The microtheacing students` teacher personal efficacy and its influence on their motivation to be teachers - USD Repository

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

THE MICROTEACHING STUDENTS’ TEACHER PERSONAL

EFFICACY AND ITS INFLUENCE ON THEIR MOTIVATION

TO BE TEACHERS

A SARJANA PENDIDIKAN THESIS

  

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  by Dionysius Prabawa

  Student Number: 051214152

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

2011

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

THE MICROTEACHING STUDENTS’ TEACHER PERSONAL

EFFICACY AND ITS INFLUENCE ON THEIR MOTIVATION

TO BE TEACHERS

A SARJANA PENDIDIKAN THESIS

  

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  by Dionysius Prabawa

  Student Number: 051214152

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

2011

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

DEDICATION PAGE

  I dedicate this thesis to

  

  My beloved Bapak

  

  My beloved broth

  

  My lovely and dea

  

  All of my friends esis to: apak and Ibu rothers and sisters dearest partner iends

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

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 references, as a scientific paper should.

  nd

  Yogyakarta, September 22 , 2011 The Writer

  Dionysius Prabawa 051214152 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

  Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Dionysius Prabawa Nomor Mahasiswa : 05 1214 152 Demi pengembangan ilmu pengetahuan, saya memberikan karya ilmiah saya yang berjudul:

  

THE MICROTEACHING STUDENTS’ TEACHER PERSONAL

EFFICACY AND ITS INFLUENCE ON THEIR MOTIVATION TO BE

TEACHERS

  kepada:

  

Perpustakaan Universitas Sanata Dharma

  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 saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 22 September 2011 Yang menyatakan Dionysius Prabawa

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT

  Prabawa, Dionysius. 2011. The Microteaching Students’ Teacher Personal

  

Efficacy and Its Influence on their Motivation to be Teachers . Yogyakarta:

English Language Education Study Program, Sanata Dharma University.

  Teaching, nowadays, is expected to be effective; thus the learning goals can be achieved successfully. However, teaching is not an effortless activity. Teaching needs proper methods and techniques which suit to the learners’ need and characteristics to attain the effective teaching (Richards and Rodgers, 1986). Furthermore, effective teaching also needs proper teacher behaviour.

  However, effective teaching can be influenced by teacher efficacy. Teacher efficacy is the belief that teaching and the teacher himself can bring about changes in learners’ achievement (Ashton and Web, 1986). Teacher personal efficacy can also be viewed as source of motivation. As teacher personal efficacy derives from teacher’s cognition, it can be called as internal factor of motivation. Basically, motivation derives from the external and internal (Petri, 1981; Kleinke, 1978). This theory also applies to teacher.

  Microteaching is a course in which students of education can build up and develop their teaching skills (Brown, 1978). Thus, by learning and performing teaching, the students can shape their teaching ability. Besides, microteaching can result in the students’ teacher personal efficacy.

  Therefore, this study was aimed to discover the Microteaching students’ teacher personal efficacy. The students’ teacher personal efficacy in this study was the belief of the students on their teaching ability. However, since students of education was expected and directed to be teachers, and efficacy is one of the sources of motivation, thus the second aim proposed in this study is to seek out the influence of the students’ teacher personal efficacy on their motivation to be teacher.

  The method employed in this study was by distributing questionnaires to the Microteaching students of English Language and Education Study Programme at Sanata Dharma University. The distribution of questionnaire was conducted at the end of the course meeting. There were 49 items that the students had to respond to. There were two kinds of data analysis done. The first was by calculating the efficacy points the students had and leveling it into three levels: low-average-high.

  The second was by separating the response of the students who were and were not motivated.

  The results of the study were that most of the students had the average level of teacher personal efficacy; the students had higher or better teacher personal efficacy on certain teaching skills; the students also had lower efficacy on certain

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  skills; most of the students thought that their teaching ability was good; most of the students were certain that they could teach well; the teacher personal efficacy did influence the students’ motivation; the teacher personal efficacy was not the strongest influence; low teacher personal efficacy may contain negative influence; and high teacher personal efficacy could influence positively.

