Microteaching students` perception on their set induction implementation in microteaching class.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT
Paramandhita, Venentia Ayuni. (2012). The Microteaching Students’ Perception
on the Implementation of Set Induction Skill. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
Microteaching is a course that is used to prepare the students of English
Language Education Study Program of Sanata Dharma University before they
teach in the schools. In this course, the students were prepared to master five basic
teaching skills. One of those skills is set induction skill. Set induction skill is the
first teaching skill that the teachers need to implement in the teaching- learning
activity which is used to gain the students’ attention. To gain the students’
attention, the teachers need to conduct an interesting set induction.
This research was attempted to find out the answers of the three research
questions. They are 1) How is set induction skill implemented in Microteaching
class? 2) What are the Microteaching students’ perceptions on their performances
on implementing set induction skill? and 3) What are Microteaching students’
suggestions to improve the implementation of set induction skill in teaching
practice? This research was done in English Language Education Study Program
of Sanata Dharma University. The participants were 145 Microteaching students
in the academic year 2011/2012. To answer those research questions, the

researcher used three instruments. To see the implementation of set induction
skill, the researcher observed the videos of teaching performances. To see the
Microteaching students’ perception, the researcher used questionnaire which
consisted of two parts. The first part was aimed to see the Microteaching students’
perception as teachers, when they practiced teaching in front of their classmates.
The second part was aimed to see the Microteaching students’ perception as
students, when they played role as their classmates’ students. The researcher also
used focus group discussion which was used to dig deeper information of the
questionnaire result. Then, the data gathered from those three instruments were
triangulated.
From the videos, the researcher saw that most of the teachers have not
implemented a good set induction skill in their teaching performances. But then,
the researcher found a different result shown by the videos of teaching
performances. The Microteaching students have positive perception towards the
implementation of set induction skill. When the Microteaching students played
role as teachers, they perceived that they had implemented a good set induction
skill. The same result was shown by the other part of the questionnaire. When the
Microteaching students played the role as students, they perceived also that their
peers had implemented a good set induction skill. Since the data gathered from the
videos of teaching performances showed a different result to the data gathered

from the questionnaire and from the focus group discussion, the suggestions from
the Microteaching students may be useful to improve the implementation of set
induction skill.
Keywords: perception, set induction skill, microteaching

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK
Paramandhita, Venentia Ayuni. (2012). The Microteaching Students’ Perception
on the Implementation of Set Induction Skill. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Mata kuliah Microteaching dirancang untuk melatih dan mempersiapkan
mahasiswa Program Studi Pendidikan Bahasa Inggris di Universitas Sanata
Dharma sebelum mereka melaksanakan kegiatan pembelajaran di sekolah. Para
mahasiswa tersebut diharapkan dapat menguasai lima keterampilan dasar
mengajar, yang salah satunya ialah keterampilan membuka pelajaran.
Keterampilan ini sangatlah penting mengingat pelajaran pada umumnya diawali
dengan diterapkannya keterampilan ini. Untuk itu, para guru hendaknya

mengawali pelajaran dengan melakukan kegiatan yang menarik perhatian siswa.
Apabila guru mampu menarik perhatian dan minat siswa sedari awal pelajaran,
guru akan dengan lebih mudah mengajak siswa terlibat dalam pelajaran inti.
Penelitian ini dirancang untuk menjawab pertanyaan mengenai 1)
bagaimana para mahasiswa menerapkan keterampilan membuka pelajaran di
kelas Microteaching, 2) bagaimana pendapat para mahasiswa mengenai
penerapan keterampilan membuka pelajaran baik yang dilakukan oleh mereka
sendiri maupun teman, dan 3) apa saran para mahasiswa agar keterampilan
membuka pelajaran dapat diterapkan dengan lebih baik di kemudian hari.
Penelitian ini dilakukan di ruang lingkup Program Studi Pendidikan Bahasa
Inggris Universitas Sanata Dharma dengan para mahasiswa yang mengambil
mata kuliah Microteaching pada tahun akademik 2011/2012 sebagai
partisipannya. Untuk melihat penerapan keterampilan membuka pelajaran,
peneliti melakukan pengamatan menggunakan video rekaman mengajar yang
dilakukan para mahasiswa. Untuk mengetahui pendapat mahasiswa mengenai
keterampilan ini, peneliti menggunakan kuisioner yang berisi dua bagian. Bagian
pertama digunakan untuk mengetahui pendapat mereka mengenai penerapan
keterampilan membuka pelajaran yang mereka lakukan saat mengajar. Bagian
kedua digunakan untuk mengetahui pendapat mereka mengenai penerapan
keterampilan membuka pelajaran yang teman-teman mereka lakukan. Peneliti

