. Factors influencing perception

According to Altman (1985, p..86-91), there are four factors which influence human’s perceptions. Those are:

a. Selection of stimuli

People have so many stimuli in their brain, but actually they cannot absorb all of those stimuli into opinion. People need to go for the appropriate stimuli to be what is called view. Selection is the process of focusing only on small number of stimuli. The reason why people perceive things differently is because each person selects specific cues and screens out of others.

b. Organization of stimuli

After the information has undergone the screening process, it must be arranged to be meaningful. The mind tries to bring order out of the disorganized sensory data by selecting particular items and putting them together in a meaningful way that is based on experience.

c. The situation

A situation affects what a person perceives. Perceiving a situation accurately is also related to how well a person organizes behavior to situations. d. Self-concept

Self-concept is the way we perceive and feel about ourselves. The way we see ourselves affects our perceptions to the world around us.

3. The relationship between perception and the ways of human thinking and learning

By knowing what is perception and the factors influencing it, we can now move to the relationship between perception and the ways of human’s thinking and learning. Based on Merleau (1962, p...3-5), on his book named Phenomenology of Perception, perception can happen when someone experienced something by himself or herself. It means that perception comes from someone’s experience. They have already felt, hear, or experience something by themselves so that they can make a perception on it.

Robbins (2001, p. 2) says that,” perception can also be defined as conscious mental process of observing, viewing, responding and understanding, in which someone gives a meaning on the stimulus he receives.” It means that perception is something comes in human’s mind about something which has a direct relation to the ways of human thinking about something.

4. Program Pengalaman Lapangan (PPL)

Program Pengalaman Lapangan (PPL) was designed in order to train student teachers so that they can have integrated teacher skills (FKIP, 2007, p. 7). Hence, student teachers are given so many tasks to do at schools where they are doing their PPL. Those tasks are the same with the real teacher task such as teaching in the real class, and making the teachers’ administration book.

5. The job descriptions of supervising lecturers

There are twelve job descriptions for supervising lecturers, based on Pedoman Pelaksanaan Program Pengalaman Lapangan(FKIP, 2007, p. 15).

a. Giving instructions to student teachers before doing theirPPL

As it is the first time student teachers practice teaching outside the university, supervising lecturers should tell student teachers what they should do during PPL process. This instruction is important because it is related to the way student teachers do their PPL.

b. Transferring student teachers to the school

Supervising lecturers should come to school to transfer student teachers there. It is because supervising lecturers represent the faculty to entrust student teachers at the school where student teachers are going to practice.

c. Explaining the faculty’s principles aboutPPLto the school

It is important to explain the faculty principles about PPL to the school because student teachers are doing the PPL based on guideline made by the faculty. The guideline is entitled Pedoman Pelaksanaan Program Pengalaman Lapangan. The book will give enough explanation aboutPPLto student teachers, supervising lecturers, supervising teachers and the school.

d. Monitoring student teachers’ activities and holding some meeting for consultation periodically

Even though the supervising lecturers have given instructions in the beginning, student teachers need guidance during the PPL process. Therefore, supervising lecturers can hold some meeting for consultation periodically in order to monitor the progress of student teachers (four times at the minimum).

e. Being the representative of the faculty to handle problems which appear during PPL

Supervising lecturers are the representative of the faculty during the PPL process. It means that if there is a problem occurs during the PPL process, supervising lecturers should represent the faculty to solve the problem.

f. Doing observation to student teachers’ teaching practice one time at the minimum.

Supervising lecturers should observe student teachers’ teaching practice at least once. Observation is important because the result of the observation being one of the considerations on students’ assessments.

g. Helping the Study Program Coordinator for PPLto get data to give certificate to whoever helping the student teachers duringPPLat school

Supervising lecturers are the representative of the faculty. So, supervising lecturers should help the Study Program Coordinator for PPL to get data during the PPL process to give a certificate to whomever helping student teachers at school.

h. Asking all assessment instruments which have already filled by the supervising teachers and the school’s head master

Supervising lecturers are the one who later on decide student teachers’ final mark. Therefore, supervising lecturers should ask all instruments which have already filled by supervising teachers and the school’s head master in order to student teachers’ assessment at school.

i. Taking back student teachers from school and giving the certificate on the D-day

In the beginning, supervising lecturers represent the faculty to entrust student teachers at school. At the end, supervising lecturers also represent the faculty to take back student teachers from school and give the certificate to supervising teachers and the school.

j. Having the responsibility on thePPL’s report of their students

PPL’s report becomes one of considerations to measure student teachers achievement after the PPL process. Therefore, supervising lecturers should ensure that student teachers collect their PPL’s report and then check it.

k. Holding a spoken test about thePPL’s report

Supervising lecturers can hold spoken test to their student teachers after student teachers give their final report to their supervising lecturers. The spoken test is intended to gain much more student teachers’ experiences and improvements in their teaching skill after the PPL process finished.

l. Deciding student teachers’ final mark.

Even though during the PPL process student teachers more often communicate with their supervising teachers, but the one who will decide student teachers’ final mark is supervising lecturers. Supervising lecturers can decide the final mark through some observations, supervising teachers’ evaluation sheet, student teachers’ lesson plan, spoken test, and also student teachers’ final report.

6. The job descriptions of supervising teachers

There are eleven job descriptions for supervising teachers based on Pedoman Pelaksanaan Program Pengalaman Lapangan(FKIP, 2007, p.12). a. Helping student teachers recognize the school situation and the subject that will

be taught

Student teachers do not know how the school situation and the subject that will be taught. Therefore, supervising teachers can help them to recognize the school situation, the students, and the subject that will be taught before starting the PPL process.

b. Giving explanations to student teachers on the activities they must do during PPLat school

Supervising teachers must explain what student teachers should do during the PPL process. Student teachers activities during PPL process are teaching, making the teachers’ administration book, and making the lesson plan.

c. Guiding the student teachers to arrange thePPL’s programs

Supervising teachers should guide student teachers to arrange the PPL’s programs. It is because supervising teachers are responsible for whatever student teachers do at school.

d. Helping the student teachers prepare the equipments needed duringPPL

In PPL, supervising teachers are the closest person for student teachers. Therefore, everytime student teachers need help supervising teachers should help them, for example helping them prepare the equipments to teach in the class.

e. Giving the student teachers a learning model to be observed

Teaching in the real class is different compared to micro teaching. Therefore, student teachers need a learning model before they teach in the real class. Hence, supervising teachers should give student teachers a learning model to be observed.

f. Giving task to student teachers and helping them to make a lesson plan, and syllabus.