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK

  Prabawa, Dionysius. 2011. The Microteaching Students’ Teacher Personal

  

Efficacy and Its Influence on their Motivation to be Teachers . Yogyakarta:

Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

  Saat ini, mengajar diharapkan lebih efektif sehingga tujuan pembelajaran akan tercapai dengan sukses. Akan tetapi, mengajar bukanlah suatu hal yang mudah. Dalam mengajar, dibutuhkan metode dan teknik yang tepat yang cocok atau sesuai dengan kebutuhan dan karakter murid untuk mencapai pengajaran yang efektif (Richards and Rodgers, 1986). Selanjutnya, pengajaran yang efektif membutuhkan tindakan guru yang tepat pula.

  Bagaimanapun juga, pengajaran yang efektif dapat dipengaruhi oleh teacher

  

efficacy . Teacher efficacy adalah keyakinan bahwa dengan pengajaran dan

  pengajar itu sendiri dapat melakukan atau mengakibatkan perubahan atau perkembangan dalam pencapaian murid (Ashton and Web, 1986). Teacher dapat juga dipahami sebagai salah satu sumber motivasi.

  personal efficacy

Teacher efficacy merupakan internal motivation karena berasal dari kognitif guru.

  Pada dasarnya, motivasi berasal dari internal dan eksternal (Petri, 1981; Kleinke, 1978). Dan teori ini tentu saja terjadi pada seorang guru.

  Microteaching merupakan mata kuliah dimana mahasiswa pendidikan dapat membentuk dan mengembangkan kemampuan mengajar mereka (Brown, 1978).

  Sehingga, mahasiswa dapat mengasah kemampuan mengajar mereka dengan belajar dan mempraktekkan mengajar. Selain itu, dengan mengikuti

  Microteaching , mahasiswa akan memperoleh efficacy mereka.

  Oleh karena itu, studi ini bertujuan untuk menemukan atau mengetahui level

  

teacher personal efficacy para mahasiswa Microteaching. Teacher Personal

Efficacy mahasiswa dalam studi ini merupakan keyakinan dari para mahasiswa

  terhadap kemampuan mengajar mereka. Namun, karena mahasiswa pendidikan diharapkan dan diarahkan untuk menjadi guru atau tenaga pengajar, dan efficacy tersebut adalah salah satu sumber motivasi, maka tujuan kedua dari studi ini adlah untuk mencari pengaruh dari efficacy tersebut dalam motivasi mahasiswa untuk menjadi guru.

  Metode penelitian yang digunakan dalam studi ini adalah dengan mendistribusikan kuisioner kepada para mahasiswa Pendidikan Bahasa Inggris Universitas Sanata Dharma yang mengikuti mata kuliah Microteaching. Pendistribusian kuisioner dilakukan pada saat akhir pertemuan kelas

  

Microteaching . Dalam kuisioner, terdapat 49 item yang harus direspon oleh para

  mahasiswa.Analisis data dilakukan dengan dua tahapan. Tahapan pertama dilakukan dengan membedakan atau memisahkan respondent yang memiliki motivasi untuk menjadi guru dengan yang tidak memiliki motivasi. Kemudian

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  tahapan kedua adalah dengan menghitung efficacy points dari para responden dan mengkategorikannya ke dalam tiga level, yakni Rendah, Sedang, dan Tinggi.

  Hasil dari studi ini menunjukkan bahwa hampir seluruh responden memiliki tingkat teacher personal efficacy sedang; pada kemampuan mengajar tertentu, responden cenderung memiliki tingkat teacher personal efficacy yang lebih baik atau lebih tinggi dibandingkan dengan kemampuan yang lain; pada kemampuan mengajar tertentu pula, respondent cenderung memiliki tingkat teacher personal

  

efficacy yang kurang; sebagian besar responden merasa kemampuan mengajar

  mereka baik; sebagian besar responden yakin bahwa mereka dapat mengajar dengan baik; teacher personal efficacy memang mempengaruhi motivasi siswa; namun teacher personal efficacy tidak sangat mempengaruhi; teacher personal

  

efficacy yang rendah dapat mempengaruhi secara negatif; dan teacher personal

efficacy yang tinggi dapat mempengaruhi secara positif.