juga menggunakan focus group discussion untuk mendapatkan informasi lebih
lanjut mengenai pendapat para mahasiswa mengenai penerapan keterampilan
membuka pelajaran.
Terdapat perbedaan hasil antara hasil pengamatan video dengan hasil
survey. Video penampilan mengajar para mahasiswa menunjukkan bahwa
mereka belum cukup baik dalam menerapkan keterampilan membuka pelajaran.
Namun, pada umumnya para mahasiswa beranggapan bahwa mereka memiliki
keterampilan membuka pelajaran yang bagus. Mereka juga beranggapan bahwa
teman-teman mereka memiliki keterampilan membuka pelajaran yang baik.
Karena perbedaan inilah, peneliti mencantumkan beberapa saran dari para
mahasiswa yang dapat diikuti guna memperbaiki dan meningkatkan penerapan
keterampilan membuka pelajaran.
Kata kunci: perception, set induction skill, microteaching
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

MICROTEACHING STUDENTS’ PERCEPTION
ON THEIR SET INDUCTION IMPLEMENTATION
IN MICROTEACHING CLASS

A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Venentia Ayuni Paramandhita
Student Number: 081214060

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

MICROTEACHING STUDENTS’ PERCEPTION
ON THEIR SET INDUCTION IMPLEMENTATION

IN MICROTEACHING CLASS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Venentia Ayuni Paramandhita
Student Number: 081214060

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
i

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

iii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

I dedicated this thesis to
my beloved Pak Nono, Bu Nana, Dek Gilang, and Dek Ayas.

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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.

Yogyakarta, December 4th, 2012
The Writer

Venentia Ayuni Paramandhita
081214060

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertandatangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama

: Venentia Ayuni Paramandhita

Nomor Mahasiswa : 081214060
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:
MICROTEACHING STUDENTS’ PERCEPTION
ON THEIR SET INDUCTION IMPLEMENTATION
IN MICROTEACHING CLASS
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 royalty kepada saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Di buat di Yogyakarta
Pada tanggal: December 4th, 2012
Yang menyatakan

(Venentia Ayuni Paramandhita)

vi

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT
Paramandhita, Venentia Ayuni. (2012). The Microteaching Students’ Perception
on the Implementation of Set Induction Skill. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
Microteaching is a course that is used to prepare the students of English
Language Education Study Program of Sanata Dharma University before they
teach in the schools. In this course, the students were prepared to master five basic
teaching skills. One of those skills is set induction skill. Set induction skill is the
first teaching skill that the teachers need to implement in the teaching- learning
activity which is used to gain the students’ attention. To gain the students’
attention, the teachers need to conduct an interesting set induction.
This research was attempted to find out the answers of the three research
questions. They are 1) How is set induction skill implemented in Microteaching
class? 2) What are the Microteaching students’ perceptions on their performances
on implementing set induction skill? and 3) What are Microteaching students’
suggestions to improve the implementation of set induction skill in teaching
practice? This research was done in English Language Education Study Program
of Sanata Dharma University. The participants were 145 Microteaching students
in the academic year 2011/2012. To answer those research questions, the