At school, supervising teachers are the one who give instructions on what student teachers should do during PPL. The instructions include giving tasks to student teachers to make some lesson plans and syllabuses. Therefore, supervising teachers should help student teachers to do those tasks.

g. Monitoring and evaluating the student teachers’ teaching practice

At school, supervising teachers has bigger role to help student teachers during the PPL process than supervising lecturers. Supervising lecturers may observe student teachers just once, but supervising teachers should monitor and evaluate student teachers directly after teaching in the class.

h. Supervising the student teachers directly after the teaching practice

Student teachers need feedback after their teaching practice in order to improve their teaching skill. Therefore supervising teachers should supervise student teachers directly after the teaching practice.

i. Monitoring the student teacher’s activities duringPPL

Supervising teachers are the one who have responsibility during student teachers doing their PPL at school. Therefore everyday supervising teachers should monitor student teachers activities.

j. Giving all the assessment instruments to the supervising lecturers

Student teacher’s final mark is decided by supervising lecturers. So, supervising teachers should give all the assessment instruments to the supervising lecturers as one of considerations.

k. Checking thePPLreport which was made by student teacher

The PPL’s report is one of considerations on student teachers assessments. Therefore supervising teachers should check it first before student teachers give the report to the school and to their supervising lecturers.

B. Theoretical Framework

This research is a study on student teachers of English Language Education Study Program’s perception on the role of supervising teachers and supervising lecturers in Program Pengalaman Lapangan (PPL). The researcher looked for some facts about everything related to perception. There are many factors which can affect someone’s perception. First, as the researcher has provided about those facts on the theoretical description, there are some factors influencing perception. Based on Altman (1985, pp. 86-91), there are four factors which can influence perception; those are selection of stimuli, organization of stimuli, the situation, and self-concept. The four things mentioned above are related to the human itself,

especially human brain. As has been explained on the theoretical description, there are many stimuli in our brain which can catch much informations when people are doing something. Those informations then are chosen by their brain which can make different result to other people, because their brain may choose different stimuli one to another. There are two other things that can influence someone’s perception; they are situation and self-concept. So, the researcher can conclude that different characters and situation of someone may affect his/ her perception on something.

After knowing all things that can affect someone’s perception, the researcher now discusses the relationship between perception and the ways of human thinking and learning. As has already provided on the theoretical description, Robbins has stated clearly about that case. The researcher concludes that after people receive some information in their brain, they can make such an interpretation resulted in their perception which then affects human’s ways of thinking. As has already stated clearly about what perception is, the factors influencing perception and the relationship between perception and the ways of human thinking and learning, the researcher then tried to look for student teachers’ perception on the role of supervising teachers and supervising lecturers by using Likert Scale provided in the questionnaires and interview in order to know whatever affected student teachers’ perception on that.

Next, after knowing factors which can affect perception and the relationship between perception and the ways of human thinking and learning, now the researcher will start to discuss each role of student teacher, supervising

teachers and supervising lecturers. It has stated clearly on Pedoman Pelaksanaan Program Pelaksanaan Lapangan, that student teachers, supervising lecturers and the supervising teachers have their own job descriptions inPPL.The book entitled Pedoman Pelaksanaan Program Pelaksanaan Lapangan is used as a guideline what are actually the supervising teachers, the supervising lecturers and student teacher should do inPPL. As the comparator, the researcher also included the role of student teachers in PPL. There is one role clearly stated on PPL’s book that student teachers must consult the syllabus and lesson plan to the supervising teachers and supervising lecturers. It means that not only supervising teachers and supervising lecturers who have responsibility to help student teachers but student teachers also must help themselves by come to supervising teachers and supervising lecturers. In this research not all of the roles of supervising teachers and supervising lecturers will be included on the research because as has been stated on the limitation of the study that this study is only focused on the role of supervising teachers and supervising lecturers which is directly related to student teachers. For supervising teachers, ten out of eleven job descriptions would be included in this research. For supervising lecturers, five out of twelve job descriptions would be included in this research because those roles are directly related to student teachers.

19

CHAPTER III

RESEARCH METHODOLOGY

This chapter gives information on how this study is conducted. There are six parts on this chapter; research method, research participants, research instruments, data gathering technique, data analysis technique, and research procedure.

A. Research Method

Since the aim of this research was to find out student teachers’ perception on the role of the supervising lecturers and the supervising teachers in PPL, the method which was used to gain the data was descriptive research. According to Ary, et al (2002, p.381) “Descriptive research studies are designed to obtain information concerning the current status of phenomena.”

In doing this research, the researcher conducted a survey. The survey included two main instruments in collecting the data; questionnaire and interview as stated by Sprinthall, Schumutte and Sirois (1991, p.93) that “survey research is designed to collect information from samples by using questionnaire and interview”. The guideline of making the question insides the questionnaire and interview on the role of supervising teachers and supervising teachers was taken from PPL’s manual book, Pedoman Pelaksanaan Program Pengalaman Lapangan. The researcher looked for student teachers’ perception on the role of

the supervising lecturers and the supervising lecturers in order to find student teachers’ perception on the role of supervising teachers and supervising lecturers in PPL, student teachers’ suggestion on the role of supervising teachers and supervising lecturers inPPLand to find solution on some issues happened inPPL

such as when supervising teachers and supervising lecturers could not do some of their tasks.

B. Research Setting

The research was conducted in two different sections. The first one was held on 21st November 2011. On this day the data was obtained in the form of questionnaire. The second research was held on 15th December 2011. On this second research, the data was obtained in the form of focused interview.