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ACKNOWLEDGEMENTS

  I would like to deeply honor God the Almighty for the blessing and gift and His Great System of Universe and Earth He has created where I can lay and wonder and act and be loved.

  I would like also to express my gratitude to Mr. A. Hardi Prasetyo, S.Pd.,

  

M.A., the only sponsor who has patiently assisted and guided me during my work

  on this thesis. And I would also like to ask for forgiveness for having taken his 2.5 years to be my thesis sponsor. I also thank him for the optimism and also the confusion he made during the sponsorship.

  I would also like to thank to the Microteaching Lecturers: Mrs. Christina

Kristiyani, S.Pd., M.Pd.; Mrs. V. Triprihatmini, S.Pd., M.Hum., M.A.; Mrs.

  

Caecilia Tutyandari, S.Pd., M.A.; Mrs. Carla Sih Prabandari, S.Pd., M.

Hum.; Mr. A. Hardi Prasetyo, S.Pd., M.A.; who have given permission and

  opportunity to conduct research in their class. I also thank to the Microteaching students who have voluntarily joined in the research. And I also would like to thank to Ms. Christina Lhaksmita Anandari, S.Pd., Ed. M. for doing and approving the validity of the questionnaire in her weekend.

  I would also like to gratitude to the English Language and Education Study Program of Sanata Dharma University for being a place where I could learn many things to develop myself. And I thank also for the deadline the ELESP has made for the senior students which has motivated me to finish this thesis.

  I would like also to present an earth of gratitude to my family, especially my father, Yohanes Ngatimin, my mother, Christina Sugiyanti, and my stepmother,

  

Monica Sutriyah, who has let me to be exist in this world, for the guidance and

  support, for the anger, and also for the financial backup they have spent for me. I would also like to thank to my sisters, Mbak Ria who has also supported me financially and given me working experience and for being patient and kind; and

  

Mbak Septi who has also supported me kindly. I also thanks to my brothers, Mas

Luis who has always reminded me about the world and given me advice; Mas

Beni who has ever helped me during my first life in Jogja. I would like also to

  express my greatest and special gratitude to Sari whose affection has let me in peace, motivated, supported, and who has believed on me. I also thank her for the smile she made that has always cheered my world of pessimism. I would like also to thank to Sari’s Kepatihan Big Family who has given a prayer for me to finish my study.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  My great honor will given to my dearest friends Boyzonly: Verdi, Andre, and Bocong, who has helped me to live up my life and the motivation given to me every time I was down and the laugh of course; and also to Gendhis, Julek, Esti,

  

Wiwin (thanks for proofreading this thesis), Funi, and Dea who become great

  friends. I also thank to Kos Pringwulung member who has let me in and boarding mates in Pringgading 9 who has supported my life in that boarding house. To

  

Krisand Angga, thanks for the advice for my thesis and the absurd talk of life.

  And Jody, thanks for helping me when we were in P9 and proofreading this thesis. Moreover, I would like to thank to Vega for sharing me the copy of her thesis that has supported my work. I would also like to thank to Tompret for lending his PC and etc.

  Finally, I would like to express my appreciation and gratitude to PBI Staff,

  

Mbak Dhanniek and Mbak Tari for the patience and assistance in providing

information during my study.

  dionysius prabawa

  

TABLE OF CONTENTS

  

  

  

  

  

  

  

  

  

  

  

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  6. Teacher Efficacy......................................................................................... 21

  

  

  

  

  2. The Influence of Efficacy on the Microteaching Students’ Motivation to be

  

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LIST OF TABLES

  

