CLIENTS’ PERCEPTION ON SERVICE PROGRAM DESIGN STUDENTS’ ENGLISH COURSE AND TEACHING SKILLS IN SERVICE PROGRAM DESIGN COURSE A SARJANA PENDIDIKAN THESIS
CLIENTS’ PERCEPTION ON SERVICE PROGRAM DESIGN
STUDENTS’ ENGLISH COURSE AND TEACHING SKILLS
IN SERVICE PROGRAM DESIGN COURSE
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Dian Khenissa Siwiputri
Student Number: 071214105
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ART EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013 ii
iii
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, 18 July 2013 The Writer
Dian Khenissa Siwiputri 071214105 iv
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH
UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Dian Khenissa Siwiputri Nomor Mahasiswa : 071214105
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
CLIENTS’ PERCEPTION ON SERVICE PROGRAM DESIGN
STUDENTS’ ENGLISH COURSE AND TEACHING SKILLS
IN SERVICE PROGRAM DESIGN COURSE
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: 18 Juli 2013 Yang Menyatakan Dian Khenissa Siwiputri v
ABSTRACT Siwiputri, Dian Khenissa (2013).
Clients’ Perception on Service ProgramDesign
Students’ English Course and Teaching Skills in Service Program Design Course.
Yogyakarta: English Language Education Study Program, Sanata Dharma University
Service Program Design (SPD) course requires the students of the English Language Study Program Sanata Dharma University to have their teaching practice as small companies of English courses. Conducting teaching and learning process as designers and teachers to fulfill clients’ needs was students’ tasks. Independent teaching practice requires SPD students to have good teaching skills.
Since there was no lecturer involved to give any suggestion and feedback, therefore, this research intended to analyze clients’ perception on SPD students’ teaching skills in the class. The clients were viewed to be the only party who had direct interaction with SPD students. It was concluded that the clients were the only supervisors who were able to have certain perception on
SPD students’ teaching skills. The formulated research questions were: (1) What are the clients’ perceptions on the English Course held by PBI Sanata Dharma University
Students for the clients’ needs? (2) What are the clients’ perceptions on the SPD students’ teaching skills in teaching English during the process of learning? To answer the research questions, the researcher used a survey as the research method. This research was held in five learning groups. The instruments used in this study were closed and open questionnaires and interviews. The questionnaires were aimed to collect data on clients’ perception on the English course and teachers’ teaching skills. The clients involved in filling the questionnaire were 66 people. Five interviews were conducted to collect supportive statements to be added to the research discussion.
The research findings showed that the clients had good perceptions on the English course and SPD students’ teaching skills. The clients experienced interesting, exciting and meaningful learning processes. They viewed their teachers as good teachers. It was concluded that the clients were satisfied with the English course as well as the SPD students ’ teaching skills.
Keywords: perception, Service Program Design (SPD), teaching skills vi
ABSTRAK
Siwiputri, Dian Khenissa (2013).Clients’ Perception on Service Program Design Students’ English Course and Teaching Skills in Service Program Design Course. Yogyakarta: Pendidikan Bahasa Inggris, Sanata Dharma University
Mata Kuliah Service Program Design (SPD) membutuhkan para
mahasiswa untuk melaksanakan praktek mengajar dengan mendirikan sebuah
perusahaan bimbingan belajar Bahasa Inggris. Mengadakan proses belajar
mengajar sebagai penyusun materi dan sebagai guru untuk memenuhi kebutuhan
para klien merupakan tugas para mahasiswa. Praktek mengajar mandiri tersebut
menuntut keterampilan mengajar yang baik dari para mahasiswa.Karena pada pelaksanaan praktek mengajar tersebut tidak ada dosen
pembimbing yang dilibatkan untuk memberi saran maupun masukan kepada para
mahasiswa, penelitian ini dimaksudkan untuk menganalisa persepsi klien
terhadap keterampilan mengaja para mahasiswa SPD di dalam kelas. Para klien
dipandang sebagai satu-satunya pihak dan satu-satunya pengamat yang memiliki
interaksi langsung dengan para mahasiswa. Dengan demikian dapat disimpulkan
bahwa para klien merupakan satu-satunya pengawas yang dapat memberikan
persepsinya terhadap ketrampilan mengajar mahasiswa. Rumusan masalah
dalam penelitian ini antara lain: (1) Apa saja persepsi klien terhadap bimbingan
belajar Bahasa Inggris yang diselenggarakan oleh mahasiswa Sanata Dharma
terhadap kebutuhan klien? (2) Apa saja persepsi klien terhadap keterampilan
mengajar para mahasiswa SPD dalam mengajar Bahasa Inggris selama proses
belajar mengajar? Untuk menjawab rumusan masalah di atas, metode yang digunakanadalah survey. Penelitian diselenggarakan di lima kelompok belajar (klien).