C. Research Participants/ Subjects

In order to get the data, the researcher used sample survey because some of the student teachers were still doing PPL and have not finished PPL yet. Sample survey is ‘a study that studies only a portion of the population’ (Ary, et al, 2002). The researcher used purposive sampling to look for the respondents of the questionnaire. According to Cohen “in purposive sampling, researchers handpick the cases to be included in the sample on the basis of their judgement of their typicality, in this way, they build a sample that is saticfactory to their specific needs” (2000, p. 103). In this research, the researcher pick-up forty student teachers, academic year 2008/ 2009, who have just finished PPL as the

respondents of the questionnaire. For the interview section, the researcher used convenience sampling (or it is sometimes called accidental or opportunity sampling) to look for the respondents. According to Cohen ‘convenience sampling involves nearest individuals to serve as the respondents, or the researcher simply chooses the sample from those to whom she/ he has easy access’ (2000, p. 102). In this research, the researcher took four student teachers as the interviewee.

D. Instruments and Data Gathering Technique

In order to collect possible data for answering two questions on this research, instruments are needed. Warga (1983, p.107) stated that perceptions are based on past experiences. The questionnaire and the interview are the instruments to gain the information relate to facts, feelings, and so on (Ary, et al, 1999, p.173). Therefore, on this research, the researcher used two instruments; questionnaire and interview. Each of the instruments contained questions which are suitable to answer the two basic questions this research is going to find out. 1. Questionnaire

The first instrument used in this study was questionnaire. The researcher used questionnaires in order to get student’s perception on the role of supervising teachers and supervising lecturers in PPL. There were nineteen questions which elaborated two basic questions on this study. Based on Ary, et al (1979, p.178) “Questionnaires are two types: structure or closed form, and unstructured or opened form”. The researcher used closed-ended questions (which could be

answered by choosing strongly agree, agree, disagree and strongly disagree) and open-ended questions which could be answered based on their opinion. All of the statements on this questionnaire were taken from PPL’s manual book Pedoman Pelaksanaan Program Pengalaman Lapangan (FKIP, 2007). This questionnaire consisted of two parts; Part A consisted of sixteen statements on the role of supervising teachers and supervising lecturers in order to look for student teachers’ perception on the role of supervising teachers and supervising lecturers in PPL, Part B consisted of three open-ended questions on student teacher expectation towards supervising teachers and supervising lecturers, their evaluation towards their supervising teachers and supervising lecturers in PPL, and student teachers’ suggestion.

Table 3.1 Questionnaire Blueprint No. Questions Description

1. Part A 1 to 11

These eleven questions gathered information about student teachers’ perception on the role of supervising teachers in PPL

2. Part A 12 to 16

These five questions gathered information about student teachers’ perception on the role of supervising lecturers inPPL.

3. Part B 1 to 2

These questions gathered information about student teachers’ perception on the role of supervising teachers and supervising lecturers by giving score. 4. Part B

3

This question gathered information about student teachers’ suggestions for supervising teachers and supervising lecturers.

2. Interview

The second instrument used by the researcher was interview. There were thirteen questions that must be answered. The researcher used this instrument in order to get deeper data from the students on their experiences, perception, suggestion and many things related to the role of the supervising teachers and supervising lecturers inPPL.

Table 3.2 Interview Blueprint No. Questions Description

1. 1 to 2 These questions gathered information about student teachers’ background inPPL.

2. 4, 5 These questions gathered information about student teachers’ activities and experiences inPPL.

3. 3, 6, 7, 8, 9, 10,11,12

These questions gathered information about student teachers’ perception on the role of supervising teachers and supervising lecturers inPPL

4. 13 This question gathered information about student teachers’ suggestion for supervising teachers,

supervising lecturers, other student teachers andPPL

program in the future.

The first technique used by the researcher to gain the data was questionnaire. The questionnaires were distributed to forty student teachers of English Language and Education Study Program academic year 2008 who have finished PPL. The researcher distributed the questionnaires on Monday at 10 o’clock at campus cafeteria where student teachers always spend their time after

attending SPD (Service Program Design) class on the fourth floor of Sanata Dharma University’s administrative building.

The second technique used by researcher was interview. The researcher took four random samples from forty student teachers who had answered the questionnaire sheet. The interview was recorded by using sound recorder.

E. Data Analysis Technique

The data was collected from the questionnaires and the interview. Then, all of the data must be analyzed. The result of the closed questions would be shown in the form of percentage. Afterwards, the result (in the form of percentage) would be divided or classified into some categories. The result of the open questions would be discussed per item to complement the data needed to answer research questions on this research. The researcher also used formula

q = to analyzed the data in the form of grade. stands for the ‘mean’, _Ʃx

stands for the total score andNstands for the amount of student teachers.

Table 3.3 Questionnaires Analysis

No. Statement Strongly Disagree

(%)

Disagree

(%)

Agree

(%)

Strongly Agree

F. Research Procedure

First, the researcher decided the subject of the study and after that she made the problem formulation. In order to answer the research questions, the researcher designed a set of questionnaires and interview in order to get further data. After that, the researcher scheduled the time to distribute the questionnaire. The next step was distributing the questionnaires to the respondent, forty student teachers of English Language Education Study program academic year 2008 who have just finished PPL. After collecting all of the questionnaires, the researcher provided the questionnaire result in the form of percentage. Finally, the researcher held an interview by choosing four random student teachers. Then, the researcher used the result of the questionnaires and interview to answer three basic answers in order to find what student teachers of English Language Education Study Program’s perception on the role of supervising teachers and supervising lecturers in PPL is. The interview result was used in order to get further data and complement the result of the questionnaire.

26

CHAPTER 1V

RESEARCH RESULTS AND DISCUSSIONS

This chapter presents detailed information about the data gathered in this study. The discussion involves data analysis based on the research questions: what student teachers’ of English Language Study Program’ perception on the role of supervising teachers and supervising lecturers in PPL is, and what student teachers’ suggestion on the role of supervising teachers and supervising lecturers inPPLis .