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LIST OF FIGURES

  Figure 1 Schematic Representation of Conceptions of Cognitive Motivation

   Figure 4 The Teacher Personal Efficacy Points of the Students who were

   Figure 5 The Teacher Personal Efficacy Points of the Students who were not

   Figure 6 The Teacher Personal Efficacy Level of the Students who were

   Figure 7 The Teacher Personal Efficacy Level of the Students who were not

   Figure 15 The Teacher Personal Efficacy Influenced the Students' Motivation to Figure 18 The Students' General Efficacy on their English Proficiency Influenced

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Figure 23 Teacher Personal Efficacy Influenced the Students' Motivation to be

   Figure 25 The Students' General Teacher Personal Efficacy on their English

   Figure 26 Students' General Teacher Personal Efficacy on their English

  

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LIST OF APPENDICES

   The Distribution of Percentage of the Students who were Motivated to be

   The Distribution of Percentage of the Students who were not Motivated to be

  

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER I INTRODUCTION There are six elements in this chapter. Those six elements are research

  background, formulation of problems, limitation of problems, research objectives, research benefits, and definition of terms. Those six elements advocate this study in finding the solution of the problems.

A. Research Background

  Teachers, nowadays, are not only sharing the knowledge to the learners to achieve the learning goal(s), but are also responsible to achieve targets the school or government has made. The fulfillment of the goal(s) or target(s) can be distinguished by the learners’ achievement. It is so obvious that learners’ good achievement is the learning goal and target of all educational institutions. Thus, teachers are expected to be effective.

  Many experts state that effective teaching is subjected to the teaching skills the teachers possess. Effective teaching includes teaching methods, techniques, and teacher behavior. The selection of teaching methods and the teaching techniques that the teachers will apply should be in concord with the learners’ need and characteristics (Richards and Rodgers, 1986; Richards, 1990). Meanwhile, teacher behavior deals with classroom management. Teacher is expected to support and assist learners to engage in learning and thus achieve the learning goals. Therefore, effective teaching is viewed as a factor of learners’ achievement.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  2 Learners’ achievement can also be influenced by teacher efficacy. Teacher efficacy is the belief that teaching and the teacher himself can bring about changes in learners’ achievement (Asthon and Web, 1986). Teacher efficacy can be a predictor of learners’ achievement. Ashton and Web (1986) state that teacher efficacy can improve student achievement in math. Thus, it can be said that teacher efficacy can also show the high probability of effective teaching the teacher will have.

  The source of teacher personal efficacy consists of mastery experience, vicarious experience, social persuasion, and psychological and affective state (Bandura, 1997). Mastery experience is based on the successful achievement the teacher has had, while vicarious experience is based on the achievement the others has had toward the similar tasks. Meanwhile, teacher personal efficacy can derive from the persuasion the society has made to the teacher. And the psychological and affective state is the efficacy according to the psychological and physiological condition of the teacher during the performance of successful teaching. (Bandura, 1997)

  Teacher efficacy can also become the indicator of teacher effectiveness in the area of classroom management (Gordon, 2001). Teacher who has high efficacy tends to see the learning difficulties on the learners as solvable matter. Teacher who has high efficacy believes that learners can learn effectively regardless their negative character upon learning. Thus, the teacher would not give in teaching. He would attempt teaching to the full (Alderman, 2004). Therefore, teacher personal efficacy can also be seen as a source of motivation because it

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  3 could drive teacher to teach the (difficult) learners. Furthermore, since teacher personal efficacy comes from teacher’s cognition, it can be called as an internal factor of motivation.

  Basically, source of motivation is from the internal and external (Petri, 1981; Kleinke, 1978). This also applies to motivation to be teacher. Most of the factors are from the internal. It includes loving teaching, loving the subject matter, wanting to share knowledge, eager to work with children or teenager. Meanwhile, some of the external factors are the long life learning and job satisfaction.

  (Dornyei, 2001; Ryan and Cooper, 1984) Pastor and Erlandson (1982, in Ellis, 1984) conducted a research to discover the teacher motivation. The result was that “high internal motivation,” work satisfaction, and high-quality performance were influenced by three “critical psychological states,” namely experienced meaningfulness, responsibility for outcomes, and knowledge of results. Likewise, Sergiovanni discovered that teachers’ high satisfactions derived from their sense of achievement in interacting with their students, experiencing recognition, and responsibility feeling.