researcher used three instruments. To see the implementation of set induction
skill, the researcher observed the videos of teaching performances. To see the
Microteaching students’ perception, the researcher used questionnaire which
consisted of two parts. The first part was aimed to see the Microteaching students’
perception as teachers, when they practiced teaching in front of their classmates.
The second part was aimed to see the Microteaching students’ perception as
students, when they played role as their classmates’ students. The researcher also
used focus group discussion which was used to dig deeper information of the
questionnaire result. Then, the data gathered from those three instruments were
triangulated.
From the videos, the researcher saw that most of the teachers have not
implemented a good set induction skill in their teaching performances. But then,
the researcher found a different result shown by the videos of teaching
performances. The Microteaching students have positive perception towards the
implementation of set induction skill. When the Microteaching students played
role as teachers, they perceived that they had implemented a good set induction
skill. The same result was shown by the other part of the questionnaire. When the
Microteaching students played the role as students, they perceived also that their
peers had implemented a good set induction skill. Since the data gathered from the
videos of teaching performances showed a different result to the data gathered
from the questionnaire and from the focus group discussion, the suggestions from
the Microteaching students may be useful to improve the implementation of set
induction skill.
Keywords: perception, set induction skill, microteaching

vii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK
Paramandhita, Venentia Ayuni. (2012). The Microteaching Students’ Perception
on the Implementation of Set Induction Skill. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Mata kuliah Microteaching dirancang untuk melatih dan mempersiapkan
mahasiswa Program Studi Pendidikan Bahasa Inggris di Universitas Sanata
Dharma sebelum mereka melaksanakan kegiatan pembelajaran di sekolah. Para
mahasiswa tersebut diharapkan dapat menguasai lima keterampilan dasar
mengajar, yang salah satunya ialah keterampilan membuka pelajaran.
Keterampilan ini sangatlah penting mengingat pelajaran pada umumnya diawali
dengan diterapkannya keterampilan ini. Untuk itu, para guru hendaknya
mengawali pelajaran dengan melakukan kegiatan yang menarik perhatian siswa.
Apabila guru mampu menarik perhatian dan minat siswa sedari awal pelajaran,
guru akan dengan lebih mudah mengajak siswa terlibat dalam pelajaran inti.
Penelitian ini dirancang untuk menjawab pertanyaan mengenai 1)
bagaimana para mahasiswa menerapkan keterampilan membuka pelajaran di
kelas Microteaching, 2) bagaimana pendapat para mahasiswa mengenai
penerapan keterampilan membuka pelajaran baik yang dilakukan oleh mereka
sendiri maupun teman, dan 3) apa saran para mahasiswa agar keterampilan
membuka pelajaran dapat diterapkan dengan lebih baik di kemudian hari.
Penelitian ini dilakukan di ruang lingkup Program Studi Pendidikan Bahasa
Inggris Universitas Sanata Dharma dengan para mahasiswa yang mengambil
mata kuliah Microteaching pada tahun akademik 2011/2012 sebagai
partisipannya. Untuk melihat penerapan keterampilan membuka pelajaran,
peneliti melakukan pengamatan menggunakan video rekaman mengajar yang
dilakukan para mahasiswa. Untuk mengetahui pendapat mahasiswa mengenai
keterampilan ini, peneliti menggunakan kuisioner yang berisi dua bagian. Bagian
pertama digunakan untuk mengetahui pendapat mereka mengenai penerapan
keterampilan membuka pelajaran yang mereka lakukan saat mengajar. Bagian
kedua digunakan untuk mengetahui pendapat mereka mengenai penerapan
keterampilan membuka pelajaran yang teman-teman mereka lakukan. Peneliti
juga menggunakan focus group discussion untuk mendapatkan informasi lebih
lanjut mengenai pendapat para mahasiswa mengenai penerapan keterampilan
membuka pelajaran.
Terdapat perbedaan hasil antara hasil pengamatan video dengan hasil
survey. Video penampilan mengajar para mahasiswa menunjukkan bahwa
mereka belum cukup baik dalam menerapkan keterampilan membuka pelajaran.
Namun, pada umumnya para mahasiswa beranggapan bahwa mereka memiliki
keterampilan membuka pelajaran yang bagus. Mereka juga beranggapan bahwa
teman-teman mereka memiliki keterampilan membuka pelajaran yang baik.
Karena perbedaan inilah, peneliti mencantumkan beberapa saran dari para
mahasiswa yang dapat diikuti guna memperbaiki dan meningkatkan penerapan
keterampilan membuka pelajaran.
Kata kunci: perception, set induction skill, microteaching
viii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ACKNOWLEDGEMENTS
The researcher would like to thank Jesus Christ for His love and blessings
which made the researcher able to finish this research in time. The blessings He
gave were not in a form of a miracle, but in the form of the help from the people
around the researcher. This is the time that the researcher needs to thank them.
At first, the researcher would like to thank Agustinus Hardi Prasetyo,
S.Pd., M.A. for his guidance in conducting this research, from the time when the
researcher planned this research until when the researcher finished writing the
thesis. The researcher also thank him for the willingness in letting the researcher
collect the data form his Microteaching class. The researcher would also like to
express the gratitude to the other Microteaching lecturers, C. Tutyandari, S.Pd.,
M.Pd., Christina Kristiyani, S.Pd., M.Pd., Carla Sih Prabandari, S.Pd.,
M.Hum., Made Frida Yulia, S.Pd., M.Pd., Gregorius Punto Aji, S.Pd.,
M.Hum., and Veronica Tri Prihatmini, S.Pd., M.Hum., M.A. for the
permission to collect the data to this research in Microteaching classes. The
special gratitude is delivered to the Microteaching students in the academic year
2011/2012 who were willing to be the participants of this research. The researcher
thank them for their willingness in answering so many questions which were
written in the questionnaire and which were asked in the focus group discussion.
The researcher would also like to thank Bapak, Ibu, dek Gilang and dek
Ayas for the prayer and motivation, and for being impatient waiting for the
researcher finishing this research. It motivated the researcher to finish this
research as soon as possible. The researcher would also like to thank my family
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