A. Student Teachers of English Language Education Study Program’s Perception on the Role of Supervising teachers and Supervising lecturers inPPL

In order to answer the research questions, the researcher used questionnaire and interview. The questionnaire items which were used to answer the first research question (what student teachers’ of English Language Study Program’ perception on the role of supervising teachers and supervising lecturers in PPLis) were Part A and the interview items which were used to answer this research question was number three up to number 12.

1. Data Presentation

The researcher used two instruments, interview and questionnaire. Therefore the data would be divided into two parts. The first part is the data

presentation of the questionnaire and the second part is the data presentation of interview.

a. Data Presentation of the Questionnaire

In this study, the questionnaire consisted of 16 items. The purpose of questionnaire here was to find out whether supervising teachers and supervising lecturers carried out their role or not. The questions on this questionnaire were based on Pedoman Pelaksanaan Program Pengalaman Lapangan (FKIP, 2007) page 12 and page 15 which consisted of job description of supervising lecturers and supervising teachers. The researcher focused on the role of supervising lecturers and supervising teachers related to the activities of student teachers in school during PPL, so some roles provided on the book was not included in this questionnaire. For supervising teachers there were ten job descriptions included and for supervising lecturers there were five job descriptions included on the questionnaire. There were four responses to be chosen on the questionnaire: 1. Strongly Disagree (SD), 2. Disagree (D), 3. Agree (A), and 4. Strongly Agree (SA). The following table showed the percentage result of part A:

Table 4.1 The Percentage Result of Questionnaire Part A

No. Statements SD

(%) D (%) A (%) SA (%)

1 The supervising teacher explained to you about the situation in the school and the subject that will be taught.

0 15 45 40

2 The supervising teacher explained about

what you should do duringPPL. 0 7.5 67.5 25 3 The supervising teacher guided you in

arranging the programs. 2.5 25 65 7.5 4 The supervising teacher helped you to

prepare the equipments needed duringPPL. 5 45 32.5 17.5 5 The supervising teacher gave you a learning

model to be observed. 2.5 20 62.5 15 6 The supervising teacher gave you some tasks

to do, such as giving the students home work, etc.

10 20 42.5 27.5 7 The supervising teacher helped you to make

the lesson plan, syllabus, etc. 17.5 22.5 50 10 8 The supervising teacher monitored and

evaluated your teaching practice. 0 7.5 52.5 40 9 The supervising teacher supervised you

directly after your teaching practice. 5 20 60 15 10 The supervising teacher monitored your

activeness duringPPL. 10 25 42.5 22.5 11 The supervising teacher checked your final

report. 7.5 22.5 47.5 22.5

12 The supervising lecturer gave instructions to

you before you do thePPL. 7.5 17.5 60 15 13 The supervising lecturer monitored your

activities and held some meetings for consultation periodically.

2.5 52.5 40 5 14 The supervising lecturer observed your

teaching practice. 7.5 15 55 22.5

15 The supervising lecturer checked all of your

report. 5 40 40 15

16 The supervising lecturer gave you an oral

On this part, the researcher used this kind of answer rather than yes-no, in order to gain further data. By using Likert Scale; strongly agree, agree, disagree and strongly disagree, the researcher not only wanted to know whether the supervising teachers and the supervising lecturers did their role or not, but also could know how deep the supervising teachers and the supervising lecturers involved themselves in their role.

From the result of the questionnaires, the researcher categorized the result as follows:

Strongly disagree : Student teachers really sure that the supervising teachers or the supervising lecturers never did the role.

Disagree : The supervising teachers or the supervising lecturers did not do the role.

Agree : The supervising teachers or the supervising lecturers did the role.

Strongly Agree : The supervising teachers or the supervising lecturers did the role very well.

The researcher also looked for student teachers’ perception on the role of the supervising teachers and the supervising lecturers by asking them to give score to the supervising teachers and the supervising lecturers from 1 to 10 (Questionnaire Part B number one and two). 1 meant very bad and 10 meant very good. The researcher then looked for the meanand categorized the mean into five classifications:

1 – 2.8 = very bad perception 2.9 – 4.6 = bad perception 4.7 – 6.4 = enough perception 6.5 – 8.2 = good perception 8.3 - 10 = very good perception

Question number one asked student teachers to give score to the role of supervising teachers. From forty student teachers, they gave various score based on their perception ranged from 1-10, the total score was 315 and from this total score the researcher looked for the mean by using = _ and the mean was 7.875. This mean was categorized as good perception. So in student teachers’ perception, the role of supervising teachers inPPLwas good.

Question number two asked the student teacher to give score to the role of supervising lecturers. From forty student teachers, they gave various score based on their perception range from 1-10, the total score was 292.5 and from this total score the researcher looked for the mean by using = _ and the mean was 7.3125. This mean was categorized as good perception. So in student teachers’ perception, the role of supervising lecturers inPPLwas good.

b. Data Presentation of Interview

There were eight out of the 13 questions which would be used to answer what the role of supervising teachers and supervising lecturers was. Those questions were number three, six, seven, eight, nine, 10, 11, and 12.

Question number three asked student teachers about their experiences during the PPL process related to their supervising teachers and supervising

lecturers. Three out of four student teachers said that their supervising teachers gave them a big help during the PPL process such as give them many advises, easily to be contacted, and friendly while all of them said that their supervising lecturers did not give them significant help during the PPL process.

Question number six asked student teachers whether supervising teachers or supervising lecturers helped them solve their problem or not and two out of four student teachers told that supervising teachers usually gave them advices; while the other student teachers told that he/she did not consult their problem to their supervising teachers or supervising lecturers and tried to solve it by themselves.

Question number seven asked student teacher on the role of supervising teachers and supervising lecturers that could not be fulfilled by supervising teachers and supervising lecturers. All of the interviewees had the same answer that supervising teachers and supervising lecturers did not observe them. Supervising lecturers was too busy so that he/ she could not match the schedule with student teachers’ teaching practice, while the supervising teachers sometimes did not observe student teachers in order to make them become more independent and because the supervising teachers had other important business to do.