Instrument yang digunakan adalah kuesioner dan wawancara. Kuesioner
ditujukan untuk mengumpulkan persepsi klien terhadap keterampilan mengajar
mahasiswa. Klien yang di libatkan di dalam penelitian ini adalah 66 klien yang
merupakan murid di bimbingan belajar mahasiswa. Wawancara dengan lima
klien dilakukan untuk mendapatkan poin pendukung yang nantinya akan
ditambahkan di diskusi.Hasil dari analisa penelitian menunjukkan bahwa para klien memiliki
persepsi yang baik terhadap bimbingan belajar Bahasa Inggris demikian juga
dengan keterampilan mengajar para mahasiswa SPD. Para klien memiliki
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pengalaman belajar yang menarik, menyenangkan dan berharga. Mereka melihat
para mahasiswa sebagai sosok guru yang baik. Dengan demikian dapat
disimpulkan bahwa para klien puas terhadap bimbingan belajar Bahasa Inggris
dan juga terhadap keterampilan mengajar para mahasiswa SPD.Kata kunci : perception, Service Program Design (SPD), teaching skills
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AKNOWLEDGEMENTS
My biggest gratitude goes to Father Almighty, Jesus, and Holy Spirit for their never ending blessings for me. It would be impossible for me to finish my long journey of finishing my thesis without Him. Jesus has become by biggest power to conquer all of the despair and difficulties.
The second gratitude would be for my dearest advisor, Ag. Hardi Prasetyo, S.Pd., M.A. I thank him for being the most patient advisor for me. He would have put me in his blacklisted students because of my laziness and my ignorance, but he saved me once again and helped me finish my thesis. I realize that I am not a brilliant student and sometimes I drove him crazy because of countless mistakes I made in writing my thesis. Finally, with his assistance I could finish this masterpiece of mine, my precious thesis report. I would also like to thank all the 2008 SPD students who had let me conduct my research on them. Even though I did not know them at the beginning, they still cooperated and helped me willingly.
My mother is my biggest motivation ever. I dedicate this work to my dearest mom Lucia Andri Susintowati, A. Md., for her never ending support, prayers and motivation. She is the best mom in the world. She struggles her life for her children and this is one of the gifts from a daughter for her mother. I thank my mom for being there for me every day, for not complaining, for not doubting me. That means the whole world for me. This is also dedicated to my late father, ix Witono, S.E,. Even though he has passed away since a long time ago, I believe that he is watching me and praying for me every day. I would also like to thank my sisters, Dewi Ratna Suhita, S.Pd., Vinny Deviana and all my family for all the support and motivation for me.
I also dedicate this work to my beloved boyfriend, Nicolas Ivan Evani, S.T., for his love, support and presence in my every night and day. I thank him for being my funny and humorous boyfriend who can light up my darkest day. I am so grateful that he has become my motivation in finishing my thesis as one of the paths of reaching our future.
My best friends are my mood booster. I thank my best friends, Krengstiko gang: Wendy, Midhud, Coro, Rarangs, and Trek; Fendi and Gwen for every thing they have given to me. I am proud to have friends like them, especially for Triana Sari who has walked with me in laughs and tears together. She accompanied me everywhere I need her to be, she helped me with everything she could do and cheer me up with all her ridiculous behavior. She is my best buddy ever.
Last but not least, I would like to thank all of the people who have given their contribution to me to finish my thesis. I would like to thank Mbak Tata Fendi, Gwen, Lindsay Little, and Wendy for being my proof readers and gave me their feedback. May God bless them all.
