Research Background Research Problems

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

C. Problem Limitation