  Students of English Language and Education Study Program (ELESP) of Sanata Dharma are expected to be qualified English teachers. Thus, the students learn and practice teaching skills in Microteaching Course in order to understand the concepts and procedure of English language teaching and be able to apply them in a real classroom teaching situation and to evaluate their teaching performance (Buku Panduan Akademik Program Studi Pendidikan Bahasa

  

Inggris 2004). However, applying the concepts and procedure of English language

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  4 teaching is not an easy mater. A case-study conducted by Puruhita in 2010 shows that some ELESP students found English language teaching was difficult during Program Pengajaran Lapangan and altered their motivation to be teacher.

  B. Problem Formulation

  Based on the background of the study, there are two questions that the study would reveal:

  1. What was the level of Microteaching students’ teacher personal efficacy?

  2. Did students’ teacher personal efficacy bring about significance on their motivation to be teacher?

  C. Problem Limitation

  The study focused on discovering the level of the Microteaching students’ teacher personal efficacy and finding out whether the efficacy had significance or not on their motivation to be teacher. The participants were the Microteaching students of English Language Study Program of Sanata Dharma University.

  D. Research Objectives

  This study was aimed to answer the three research questions. The first objective was to discover the Microteaching student’s teacher personal efficacy level. The second objective was to determine whether students are motivated to be teachers or not. And the last objective is to reveal the influence of teacher personal efficacy on the Microteaching students’ motivation to be teachers.

  E. Research Benefits This study was expected to bring about beneficial results for readers.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  5

  a. Microteaching Students

  Microteaching students are expected to apply all teaching skills in their teaching performance. Through this research, microteaching students are encouraged to perceive themselves whether or not they have the adequate level of teaching performance and be prepared for the next level of teaching experience in the real formal education. Afterward, it is hoped that this research could motivate them to engage in teaching service after finishing their study.

  b. Microteaching Lecturers

  This research is presented to give benefits for Microteaching lecturers in conducting or teaching the course to Microteaching students, especially evaluating the teaching techniques and strategies the lecturers had whether or not it has motivated the students’ to decide teaching as a future profession concerning on students’ teacher personal efficacy.

  

c. Students of English Language and Education Study Programme and

  Researchers This research may be a pre-eliminatory research that can encourage other researchers to continue this study into a more depth research, or conduct a study that might have relevancy with this study.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  6 F. Definition of Terms

  a. Teacher personal efficacy

  According to Bandura (1977), Efficacy is the belief of self in the “capability to perform a given task. “ In the matter of teaching, there are two efficacies: learners’ efficacy and teacher’s efficacy. Teacher’s efficacy consists of two beliefs. First is general teaching efficacy or belief about what teachers, in general, can accomplish despite obstacles… Personal teaching efficacy is a judgement about the extent the teacher, personally, can affect student learning.” (Ashton and Webb, 1986) On this study, Microteaching Students’ teacher personal efficacy refers to teacher personal efficacy. It is the students’ belief that they are capable to bring about change (improve) learner’s achievement.

  b. Microteaching Students

  Microteaching is used to describe a cluster of teacher education technology, which allows teachers, especially beginning teachers, to acquire, practice, or refine teaching skills in a setting of reduced complexity (Bush, 1968). Meanwhile, the word student means a person “who is enrolled for a course of instruction in a college or university: an undergraduate.” (Concise English Dictionary, 1994). In this research, Microteaching students are the students of Sanata Dharma University who were enlisted in Microteaching Course year 2010/2011.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  7

c. Motivation to be English Teacher

  Motivation, according to Stone and Nielsen (1982: p. 179), is a type of

  driving force , appearing from either internal or external in human beings, which could drive human to do an action.

  In this research, motivation to be teacher is some matters that drive Microteaching students to be teacher after finishing their study at Sanata Dharma University. Meanwhile, the students’ teacher personal efficacy is the internal factor that could drive students to be English teacher.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER II LITERATURE REVIEW The focus of this study is the Microteaching students’ teacher personal

  efficacy and its influence on their motivation to be English teacher. In order to conduct this research, reviewing the literature is taken to support this research.