Dian Khenissa Siwiputri x
TABLE OF CONTENTS Page
TITLE PAGE ....................................................................................................... i APPROVAL PAGES .......................................................................................... ii STATEMENT OF WORK’S ORIGINALITY ..................................................... iv
PERNYATAAN PERSETUJUAN PUBLIKASI ...................................................... v
ABSTRACT .......................................................................................................... vi
ABSTRAK ............................................................................................................ vii
ACKNOWLEDGEMENTS .................................................................................. ix TABLE OF CONTENTS ...................................................................................... xi LIST OF TABLES .............................................................................................. xiii LIST OF APPENDICES ..................................................................................... xiv
CHAPTER I. INTRODUCTION A. Research Background................................................................................ 1 B. Problem Formulation ................................................................................. 5 C. Problem Limitation ................................................................................... 5 D. Objectives of the Study ............................................................................. 5 E. Benefits of the Study ................................................................................. 6 F. Definition of Terms ................................................................................... 7 CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ............................................................................. 10
1. Perception .............................................................................................. 10
2. Factors Affecting Perception ................................................................. 12
3. Teaching ................................................................................................ 14
a. Teacher .............................................................................................. 15
b. The Characteristics of a Good Teacher ............................................. 15
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4. Teaching Skills ...................................................................................... 18
5. The Overview of Service Program Design (SPD) Course .................... 22
B. Theoretical Framework ............................................................................. 23
CHAPTER III. METHODOLOGY A. Research Method ....................................................................................... 25 B. Research Participants ................................................................................ 26 C. Research Setting ........................................................................................ 26 D. Research Instruments and Data Gathering Technique .............................. 27 E. Data Analysis Techniques ......................................................................... 31 F. Research Procedure.................................................................................... 32 CHAPTER IV. RESEARCH RESULTS AND DISCUSSION A. Perceptions on the Service Program Design Students’
English Course ..........................................................................................
33 B. C lients’ Perception on the SPD Students’ Teaching Skills in Teaching English During the Process of Learning ......................................... 39
1. Teaching Skills .................................................................................... 39
2 . Teachers’ Characteristics .................................................................... 58
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ................................................................................................ 60
B. Recommendations ...................................................................................... 61
REFERENCES ...................................................................................................... 63 xii
LIST OF TABLES
PageTable. 3.1. Research Setting .................................................................................. 27
Table. 3.2. Sample of the Questionnaires ............................................................. 28
Table. 3.3. Questionnaire Blueprint ...................................................................... 29 Table. 3.4. A List of Interview Questions ............................................................. 30 Table. 3.5. Table of Closed Type Questionnaire Analysis ................................... 32 Table.
4.1. Clients’ Perceptions on the English course ......................................... 34 Table.
4.2. Clients’ Perceptions on SPD Students’ Set Induction and Closure Skills ...................................................................................................................... 40 Table.
4.3. Clients’ Perceptions on SPD Students’ Delivery Skills and Stimulus Variation Skills...................................................................................................... 44 Table.
4.4. Clients’ Perceptions on SPD Students’ Questioning Skills and Reinforcement Skills ............................................................................................. 47 Table.
4.5. Clients’ Perceptions on SPD Students’ Ability of Conducting Integrated Teaching Skills..................................................................................... 52 Table.
4.6. Clients’ Perceptions on SPD Students’ Characteristics ...................... 59 xiii
LIST OF APPENDICES
PageAppendix 1: Questionnaire ................................................................................... 66 Appendix 2: Questionnaire Result ........................................................................ 73 Appendix 3: The Result of Open-ended Questions............................................... 77 xiv
CHAPTER I INTRODUCTION This research investigates
clients‟ perception of the Service Program Design students‟ teaching skills in the classroom. To make the information more detailed, there were six sections, namely, the research background, problem formulation, problem limitation, research objectives, research benefits and definition of terms.
A. Research Background
Teaching is a noble profession for those who want to dedicate their life to the educational world and educate people. Being a teacher requires devotion of knowledge, heart, and passion. It is said that in recently teaching as a profession was increasingly discussed (Labaree, 2005; Neville, Sherman, & Cohen, 2005).
This leads to the possibility that being a professional teacher is highly demanded. There are higher standards and expectations for a teacher as the result of better preparation and bigger trusts for teachers. As the seventh semester students in the English Language Education Study Program, students are required to have sufficient teaching skills. They have been learning in the English Language Education Study Program for more than six semesters, and that was time for students to prove they are qualified enough to be professional teachers. English Language Education Study Program of Sanata Dharma University has designed
2 the learning in such a way in order to well train students during the process of gaining knowledge of becoming teachers.