and friends all over the world for always asking the researcher about when the
researcher will graduate. It hurt at that time they asked and the researcher got
bored of that question. But then, it made the researcher be more motivated in
finishing this writing.
The very special gratitude is delivered to Rean Mitasari, Meita Enjayani,
Mas Bowo, and Dek Nova for always supporting the researcher in writing this
thesis.

Venentia Ayuni Paramandhita

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TABLE OF CONTENTS
Page
TITLE PAGE………………………………………………………….

i

APPROVAL PAGES….………………………………………….…...

ii

DEDICATION PAGE…………………………………………….…..

iv

STATEMENT OF WORK’S ORIGINALITY………………….…….

v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI………..…….

vi

ABSTRACT……………………………………………………………

vii

ABSTRAK………………………………………………………………

viii

ACKNOWLEDGEMENTS……………………………………………

ix

TABLE OF CONTENTS………………………………………………

xi

LIST OF TABLES……………………………………………………..

xiv

LIST OF APPENDICES………………………………………………

xv

CHAPTER I. INTRODUCTION

1

1.1. Research Background………………………………………

1

1.2. Research Problems…………………………………………

6

1.3. Problem Limitation………………………………………...

6

1.4. Research Objectives………………………………………..

7

1.5. Research Benefits………………………………………….

7

1.6. Definition of Terms………………………………………...

9

CHAPTER II. REVIEW OF RELATED LITERATURE
2.1. Theoretical Description……………………………………

xi

11
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

2.1.1 Set Induction Skill………………………………………..

11

2.1.1.1 Purposes of Implementing Set Induction Skill in

11

Teaching………………………………………………………...
2.1.1.2 The Implementation of Set Induction Skill…………….