  Afterward, having discussed the basic theories underlying this research, the researcher would then elaborate those theories to illustrate the steps to gather the data needed.

A. Theoretical Description

  The following would discuss the theories related to the study. Those theories are about the nature of teaching, the theory of microteaching, microteaching course in the language education context, motivation, and self-efficacy.

1. The Nature of Teaching

  According to Posner, as in Richards (1998: pp. 2-3), teaching has three understandings, namely didactic view, discovery view, and interactionist view.

  Didactic view of teaching devotes the belief that teaching is transmitting knowledge or skill through clear explanation, demonstration, or discussion.

  Discovery view of teaching concern that teaching is the developing of students’ knowledge through investigation, discovery, or observation. Next, interactionist view of teaching sees teaching as a distribution of well-formed ideas through a

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  necessary interaction between the students’ own ideas, their empirical observations, and the curriculum content.

  a. Theory of Teaching

  Teaching involves method in its implication by teacher, for example audiolingualism, natural method, collaborative and communicative learning techniques, etc. Beside, teacher always decides what approach will be involved in. However, in applying the approaches, methods, or techniques in teaching, teacher draws it according to experience he has.

  The explanations given by teachers for what they do are typically not derived from what they were taught in teacher education programs… Rather, the classroom action of teachers are guided by internal frames of reference which are deeply rooted in personal experiences, especially in- school ones, and are based on interpretations of those experiences. (Marland 1995:131)

  Therefore, experiences which are taking roles in teacher decision on approach, methods, and techniques in teaching also influence the development of the skills of teaching. Putorak (1993 in Richard, 1998), defined the progress of the development of skills, awareness, and knowledge from the level of technical

  

rationality where the focus is in the mastery on basic teaching skills and

  techniques to the level of critical reflection where teaching is lead by the self assessment, personal theory, and self-reflection, and also self-evaluation.

  b. Teaching Skills

  Teaching skills are the core of teaching competence of language teacher. It is defined as the generic teaching skills underlying the competence in teaching.

  Shulman (1987) as in Richard (1998) refers teaching skills as instruction:

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  [Instruction] involves the observable performance of variety of teaching acts. It includes of many crucial aspects of pedagogy: organizing and managing the classroom, presenting clear explanation and vivid descriptions: assigning and checking work… It thus includes management, explanation, discussion, and all of observable features of effective direct and heuristic instruction already well-documented in the research literature on effective teaching. (1987: 17)

  Hence, the teaching will involve selecting learning activities, preparing students for new learning, presenting learning activities, asking questions, checking students’ understanding, providing opportunities for practicing new items, monitoring students’ learning, giving feedback on students’ learning, reviewing and reteaching when necessary. (Richard, 1998)

c. Communication Skills 1) General Communication Skills

  Communication skills are the important skills of good teacher because commonly, transmitting knowledge is done through speech. As Cooper in Richards (1998) comments:

  Although many variables affect classroom learning, it is generally agreed that the paramount variable is communication. The essence of teaching-learning process is effective communication for without communication, teaching and learning process would be impossible. Thus, one of the core components of teacher education should be speech communication. (1993: 473)

  In order to achieve effective communication, its skills are required. Those skills are namely personality, presence, general style; voice (audibility, ability to project, modulation); voice (speed, clarity, diction); and ability to establish/maintain rapport. (Richard, 1998)

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  2) Language Proficiency

  Since language teachers are mostly nonnative speakers (NNS), it is considerable that the concern of communication skills is in the language proficiency. As Heaton (1981), in Richard (1998), claimed that classroom discourse for language teaching contains a specific set of speech acts and function, and fluency is in essential for NNS language teachers. Some of the functions essential are, namely requesting, ordering, and giving rules; establishing attention; questioning; repeating and reporting what had been said; giving instructions; giving and refusing permission; warning and giving advice; giving reasons and explaining. (Richards 1998:7)

  The relationship between teacher’s proficiency and general teaching skills is explored by Heaton (1981), as quoted by Richard (1998), who proposes the interdependence of the two:

  One of the basic assumptions underlying the approach here is that language cannot be divorced from content and practice. It is considered impossible, for instance, to teach English appropriate to the needs of practicing teacher without teaching basic classroom skills at the same time. By improving the language skills of the teacher, the course deliberately seeks to improve the particular teaching skills which involve the use of those skills. (1981: 14)

  Hence, language proficiency holds the key role of many aspects of teaching expertise, including teaching skills and subject matter knowledge.