The teacher-training courses are offered to students since they are in the sixth semester when they take Micro Teaching. In the Micro Teaching course students are trained and prepared how to teach and how to be a good teacher. The subject is where they could integrate what they have received in previous semesters to be a proper set of teaching approach. In this Micro Teaching course, the students were practicing their teaching skills for the first time. They were given some indicators of being a good teacher by learning the several points of basic teaching skills. For example, they are introduced with the teacher basic teaching skills of opening and closing the learning process, delivering learning materials, behave properly, and many other things. The learning and training process in Micro Teaching class gives students a good base of becoming teachers. After students took the Micro Teaching subject, they had to be ready to face the real class and the real teaching situation through Program Pengalaman Lapangan
(PPL) where they have to be in a real official school to teach real students. This is
also the place where they are able to apply their experience and knowledge obtained from Micro Teaching class.
Concerning the teaching system, a higher step in the teacher training process is through the Service Program Design course. In this course, students are required to be more independent. Students are treated professionally as if they are working in a real company; as a result, the students finally will be involved in the real working world with the real rules and requirements.
3 Students are required to create an independent mini company which provides English Course service for the clients. They have to find at least one client; the company that will use their English Course service to learn English. The next thing is the students as the English instructors have to teach the clients appropriate English based on the client‟s need. The teaching practice is a big step for the students because they will face the real working world by themselves. There will be no assistance from the university like what they had in PPL. There are no supervising teachers or lecturers to guide them like what they had in Micro Teaching and PPL. There is no feedback from lecturers, no material or lesson plan consultation. They have to prepare everything and have to be professional because they are expected to be professional. There will be more complicated things such as preparing the modules, materials, class management, and so forth. A set of teaching materials and teaching approaches for the clients are created by Service Program Design students as the company service for the clients.
Being a teacher and material designer at one time is the first real teaching experience for most of the students in the real company with their own efforts.
They have to sell their set of materials to the clients and teach the materials. That is why this course is difficult for them to accomplish. Because teaching some c ompanies‟ employees is a relatively new experience for the students, there will be a lot of things to be considered carefully, including: the materials they will teach, whether the materials are suitable for the learners‟ needs or not, the class management; how they have to manage a class for relatively older learners, and so
4 on. That is why SPD students have to study and comprehend the cl ient‟s needs on the language for clients will learn.
In academic year of 2011/2012, the SPD students were given the opportunity to have the cooperation with Sanata Dharma University especially with some students from different study programs and faculties. Since there was a new regulation for student of non-English departments to follow English proficiency tests of TKBI (Tes Kemampuan Bahasa Inggris) as the prerequisite test of graduation requirements. Therefore, the SPD students were encouraged to recommend themselves to assist students from different study programs to learn English.
As the new experience for SPD students to teach the real clients, their performance will also be important for the clients. Are the clients satisfied? Do the teachers teach well? Do the teachers explain well? Do the clients get the advantage of learning English? Those questions will be the guidance for the SPD students on their achievements after they have taught their clients. Whether or not they need more preparation or more teaching improvements will depend on the clients‟ opinion.
It can be seen that clients‟ feeling about the SPD students‟ skills in the class will be the biggest consideration of how successfully their duty is. That is why the researcher will condu ct a study of the clients‟ perception on SPD students‟ skills in teaching English in teaching English as the requirement of Service Program Design course.
5 B. Problem Formulation In this study, the researcher would like to address two questions related to the clients‟ perception on SPD students‟ skills in teaching English. The research questions are as follows.
1. What are the clients‟ perceptions on the English Course held by PBI Sanata
Dharma University Students for the client s‟ needs?
2. What are the clients‟ perceptions on the SPD students‟ teaching skills in teaching English during the process of learning?
C. Problem Limitation
The study was limited to clients‟ perceptions on the SPD students‟ skills in teaching English during the process of learning. Related to the second research questions, there are so many characteristics proposed by the experts and some of them cannot be seen by the clients. The characteristics of a good teacher in this study are limited to the characteristics which are visible to the clients.
D. Objectives of the Study
The study will find out the answers to the problems stated on the problem formulation. The objectives of the study are as follows.
1. To find out the clients‟ perceptions on the SPD students‟ English Course.
2. To find out the clients‟ perception on the SPD students‟ teaching skills in teaching English during the process of learning.