13

2.1.2 Perception………………………………………………..

16

2.1.2 Microteaching……………………………………………

18

2.2 Theoretical Framework……………………………………

19

CHAPTER III. RESEARCH METHODOLOGY

21

3.1 Research Method………………………………………….

21

3.2 Research Participants………………………………………

22

3.3 Research Instruments………………………………………

22

3.4 Data Gathering Technique………………………………….

26

3.5 Data Analysis Technique…………………………………...

28

3.6 Research Procedure…………………………………………

34

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION

36

4.1. The Implementation of Set Induction Skill in
Microteaching Class …………………………………………..

36

4.2. The Microteaching Students’ Perception on the
Implementation of Set Induction Skill……..…………………..

41

4.2.1. The Microteaching Students’ Perception on the
Implementation of Set Induction Skill as Teacher……………..

42

4.2.2. The Microteaching Students’ Perception on the
Implementation of Set Induction Skill as Student……………...

xii

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

4.2.3. Discussion……………………………………………….

61

4.3. The Microteaching Students’ Suggestion on the
Improvement of the Implementation of Set Induction Skill……
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS

64
70

5.1. Conclusions………………………………………………...

70

5.2. Recommendations………………………………………....

72

REFERENCES…………………………………………………………

74

APPENDICES…………………………………………………………

76

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LIST OF TABLES
Page
Table 3.1.

The Description of the Questionnaire……………………

24

Table 3.2.

Data Gathering Schedule…….…………………………..

26

Table 4.1.

The Purpose of Set Induction……………………………

42

Table 4.2.

Gaining the Students’ Attention and Interest....................

44

Table 4.3.

Motivating the Students…………………………………

47

Table 4.4.

Giving Framework of the Lesson......................................

50

Table 4.5.

Showing Relevance of the Previous Knowledge to the
New Material ……………………………………………

52

Table 4.6.

Gaining Students’ Attention and Interest……………….

54

Table 4.7.

Giving Framework of the Lesson.....................................

56

Table 4.8.

Showing Relevance of the Previous Knowledge to the

Table 4.9.

New Material……………………………………………..

58

Motivating the Students………………………………….

59

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LIST OF APPENDICES
Page
APPENDIX 1

Permission Letters …………………………………………

77

APPENDIX 2

Questionnaire Sheet…………………………………………

85

APPENDIX 3a

Blue Print of the Questionnaire on Close-Ended Questions
(As the teacher) ……………….…………………………….

APPENDIX 3b Blue Print of the Questionnaire on Close-Ended Questions
(As the student)……………………………………………..

89

92

APPENDIX 4

Students’ Responses to the Open-Ended Questionnaire……

95

APPENDIX 5

Focus Group Discussion Guide …………………………….

113

APPENDIX 6

The Focus Group Discussion’s Transcript………………….

114

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CHAPTER I
INTRODUCTION

This chapter provides the background information of the research; the data
to be collected, the research setting, the motivation in doing this research, and also
the aim of doing this research.

A.

Research Background
Microteaching is an obligatory course for the students of the English