  2. Theory of Microteaching

  Microteaching, according to Brown (1975), is a program of teaching skills in short which it is set for a preliminary or supplement to school experience, in

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  which microteaching is to give teacher candidates to build up and develop their teaching skills. Moreover, in teaching Microteaching, teacher educator can extract the three model constituents of a teacher training program, namely PLANNING, PERFORMANCE, and PERCEPTION. These three are acquired by the student in the early experiences in teaching. In planning lessons, a student should be able to develop a topic into its components, determine clear objectives or goals, and decide the appropriate method in teaching. The performance may also be analyzed into components and these skills consist of patterns of teaching moves. In microteaching, the practice may involve in any level, but it is usually focused on the general component skills. The perception of teacher-pupil interaction reminds student about his own teaching behaviour, the consequences, and the influences on pupil.

  Microteaching, afterward, according to McKnight, is described as a teaching revolution designed to develop new skills and refine old ones. In microteaching, students will usually have small group teaching in 5 to 10 minutes, and the teaching practice is then video recorded to observe and analyze together with all students and the supervisor.

  However, Microteaching itself was originally developed at Stanford in the early 1960s (Allen and Ryan, 1969). Allen and Ryan sequence the course program by Plan – Teach - Observe (Critique) - Replan – Reteach - Reobserve. Firstly student teacher had to set a concept of teaching and then he performed it in class with the “students” in which his activities would be observed by both supervisor and observer, then the student teacher was given comments on his teaching by his

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  fellows and the supervisor. Afterward, according to the comments, advice, and critiques from his colleagues and supervisor, student teacher would then start from the beginning. The focus was only on the opening and setting closure.

  The microteaching format will satisfy the requirements of teacher training model if the rules of planning are given in learning, the performance is divided into components skill demonstrated, and the opportunity is given for practice. It is supported by statement that proposed by Allen and Ryan on the five significances of Microteaching:

  1. Microteaching is a real teaching. The teaching situation in the classroom is an image of the real classroom situation although the teaching situation has been determined.

  2. Microteaching is the simplification of the normal classroom teaching due to the lessening of the class size, scope of content, and time.

  3. Microteaching emphasizes on gaining the specific skills. Student teacher practices the instructional skills, teaching techniques, material mastery, and teaching methods.

  4. Control of practice in microteaching can be manipulated to provide the students the opportunity to practice the certain skill in maximum condition in high degree of control of setting.

  5. In short or brief teaching practice, student teacher will get the evaluation from peers and supervisor on his performance as feedback which then he can improve his teaching performance on next occasion.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  In addition to the preceding propositions, microteaching also provides straightforwardness to the sufficient teaching practice to the student teachers in maintaining their professional skills. It is for the reason that, still according to Allen and Ryan, microteaching provides:

  1. Safe practice Practice is an essential activity in successful learning; and setting of the class can be controlled. Accordingly, student teachers can improve their teaching skills safely and optimally.

  2. A focused instrument Its controlled setting puts student teachers in ease to explore try the teaching skills, techniques, or methods, and even materials they choose to apply to or use.

  3. A vehicle for continuous training As the overwhelming changes in world of education, microteaching serves teachers the availability to attempt new techniques, methods, or materials.

  4. Modeling instructional skills A recorded performance in microteaching can be a model of learning by other participants to improve their teaching skills.

  5. A new approach to supervision Microteaching offers the relaxing situation to be supervised rather than having supervisor in the real classroom setting.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  6. A research tool Basically, microteaching was originated from an experiment or research, thus microteaching can be a place to research in order to improve teaching- learning.