6 E. Benefits of the Study The researcher expects that this research will be for the students and study program.
1. The Students of the Study Program The students will also gain the benefits. They will get feedback in their own teaching skills. They can also know whether they have already been good teachers or not. They also can be motivated by knowing how successful their performance is and more, they can develop their teaching skills by the time they know their weaknesses.
2. The Researcher The researcher will also receive the advantages by conducting this study.
When the researcher succeeds in answering the research problems, the researcher can also find out how good teachers should be and apply the knowledge to their future experiences especially in teaching. The researcher could attempt to reflect a good feature of a teacher.
7 F. Definition of Terms The following terms are need clarifying to assist readers to understand this study.
1. Perception
The definitions of perception are gathered from some experts. According to Huffman and Vernoy (1997), perception is a process of selecting, organizing, and interpreting sensory data into usable mental representation of the world. While according to Worchel and Shebilske (1998), perception is like the process of interpreting something. From the definitions above it can be concluded that perception is an activity which a person do to interpret some information or something that they get from the outside world. The information that they get is processed in their mind and become meaningful information.
In this study, the perception refers to the clients‟ perception on the students‟ teaching skills in the class room. The clients will also give the opinions and impressions to the students‟ teaching skills as well.
2. Service Program Design (SPD)
According to Buku Panduan Akademik (2006), SPD or Service Program Design Course (KPE 477) is a course where the students are trained to have the ability to understand how to have a good habit in the working world, how to design a proposal, and how to market the program proposed. When its main assignment is to apply the real English course service program to authorized organizations or company and after that they have to apply the materials they have proposed in the real classroom.
8 In this study, SPD (Service Program Design) course is the course followed by the 7th semester students of PBI in the academic year 2011-2012.
3. Teaching
“Teaching in the Foundation Stage is based upon the premise that positive, respectful relationships between children and adults are essential for children‟s well bein g now and success in the future” (Pascal, 2011). On the other hand, according to Hough and Duncan (1970), teaching is an activity, a unique professional, rational, and humane activity where he is creatively using himself and his knowledge to promote learning and welfare of others. Hough and Duncan also define teaching as the activity of four phases those are planning phase, instructing phase, measuring phase and evaluating phase. From the experts‟ definitions toward teaching, it is apparent that teaching is the activity which relates to parties; the teacher and the students. Teaching requires relationship between humans to create the learning process which is essential for students and their future.
This study defines teaching as the learning activity which involves teachers and students in positive interactions and beneficial relationships to promote the effective learning in mastering English. The teachers were using themselves as the learning media and supporting students learning.
4. Teaching Skills
9 Teaching skills is viewed as teacher‟s abilities of „knowing and doing‟ in the classroom which involve three main elements of knowledge, decision making and action to support and foster students‟ learning (Kyriacou, 2007, p. 1). The similar definition of teaching skills is stated by Uppsala University, saying that teaching skills are teacher activity during teaching and leaning process to promote student achievements. In this study, teaching skills is defined as teachers‟ ability to conduct teaching and learning process to support and facilitate students‟ learning to maximize students‟ achievements.
CHAPTER II REVIEW OF RELATED LITERATURE This chapter discusses all theories related to the study. Those theories will
be divided into two parts. The first discussion deals with the theoretical description. In this section the researcher will present the theories related to the study. The theory description covers the concepts of (1) perceptions (2) factors affecting perception (3) teaching (4) teaching skills and (5) the overview on SPD course. In this section, the researcher would discuss the explanation on how those theories will be used to solve the research problems.
A. Theoretical Description
1. Perception
Conducting research on perception, some related theories were compiled to present a complete view on perception itself. Some theories on perception were taken from some experts. Perception is defined as organisms’ awareness of certain objects brought by their sense organs stimulation (Bootzin, Loftus & Zajonc 1983). Bootzin et al. claimed perception is different from sensation. From the definition above, perception defined as ‘someone’s awareness’ of certain objects in his/her environment which is processed into a meaningful interpretation.
Perception is said as the result of having a more complex process compared to sensation which occurred without any awareness of the organisms’ sense.
Huffman and Vernoy (1997) revealed the same image between sensation and
11 perception where they described the sensation as the raw data before it is processed in someone’s brain to produce perception. Aiken (1969) mentioned when someone perceived some objects in his interactions, the influence of organismic states and his learned background is affecting the process of making the perception. This means that perception involves all brain sensors activity to process the st imuli in organisms’ environment.