Language Education Study Program of Sanata Dharma University to take in the
even semester before the students take Program Pengalaman Lapangan
(Internship Program). Microteaching is defined as a course which is done in the
laboratory with only 16-20 students in the class to make it efficient and effective.
It needs some other courses as the prerequisite courses (Purnomo, Rismiati, Domi,
& Rohandi, 2008, pp. 2-3). Microteaching is defined also as a way for a teacher
candidate to practise teaching skills in a small scope of ‘students’, the peers. Peers
who do not teach may play role as supervisor, students, or observers. This
situation makes the practises easier to control. In case of necessity, the teaching
practise can also be video-recorded by using video tape recorder (Gilarso, , 1986,
p. 6).
According to Allen and Ryan, Microteaching is a training concept that
allows the teachers to get chances to practise their teaching skills in a modified
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2
situation. The students, the number of the students, and also the time allocation
were reduced into a simple one. It also allows the teachers to get feedback of their
teaching performances (1969, pp. 1-2).
Microteaching (KPE 373) is a teaching condition which reduces the
complexities of the teaching in classroom. The complexities that are reduced are
the number of the students, the time allocation, and the material to teach.
Normally, in the English Language Education Study Program, the number of the
students in a Microteaching class is approximately 20 students. Those 20 students
of Microteaching have the same chances to practise their teaching skills. It is
implied that each Microteaching student has two major roles to play in the class.
Those roles are to be a teacher and to be a student. When a student takes role as a
teacher, the others play role as the students. In this study program, the students get
another role to play that is to be the observer. Each teacher is given 25-30 minutes
to practise his/ her teaching skills in delivering a single topic of material.
In this study program, Microteaching course is held twice a week. So, all
of the teachers (the Microteaching students who play role as teachers) get their
turn to practise their teaching skills. Before practising their teaching skills, the
teachers are given the theories of basic teaching skills. After having the
knowledge of teaching skills, the teachers then need to practise it in front of a very
small group and then practise it in front of the bigger group, and finally they need
to practise their teaching skills in front of the class. At first, they practise some
specific skills, like opening and closing, and in the following meeting they
practise the other skills. After that, the teachers need to practise teaching by

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

3
combining all those teaching skills. At least, a teacher may perform the teaching
practise three times.
This entire situation created in Microteaching makes the teaching practise
effective and efficient so the teachers be ready to face Program Pengalaman
Lapangan when they have to teach the students in the school. Moreover, in the
English Language Education Study Program, the teachers have an additional
chance to teach. After having Mid-term test in class, the teachers have to teach the
lower semester students. This experience gives them an idea of their next
Program Pengalaman Lapangan.
There are five basic teaching skills that a teacher needs to master. Those
five skills are “set induction skill, set closure skill, delivery and stimulus variation
skill, questioning skill, and reinforcement skill” (Purnomo, Rismiati, Domi, &
Rohandi, 2008, pp.15-25). The teachers need to know the function of each skill
and to be able to implement each skill well. Each teaching skill has different
function from the other teaching skills.
The focus of this research is on set induction skill. Here, the researcher
wants to see Microteaching students’ perception on the implementation of their set
induction skill. The researcher chooses set induction skill as the focus of this
research because set induction holds an important role in the teaching-learning
process since it is used to grab the students’ attention. If the teacher does not
implement a good set of induction skill, the students will not pay attention to what
the teacher says. If the students do not pay attention, the students will not learn
anything (Kauchak & Eggen, 2011, p. 387). It implies that the goal of the lesson is

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

4
not achieved. If the students pay attention to the teacher from the beginning of the
lesson, the students will get the idea of the material they learn. Then it will lead
them to achieve the goal of the lesson easily. Set induction, then, can be said as
the key to make the teaching-learning process effective and efficient. It is as
important as the other skills, but this skill is the first skill to implement, and the
implementation of this skill may cause a great effect to the activities held in the
teaching-learning process. Moreover, based on the researchers’ experiences, set
induction skill was often neglected. Not all of the students of Microteaching class
paid attention to the theory of set induction skill that made them implemented a
not good set induction skill.
The researcher separates set induction skill from set closure skill because
those two skills have different functions. While set induction is used to gain the
students’ attention at the beginning of a lesson, set closure is used to measure the
students’ understanding of a material at the end of the lesson. Even though set
induction has a similar function to reinforcement, to motivate the students, still the
implementation and the rules are different from one another.
Microteaching is not a real classroom teaching (Purnomo, Rismiati, Domi,
& Rohandi, 2008, p.2). The situation, the students, the teaching-learning process,
and the things happen in the class can be modified and manipulated. But still, the
researcher conducts research in Microteaching area because Microteaching is a
real teaching. It is still a real teaching since it provides chances for the teachers to
practise and to implement their basic teaching skills.