Question number eight asked about when the student teachers want to meet the supervising teachers and what they were talking about. Two of them held daily meeting with the supervising teachers while the other two held meeting before their teaching practice. Those who held the meeting every time before their teaching practice discussed the teaching material and how to handle the student as

quoted by the researcher: “I always meet my teacher before I start my teaching practice in order to ask the teaching material for today’s lesson” (Student teacher 1) and “I meet the supervising teachers before I teach in order to discuss how to get student’s attention at class” (Student teacher 3). Two other student teachers who met the supervising teachers everyday usually discussed everything with the supervising teachers except their teaching practice, as quoted from the interview sheet one of the student teachers said “I shared everything that I felt and experienced in PPL” (Student teacher 2), while the other one said that she often discussed some matters outside the teaching practice.

Question number nine asked the student teacher when they met the supervising lecturers and what they discussed. Most of them were seldom met with their supervising lecturers. The student teachers usually met the supervising lecturers not more than 2- 3 times during PPL. They usually met only on the beginning and the end of the PPL to discuss about the observation schedule, ask for the supervising lecturers’ signature and discuss thePPLreport.

Question number 10 asked the student teacher whether they had difficulties to communicate with the supervising teachers or not, and how they tried to solve the problem. From 4 student teachers, all of them said that there was no communication problem between them and supervising teachers. They could easily communicate with the supervising teachers both inside and outside school. When the supervising teachers were not at school, the student teacher could communicate with the supervising teachers by sending an SMS (Short Message Service) or by phone.

Question number 11 asked the student teacher whether they had difficulties to communicate with the supervising lecturers or not, and how they tried to solve the problem. From four student teachers, 2 of them said that it was difficult to meet the supervising lecturers.

It was hard to match my schedule with the lecturer’s. In a week we just met 2-3 times because I must came to the school where I did PPL in the morning and attend another class at Sanata Dharma University in the evening. (Student teacher 2)

Even though, the student teacher had difficulties to meet the supervising lecturers but she could communicate with the supervising lecturers by phone or SMS and made an appointment to meet, then. Another student teacher also had difficulty to communicate with the supervising lecturers because in the beginning ofPPL, her supervising lecturers were on duty to another city for several months. There was no communication at all. When the supervising lecturers were off of the duty, the student teachers directly asked for signature and gave the PPL report. Even though there was no communication at all, but the supervising lecturers still observed her from the student teacher’s lesson plan and evaluation sheet from the teacher. Two other student teachers did not find difficulties to communicate with the supervising lecturers. They usually sent a SMS to the supervising lecturers, made an appointment, and then came to meet the supervising lecturers by him/ herself or together with the other student teachers.

Question number 12 showed about student teacher’s perception on the role of the supervising teachers and supervising lecturers in PPL. From four student teachers all of them agreed that the supervising teachers did their role better than the supervising teachers. It could be proven by their argument ‘Supervising

teachers is quiet helpful and often give me guidance whether the supervising lecturers seldom to give me advice because she was busy’ (Student teacher 1). It meant that for student teachers, the supervising teacherss were quite helpful for them while most of the supervising lecturerss were busy with other business.

2. Discussion

After getting the data presentation, the researcher then analyzed the data from the results of the questionnaire with the result from the interview in order to answer the first research question; what is student teachers’ perception on the role of supervising teachers and supervising lecturers in PPL was, as follows.

Supervising teachers explained to student teachers about the situation in the school. From the data of the questionnaire, 45% out of 40 student teachers agreed that their supervising teachers did this role and 40% agreed that their supervising teachers did this role very well. This result was also complemented by interview result from question number three in which one of student teachers said that she got many guidance and instructions from her supervising teachers. Based on the result of the questionnaire and the interview, it could be inferred that most of supervising teachers explained to student teachers about the situation in the school.

Supervising teachers explained about what student teachers should do during PPL. From the result of the questionnaire 6.5% student teachers agreed that their supervising teachers did this role and 25% student teachers agreed that their supervising teachers did this role very well. This result was complemented by interview result from question number three. “My supervising teacher was

graduated from Sanata Dharma University so she gave me many guidance and instructions in PPL” (Student teachers 2) and “My supervising teacher gave me instructions on how to teach and how to control the students” (Student teacher 3). Based on the result of the questionnaire and the interview, it could be inferred that most of supervising teachers explained about what student teachers should do duringPPL.

Supervising teachers guided student teacher in arranging the programs during PPL. Based on the result of the questionnaire 65% out of 40 student teachers agreed that their supervising teachers did this role and 7.5% agreed their supervising teachers did this role very well. This result was complemented by the interview result from question number 3 “My supervising teacher gave me many guidance and instructions” (Student teacher 2) and from question number 14 “My supervising teacher was quite helpful for me in which she often gave me instructions” (Student teacher 1). Based on the result of the questionnaire and the interview, it could be inferred that most of supervising teachers guided student teacher in arranging the programs duringPPL.

Supervising teachers helped student teachers prepare the equipments needed during PPL. Based on the result of the questionnaire, 45% out of 40 student teachers disagreed with this statement and felt that supervising teachers did not do this role. This result was complemented by interview result that none of student teachers said that supervising teachers helped them in preparing the equipments needed during PPL. From the interview result, it could be inferred

that most supervising teachers did not directly help student teachers in preparing all the equipments needed inPPL.

Supervising teachers gave student teachers a learning model to be observed. Based on the data of the questionnaire, 62.5% out of 40 student teachers agreed that their supervising teachers did this role and 15% agreed that their supervising teachers did this role very well. The interview result from question number three complemented this fact “In the first week, my supervising teacher had private business and was absent from school for a week, so I taught every day in a week after 3 times of observation” (Student teacher 1). From this statement it could be inferred that supervising teachers gave enough learning model to be observed by student teachers.