Another description on perception brought by Huffman and Vernoy (2000) stated that the perception is the process of selecting, organizing and interpreting raw sensory data (sensation) into complex and useful representation of the environment. It is apparent that perception is the way people interpret something which is received by people’s sensory organs. When people see, feel, hear, taste and smell something from their environment and then they select, organize and interpret the stimuli it is called perception.
Perception is also related to organisms’ experience. Bootzin et al. (1979) claim that experience and expectation shaping someone’s perception on his sensory events. People who experience the same sensory events at the same time might have different perceptions since they might have different experience and expectation. As what Mouly (1973) has stated that people might have different perceptions of the same thing even they have experienced the same event. In line with Bootzin et al. and Mouly, Wick and Pick (1978) also had the same idea that there was a connection between perception and experience.
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2. Factors Affecting Perception
Since perceptions are diverse, some factors affect ing someone’s perception are described in this study. Some experts suggested some factors that could affect someone’s perception. This research addressed six factors that could affect someone’s perception on a certain thing or object in his environment. Those factors are as follows.
a. Stereotype
According to Gibson, Ivanovich and Donnely (1985), stereotype was a way of thinking of particular people or group on something which was generalized. It means that someone or some people will already have a thought on something about a certain object or people, and they will directly judge it even without knowing the truth.
This factor might have influenced the process of perceiving SPD student teachers’ teaching skills by the clients. The clients might have pre-judgment of the SPD student tea chers’ teaching ability. It could be positive judgment or even the negative one. Clients’ pre-judgment brought some influence to their perceptions.
b. Selectivity
The next factor is selectivity. Selectivity refers to the stimuli processed in our brain. It is impossible to accept all the stimuli from our environment, only some of them which are enable to be processed in our brain. It is because our interest to those stimuli. Perception is gained based on something that we select or choose. The statement from Gibson at al. (1985) supports the idea that people tend
13 to select the stimuli which are interesting for them. The similar idea was presented by Huffman and Vernoy (1997). They stated that in the process of selection, people’s interests and needs will affect the selection. People choose and select certain objects because they give a positive impact for them. People also tend to ignore the stimuli which make them feel uncomfortable. As people have various interests in life, they may select stimuli which are able to fulfill their needs. This factor makes people perceive something differently.
c. Object Frame and Context
Huffman and Vernoy (1997 ) mentioned people’s perception was affected by the frame and context of the stimuli. People will perceive differently with their previous perceptions when they are brought into a different context. Huffman and Vernoy illustrated the phenomena by giving a slight description on how a man will have a different perception than he had before after the object is put into a broader context.
d. Self-concept
The way someone see him or her self will affect his way of seeing the environment. How a person sees himself or herself can influence the process of perceiving something that he faces. Gibson et al. (1985) stated that some one’s self-concepts are often reflected in their attitudes based on the stimuli which are often leading to the feeling of likes and dislikes about certain things.
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e. Motivation and Needs
People’s perception is affected by their self-motivation and needs for certain thing. This theory was suggested by Huffman and Vernoy (1997). They claimed that people tended to notice stimuli which have given them a state of satisfaction in certain ways. If the stimuli bring the positive impacts in their early experiences and when the stimuli are in line with their needs, they tend to recognize and select the stimuli.
The similar thing will occur in this study since each client has a different motivation and needs; it is possible for clients to have different perceptions of SPD students on their teaching skills among each other.
f. Situation Another factor which influences someone’s perception is situation.
According to Aftman, Valenzi and Hodgetts (1985) situation may refer to the whole situation of someone’s condition, meaning that someone’s background, experience, and habit can influence his perception on certain things. The concept also supported by the idea originated from Huffman and Vernoy (2000) where they said that early experience could significantly affect so meone’s perceptual responsiveness to the stimuli. While according to Gibson et al. (1985), situation refers to someone’s condition in doing his or her activities which can influence the perception of certain stimuli in their environment
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3. Teaching
According to Hamachek (1990, p. 394), a good teaching is both an art and science. In other words, good teaching is done by an artist who is able to utilize to the fullest in a classroom the best scientific research to the human resources and technological advances. While according to Hough and Duncan (1970), teaching is an activity, a unique professional, rational, and humane activity of creatively using himself and his knowledge to promote learning and welfare of others. Both statements from the two experts have the same idea about the activity in the class as process of learning, and also from the statements we can see that both experts see it is the activity of learning that needs creativity, knowledge and facilities to promote the best teaching and learning activity.
a. Teacher
According to Hough and Duncan (1970), teacher is a professional who is capable of making rational, humane, and creative decisions regarding the teaching act. It is clear that a teacher is someone who is in charge in the classroom to teach the students something they are expected to learn. Teachers are the ones who are responsible for the whole class, the whole teaching-learning process, the whole students and even the classroom environment.