  On microteaching, the main concern is the teaching skills of the student teacher that will be evaluated. Therefore, student teachers should be trained and taught the skills that should be performed in teaching. And the teaching skills stated by Allen and Ryan (Allen and Ryan, 1969) as well as Brown’s (1975) are namely:  Set and Closure, by appropriate greetings in order to open or end the meeting. Set induction is to start the lesson and invite learners to join learning. Closure is aimed to finish the meeting and motivate learners to learn more.

   Teacher liveliness, showed through: teacher movement, gesture, eye contact and movement, teacher voice, teacher silence, focusing, interactions, and switching memory channels.

   Explanation skill, by showing on giving explanations, brevity, appeal, and covering the essential features.

   Listening skill, by: organizing, summarizing, and bewaring of distractions.  Questioning skill, divided into 3 kinds, namely:

  a. first, increasing fluency in asking question by having clarity and coherence, pausing and pacing, directing and distributing, and prompting and probing;

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  b. second, level of questions consisting of lower order cognitive questions, through: recall, comprehension, and application; and higher order cognitive questions, through: analysis, synthesis, evaluation; c. and last helping pupils to improve their answers.

   Pupil reinforcement, by having stimulus variation, encouraging, appreciating, rewarding, punishing, correcting, suggesting, etc.

   Pupil participation, by: using pupils’ ideas, and varying interactions.

3. Microteaching Course in English Language Education Context

  As stated in Buku Pedoman Pengajaran Mikro 2005, Microteaching subject in Faculty of Teachers Training and Education of Sanata Dharma University Yogyakarta is the course in which the students of teacher candidate for the first time structurally learn to manage learning. A student performs teaching while other students will play a role as “the students”. Besides, this subject is a representation of the real situation in school for Program Pengalaman Lapangan (PPL). Through the directed practices and feedbacks from constructive lecturer or peers, it is hoped that various essential teaching skills will develop gradually. The development of students’ teaching skills should result the beneficial intake of the learning. The success of the learning will be shown by the students’ succeed in learning.

  In concord with the guidance from the Faculty, English Language Education Study Program of Sanata Dharma University Yogyakarta designed the goal from developing the subject, i.e. “students understand the concepts and procedure of English language teaching and are able to apply them in a real

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  classroom teaching situation and to evaluate their teaching performance.” (Buku

  Panduan Akademik Program Studi Pendidikan Bahasa Inggris 2004)

4. Self-Perception and Motivation

  Self-Perception can influence human motivation. However, the self- perception that would be discussed is in the matter of self-perception of success and failure. The process would be explained in the following.

i. Components of Success and Failure

  Weiner et al (in Kleinke, 1978), have proposed that self-perception of success and failure are relative to the ability, difficulty of task, luck, and effort.

  People perceive their ability according to the similar task they have experienced before. When a person has done a successful task in the past, he will be likely to attribute it to his ability. Besides, they also define their ability by observing how well other people do at the same task.

ii. Attributions and Satisfaction

  People define frequent failures as a cause of “low” ability and “high” difficulty of the task. A good luck is defined as a cause of a success following consistent failure. Whereas, interchanging success and failure preceding a failure is frequently attributed to lack of effort and bad luck. (Kleinke,1978:pp. 152) When people have indicated a success for a behavior, it leads them to a great satisfaction. However, if the success comes as an unexpected event, it will generate more satisfaction. The satisfactory will be increasing if the level of expectance from environment is higher. Similarity occurs when the success is a

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  result of very limited choice. However, a failure can be a reinforcer when the person can define it as a lack of effort rather than self-doubt.

iii. Performance of Other People

  People evaluate themselves in doing a task by following their evaluation of other people performing the similar tasks. If other people performed a task well or worse while his performance was quite the same, the person would perceive that it was the level of difficulty that mattered. It also happens when the performance was successful while others failed. On the contrary, the effort appears as a problem when the person was succeed or failed while others did not. It also applies to the matter of luck.