Supervising teachers gave student teachers some tasks to do such as giving the students homework. Based on the data of the questionnaire 42.5% out of 40 student teachers agreed that their supervising teachers did this role and 27.5% agreed that their supervising teachers did this role very well. The interview result from question number 4 showed that student teachers were given many tasks by supervising teachers such as teaching, making lesson plans, making report, and substituting teachers who were absent to teach in the class. One of the student teachers said that “My supervising teacher asked me to make lesson plans for three years, and after I had finished this task, I could start to teach in the class” (Student teacher 2). From the date resulted from questionnaire and interview, it could be inferred that supervising teachers gave enough tasks for student teachers inPPL.

Supervising teachers helped student teachers make the lesson plan and syllabus. Based on the data of the questionnaire, 50% out of 40 student teachers agreed that their supervising teachers did this role and 10% agreed that their supervising teachers did this role very well. The interview result from question number 8 showed that student teacher often came to their supervising teachers in order to consult about the teaching material and the lesson plan. Based on the result of the questionnaire and interview, it could be inferred that supervising teachers helped student teacher make the lesson plan, syllabus, and other teaching guidelines.

Supervising teachers monitored and evaluated student teachers teaching practiced. Based on the data of the questionnaire, 52.5% out of 40 student teachers agreed that their supervising teachers did this role and 40% agreed that their supervising did this role very well. The interview result showed that 2 out of 4 student teachers always came to meet their supervising teacher everyday and 2 of them always came to meet their supervising teacher every time they were going to teach. Based on the result of the questionnaire and the interview, it could be inferred that supervising teachers monitored and evaluated student teachers’ teaching practice frequently.

Supervising teachers supervised student teachers directly after their teaching practice. Based on the data of the questionnaire, 60% out of 40 student teachers agreed that their supervising teachers did this role and 15% agreed that their supervising teachers did this role very well. The interview result showed that there was none of student teacher who said that their supervising teachers did not

supervise them directly after their teaching practice. Based on the percentage result of the questionnaire and the interview, it could be inferred that most of supervising teachers supervised student teachers directly after their teaching practiced.

Supervising teachers monitored student teachers activities during PPL. Based on the data of the questionnaire, 42.5% out of 40 student teachers agreed that their supervising teachers did this role and 22.5% agreed that their supervising teachers did this role very well. The interview result of number 8 showed that two out of four student teachers came to meet their supervising teacher everyday and the other two came to meet their supervising teachers every time they were going to teach. Based on the result of the questionnaire and the interview, it could be inferred that the frequency of supervising teachers and student teachers met each other was high, so supervising teachers could directly monitor and evaluate student teachers’ activities duringPPL.

Supervising teachers checked student teachers’ final report, 47.5% out of 40 student teachers agreed that supervising teachers did this role and 22.5% agreed that supervising teachers did this role very well. The interview result from question number 8 also showed that in the end of PPL, student teachers came to supervising teachers for consulting and discussing their PPLreport. Based on the result of the questionnaire and the interview, it could be inferred that supervising teachers checked student teachers’ final report.

Supervising lecturers gave instructions on what student teachers should do inPPLbefore they did thePPL. Based on the questionnaire result, 60% out of 40

student teachers agreed that supervising lecturers did this role and 15% student teachers agreed that supervising lecturers did this role very well. So, it could be inferred that most of supervising lecturers gave instructions to student teachers before they did thePPL.

Some supervising lecturers did not monitor student teachers’ activities and did not hold some meetings periodically. Based on the data of the questionnaire, 2.5% out of 40 student teachers were really sure that their supervising lecturers never did this role and 52.5% agreed that their supervising lecturers did not do this role. The interview result from question number seven showed that supervising lecturers never came to school and did not observe student teachers. Question number nine of the interview also showed that student teachers were seldom met with their supervising lecturers. Three out of four student teachers said that they only came to their supervising lecturers in the beginning and in the end ofPPL. Based on the result of the questionnaire and the interview, it could be inferred that most of supervising lecturers did not monitor student teachers’ activeness and did not hold some meetings for consultation periodically inPPL.

Supervising lecturers observed student teachers teaching practice. Based on the data of the questionnaire, 55% out of 40 student teachers agreed that their supervising lecturers did this role and 22.5% agreed that their supervising lecturers did this role very well. The interview result from question number eleven showed that one of student teachers was observed by his supervising lecturers through his lesson plan and his supervising teachers’ evaluation sheet. Based on the result of the questionnaire and the interview, it could be inferred that most of

supervising lecturers observed student teachers teaching practice directly, but some of them observed student teachers teaching practice by using media such as lesson plan and teacher’s evaluation sheet.

Supervising lecturers checked all of student teachersPPLreport. Based on the data of the questionnaire, 40% out of 40 student teachers agreed that their supervising lecturers did this role and 15% agreed that their supervising lecturers did this role very well. The interview result from question number 9 showed that PPL report was one of matters which usually discussed by student teachers and supervising lecturers. Based on the result of the questionnaire and the interview, it could be inferred that most of supervising lecturers checked all of student teachers PPLreport and some of them did not do this role.

Most supervising lecturers did not give an oral test about student teachers PPL report. Based on the data of the questionnaire, 22.5% out of 40 student teachers really sure that their supervising lecturers never did this role, and 60% agreed that their supervising lecturers did not do this role. It could be inferred that most of supervising teachers did not give an oral test to student teachers.

B. Student Teachers’ Suggestions on the Role of Supervising teachers and Supervising lecturers inPPLin order to improve their Role

On the questionnaire, questions which were used to look for student teachers’ suggestion on the role of supervising teachers and supervising lecturers was Part B number three.

The third question or the last question on the open-ended questionnaire asked the student teachers their suggestion for the supervising lecturers, supervising teachers and the PPL committee for the nextPPL and the researcher concluded the answer become 21 answers (See Appendix 2). It meant that from forty student teachers some of them had the same suggestions with other student teachers.