According to Danielson’s Framework of teaching (2007), classroom environment is the second important domain which the teachers should pay attention to.
b. The Characteristics of Good and an Effective Teacher
We often hear about these two words, a good teacher and an effective teacher. Both seem different because usually an effective teacher is one
16 characteristics of being a good teacher. Berliner (1987) made a distinction between a good teacher and an effective teacher. He stated that being a good teacher deals with how good the teaching skills of the teacher is, how good the teacher behave in the classroom and about the standard of a good practice of a teacher in the classroom without considering whether the students really learn something or not. While being an effective teacher is always related to the instructional outcomes or the students’ achievements on the materials they have learned. Once again, the good teacher always deals with the teacher’s behavior in the classroom, while an effective teacher always deals with the students’ academic performance. Based on Berliner
’s distinction on a good teacher and an effective teacher we can see that it is just a matter of point of view. As Hamachek (1990, p.
395) stated that it is important to distinguish between a good teacher and an effective teacher in the research, he prefers to use the terms interchangeably; the researcher has the same idea that in this study, the terms are used interchangeably because it can be more complete if the researcher uses these terms all together.
Hamachek (1990, p. 396) stated that it is not possible to define exactly what an effective teacher is at least not in a very specific way. While Berliner (1987, p. 94) stated that the effective teacher is someone who is able to get most of his students to learn what they are supposed to learn and the teacher can have all the knowledge to fit with some particular different type of students.
Being a good and effective teacher is important for future teachers. The description on being a good and effective teacher gives apparent points that the future teachers should have the qualifications of good and effective teachers.
17 Hamachek also stated that there is no exact definition of what a good teacher is. It is supported by Getzel and Jackson (1963, p. 574); they stated that after summarizi ng the fifty years of research on teachers’ personality and characteristics, they conclude that after all of the research efforts finding the meaning of an effective teacher, very little is known to ensure about the measurement of teacher personality and t he connection with teachers’ effectiveness. Hamachek (1990, p. 396) suggested three dimensions of effective teachers’ behavior. Those are: personality traits, intellectual characteristics, and instructional approaches.
Teacher s’ personality traits are the personality performed by the teacher in the class. Teachers, as a fully human being, must be able to perform the personality of being warm, caring and friendly. Teachers should also be able to be enthusiastic and proactive in guiding the students to promote more effective learning.
Good teachers’ intellectual behaviors are the behaviors of having a balance between their knowledge with the implementation of the knowledge itself. The teachers should have a balance between knowing and doing. Teachers are also required to have thorough preparation in the class so that they will have fully organized and clear materials to be delivered. Placing a high value on the academic achievements and students’ learning are the other intelligent behaviors of good teachers.
The last dimension of effective teachers’ behaviors is the instructional approaches. This dimension deals with teachers’ ability to support students
18 learning through effective approaches, such as giving specific feedback, giving positive rapport, giving sufficient time for learning and giving flexible instruction and interaction.
Those are the characteristics of effective teachers suggested by Hamachek. He also stated that good teachers are good for many reasons, and one of the reasons is that they are good people to begin with. In other words, the characteristics of effective teacher that suggested by Hamachek is the most characteristics found after some research on the characteristics.
4. Teaching Skills
In order to meet the requirements of being a good and effective teacher, future teachers should consider some teaching skills that need to be trained and mastered. In this study, the researcher addressed some teaching skills by Purnomo, Rismiati, Domi and Rohandi in Buku Pedoman Pengajaran Mikro (2008) integrated with the theories of teaching skills by Brown (1975).
Purnomo et al. (2008) suggests some teaching skills which are categorized into four sections as follows.
a. Set induction skills and closure skills
Set induction and closure are teaching activities which are conducted at the beginning and at the end of the learning process. Set induction skills related to teacher