Question in the interview which was used to answer this research question was question number 13 or last question of the interview. Question number 13/ last question showed about student teacher suggestion for the other student teachers who have not taken PPL, supervising teachers, supervising lecturers and PPL committee for the next PPL program. For the supervising lecturers, the student teacher hoped that the supervising lecturers could allocate more time, monitor the process ofPPLby themselves, give more attention to student teacher’ activities inPPL, and be more active. For the student teacher, they should prepare themselves well before and during PPL and be more active. Last, for the PPL’s committee should have a good communication with the school because there was a complaint that there was no guidance for the supervising teachers to give evaluation to student teacher.

Based on the data gathered from the questionnaire and the interview it could be inferred that there were some suggestions from student teachers. Supervising lecturers should allocate more time to observe them and monitor their activities in PPL, and supervising lecturers should communicate with student

teachers by using media such as e-mail or SMS rather than no communication at all.

43

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions of the study and recommendations for student teachers of English Language Study Program of Sanata Dharma University, supervising teachers and supervising lecturers in PPL, and for other researchers.

A. Conclusions

After discussing and analyzing the research data and findings in Chapter IV, the researcher provided the conclusions about student teachers’ perception on the role of the supervising teacher and supervising lecturer inPPL, and suggestion from the student teachers on the role of the supervising lecturer and teacher for betterPPLin the future.

Based on Pedoman Pelaksanaan Program Pengalaman Lapangan (FKIP, 2007), there were five roles of supervising lecturer and 10 roles of supervising teacher which were directly related to student teachers. For supervising lecturer three out of five roles got good perception from student teacher while two of it got bad perception. Roles which got good perception meant that supervising lecturer did that role, while roles which got bad perception meant that supervising lecturer did not do that role. In this research, student teachers gave solutions to some cases happened inPPLrelated to their supervising lecturer, but of course the role which

- Giving appropriate tasks to the students. - Giving explanation to the school about PPL.

Appendix 3: Interview Result

1.) PPL semester berapa?

- 7

- 7

- 7

- 7

2.) Blok atau sebaran?

- Blok

- Blok

- Sebaran

- Blok

3.) Bagaimana pengalaman Anda selama PPL? Apakah ada yang paling berkesan? (terutama yang berhubungan dengan guru pamong dan dosen pembimbing)

- Seminggu pertama langsung ditinggal guru satu minggu, jadi langsung ngajar full selama satu minggu setelah observasi 3x

- Guru pamong lulusan sadhar jd udah tau prosedur, banyak dapet bimbingan dan pengarahan

- Guru: mengarahkan mahasiswa cara mengajar, mengontrol siswa. Dosen: biasa aja

- Guru: enak. Nyaman. Nggak macem2

4.) Apa sajakah yang Anda lakukan selama PPL?

- Ngajar, bikin RPP, piket di hall-perpus-UKS, buat laporan

- Membuat RPP 3 tahun, setelah slesai baru boleh praktek

- Piket, nggantiin guru piket, ngedarin absen, ngajar, ikut rapat dengan guru

- Nyampul buku, ngajar kelas kosong, ngerjain laporan. Ngajar

5.) Selama PPL apakah ada kendala dan bagaimana cara mengatasinya?

- Kalo ngajar sering nggak ada persiapan coz guru sering menelfon untuk mengajar mendadak

- Mengajar di kelas reguler en RSBi.. minder ngajar di kelas RSBI karna mreka terlalu keren untuk anak SMP. Kritis

- Ngajar. Kelas akuntansi. Anaknya ribut pdhl cm 16 siswa. Pas guru mengajar jg nggak diperhatiin

- Berusaha mengatasi dengan praktikan lain yang juga PBI

- Metode. Game atau apa aja yg menarik perhatian

- Frekuensi mengajar ditambah supaya lebih terbiasa

6.) Apakah guru pamong atau dosen pembimbing Anda memberikan solusi untuk mengatasi masalah tersebut?

- Guru: perluas wawasan

- Guru: kasih materi praktek nggak cm teori, bawa bentuknya.. misal vocab

- Nggak konsultasi. Cm konsul ma temen

7.) Dari peran2 dibawah ini, manakah yang tidak dilakukan oleh guru pamong atau dosen pembing Anda? Apakah ada solusi dari mereka? Bagaimana Anda menyikapi hal tersebut? (dari tugas guru dan dosen di buku panduan PPL)

- Dosen: nggak dateng ke sekolah, nggak observasi(four student teachers)

8.) Kapan biasanya Anda ingin bertemu dengan guru pamong dan apa yang biasanya didiskusikan?

- Kalo mau ngajar, sehari sebelum ngajar, tanya materinya apa

- Setiap hari..

- Setiap hari, ada atau nggak ada masalah

- Setiap sebelum ngajar

- Materi untuk ngajar

- Semua hal yang dialami en rasakan selama PPL, setiap hari dipantau

- Masalah murid. Perhatian murid ke guru.

- Masalah tehnis. Diluar ngajar.

9.) Kapan biasanya Anda ingin bertemu dengan dosen pembimbing dan apa sajakah yang sering Anda diskusikan dengan dosen pembimbing?

- Nggak sering. Plg cm masalah laporan ma diskusi RPP

- Bikin janji kapan mau dinilai, cm sekitar 2-3 kali

- Jarang ketemu.. paling mentok pas mau nyusun jadwal penilaian. Minta tandatangan

- Jarang. Cuma awal dan akhir

10.) Apakah selama PPL ada kesulitan berkomunikasi dengan guru pamong? Bagaimana cara mengatasinnya?

- Lewat sms pas diluar atau ketemu langsung.

11.) Apakah selama PPl ada kesulitan berkomunikasi dengan dosen pembimbing? Bagaimana cara mengatasinnya?

- Janjian lewat telfon/ sms, dosen kasih waktu, trus ktemu

- Ya. Susah menyesuaikan jadwal. Dalam 1 minggu cm 2-3 kali.sibuk ma PPL en kuliah

- Susah.. soalnya awal PPL dosennya sudah pergi lama beberapa bulan.. nggak ada komunikasi, pulang2 cm minta tanda tangan en ngurus laporan.. diobserve lwat RPP en lembar penilaian dr guru

- Sms. Appointment. Ketemu

- Biasanya langsung datang dengan teman2 yg lain. Sms mau ktemu.

12.) Bagaimana tanggapan Anda tentang peran dari guru pamong dan dosen pembimbing selama PPL?

- Guru: lumayan membantu, sering kasih pengarahan, dosen: kadang kasih masukan.. tpi frekuensi banyak guru coz dosen sibuk

- Guru: bagus. Selalu memantau. Dosen: nggak begitu

- Gurnya komunikasi. Pas laporan dikumpul banyak yg kurang matchu: bagus, mendukung mahasiswa. Dosen: kurang ad

- Guru: bagus. Dosen: karna ada kuliah jd nggak trlalu kliartan

13.) Apakah ada saran untuk mahasiswa, guru pamong, dosen pembimbing, dan atau program PPL itu sendiri di masa yang akan datang?

- Untuk panitia PPL di dekanat biar komunikasi dgn sekolah, dikritik coz nggak ada panduan buat guru2 tentang penilaian, dosen supaya meluangkan lebih banyak waktu

- Dosen kalau bisa memantau.. gmana proses PPL kita berjalan.

- Mahasiswa lebih nyiapin segala sesuatunya, jangan mendadak, supaya nggak gugup. Dosen: lebih merhatiin kegiatan mahasiswa. Jadi

supaya dosen bisa memberi nilai sendiri mahasiswa yang ada di lapangan

- Dosen lebih aktif. Mahasiswa juga. Soalnya mahasiswa kadang malu dan males.

vii ABSTRACT

Pramita, Anastasia. (2012). Student teachers of English Language Education Study Program’s perception on the role of supervising teacher and supervising

lecturer in Program Pengalaman Lapangan. Yogyakarta: Sanata Dharma

University.

Supervising teacher and supervising lecturer in Program Pengalaman

Lapangan have a very important role for student teachers. It is because

supervising teacher and supervising lecturer are close to student teachers during PPL process. That is why student teachers’ perception on the role of supervising teacher and supervising lecturer is very important. Through their perception they are able to evaluate supervising teacher and supervising lecturer performances in guiding and helping student teachers to be good teachers in PPL. There are two research problems in this research 1) What is student teachers’ perception on the role of supervising teacher and supervising lecturer in PPL? 2) What is student teachers’ suggestion on the role of supervising teacher and supervising lecturer in PPL in order to help supervising teacher and supervising lecturer improve thei role in guiding student teachers during PPL process?

To answer the research questions, the researcher used survey research. The researcher took 40 respondents, seventh semester student teachers of English Language Education Study Program who have just finished PPL from academic year 2008/ 2009. The researcher obtained the data by using a questionnaire and an interview as the research instruments. The questionnaire consisted of 16 closed-ended questions and 3 open-closed-ended questions. The questionnaire used Likert Scale to measure how strong student teachers’ perception on the role of supervising teacher and supervising lecturer. The interview was conducted to verify the questionnaire result and to dig out further information.

The result of the research showed that student teachers’ perception on the role of supervising teacher and supervising lecturer was good. There were also some bad perceptions of it but just 3 out of 16 roles of supervising teacher and supervising lecturer. From this research, the researcher can know what is needed by student teachers from the supervising teacher and supervising lecturer.

The student teachers gave some recommendation for supervising teacher and supervising lecturer. Most of them talked about lack of time allocated by supervising lecturer. Besides, they also give suggestion for other student teachers who are going to take PPL to prepare them well and to be more active during PPL.

viii ABSTRAK

Pramita, Anastasia. (2012). Student teachers of English Language Education Study Program’s perception on the role of supervising teacher and supervising

lecturer in PPL.Yogyakarta: Universitas Sanata Dharma.

Guru pamong dan dosen pembimbing memiliki peran yang sangat penting bagi praktikan saat PPL. Hal ini dikarenakan guru pamong dan dosen pembimbing menjadi orang yang paling dekat dengan praktikan saat program PPL berlangsung. Oleh karena itu persepsi praktikan tentang peran guru pamong dan dosen pembimbing sangatlah penting untuk mengevaluasi kinerja guru pamong dan guru pembimbing dalam membimbing dan membantu praktikan berproses menjadi seorang guru yang baik selama PPL. Ada dua rumusan masalah yang dikaji dalam penilitian ini: 1) Bagaimana persepsi praktikan terhadap peran guru pamong dan dosen pembimbing selama PPL? 2) Saran apa sajakah yang diberikan oleh praktikan kepada guru pamong dan dosen pembimbing supaya mereka dapat meningkatkan perannya dalam mendampingi praktikan selama PPL berlangsung?

Untuk menjawab rumusan masalah tersebut, peneliti menggunakan penelitian survey. Peneliti mencari 40 mahasiswa Pendidikan Bahasa Inggris semester 7 angkatan 2008 yang baru saja menyelesaikan PPL. Peneliti mengambil data dengan menggunakan kuisioner dan wawancara sebagai instrumen penelitian. Kuesioner terdiri dari 16 pertanyaan tertutup dan 3 pertanyaan terbuka. Kuesioner menggunakan Skala Likert untuk mengukur seberapa kuat persepsi praktikan terhadap peran guru pamong dan dosen pembimbing di PPL. Wawancara diadakan untuk memverifikasi hasil kuesioner dan untuk menggali info yang lebih dalam.

Hasil dari penelitian menunjukkan bahwa persepsi praktikan terhadap peran guru pamong dan dosen pembimbing PPL sangat bagus. Memang ada beberapa persepsi buruk tetapi hanya ada 3 dari 16 peran guru pamong dan dosen pembimbing. Dari penelitian ini kita juga bisa mengetahui apa yang sebetulnya praktikan butuhkan dari guru pamong dan dosen pembimbing.

Para praktikan memberi saran kepada guru pamong dan dosen pembimbing. Kebanyakan dari mereka membahas tentang minimnya waktu yang diberikan oleh dosen pembimbing. Tak hanya itu mereka juga memberi masukan kepada praktikan yang baru akan mengambil PPL supaya lebih mempersiapkan diri lagi dan lebih aktif selama PPL.