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The researcher intends to identify the Microteaching students’ perception
on their teaching performances. For the researcher, knowing the perception is a
good starting point to correct any errors. When the Microteaching students were
asked about something related to their teaching performances, they need to think
again and to reflect on what they have done. Knowing the students’ perception is
also important since based on the theory, perception affects behaviour. The way
we see or think (about) something will determine the way we behave toward
something (Kreitner & Kinicki, 2008, p.182).
Since this teaching skill is implemented in the beginning of a lesson, and
that the function is used to gain the students’ attention and to motivate the
students in learning the material, it means that the implementation of this teaching
skill needs to be interesting and motivating. If since the beginning of the lesson
the students pay no attention to the teacher, it will be hard for the teacher to
continue to the main activities or the main lesson. It can be said that the teachers
need to be able to implement a good set induction skill in their teaching practise.
Knowing the importance of implementing set induction skill in teaching,
the researcher wants to analyze how set induction skill is implemented in
Microteaching class. To get the data, the researcher needs to observe the
Microteaching students’ videos of teaching performance and to check whether
they had implemented set induction skill according to the theory or not. Then, the
researcher also needs to see the Microteaching students’ perception on the
implementation of set induction skill. Here, the researcher uses questionnaire to
collect the data. The researcher divides the questionnaire into two big parts: close-

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6
ended part and open-ended part. Each part of the questionnaire consists of two
sections: as teacher and as student.
The researcher needs to separate those two sections because the
Microteaching students have two roles to play in Microteaching class. The two
roles are to act as a teacher (who teaches his/ her classmates) and as student (who
is taught by his/ her classmates). Since those two roles are different from one
another, the researcher needs to see the Microteaching students’ perception when
they play role as teachers and when they play role as students. In the open-ended
part, the researcher adds an item which is used to gain the Microteaching students’
suggestions to improve the implementation of set induction skill.

B.

Research Problems
Based on the background, there are three problems formulated in this

research:
1. How is set induction skill implemented in Microteaching class?
2. W ha t

are

the

Microteaching

students’

perceptions

on

their

performances on implementing set induction skill?
3. What are the Microteaching students’ suggestions to improve the
implementation of set induction skill in teaching practice?

C.

Problem Limitation
Since the objective of conducting this research is to identify the

Microteaching students’ perception on their performance on set induction skill

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7
and also the implementation of set induction in Microteaching class, the focus of
this research is the way Microteaching students perceive their skill on conducting
set induction in their teaching practice and also the way they perform set induction
skill. The Microteaching students here are the English Language Education Study
Program students in Sanata Dharma University who take Microteaching course in
the academic year of 2011/2012. In this research, the students’ perception is
identified from their reflection on their teaching performances.

D.

Research Objectives
Related to the research problems, there are three objectives presented in

this research. The objectives are to know the implementation of set induction skill
in Microteaching class, to investigate the Microteaching students’ perception on
their set induction skills and their classmates’ set induction, and to gain
recommendation in improving set induction skill.

E.

Research Benefits
This research is not only useful for the researcher to know Microteaching

students’ perception on the implementation of set induction skill; hopefully, this
research is also useful for the readers.
For the English Language Education Study Program of Sanata Dharma
University, this research may be something unusual since this research is done in
group, between some students and the lecturer. Besides, the evaluation of the

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8
finding of this research may also make the English Language Education Study
Program be better and better.
For the Microteaching lecturer, this research may be an evaluation of what
has been done in Microteaching class. By taking a look at the data presented in
this research, lecturers will have an idea about what to improve, what to change,
and what to maintain in Microteaching class.
For the Microteaching students in the English Language Education Study
Program, this research can be a model if they want to conduct similar research.
Especially, those who take part as participants of this research will have idea
about what should and should not do to conduct research like this. They will also
discover a clearer idea about how should set induction skill be implemented in
teaching.
For the future researcher, this research has so many things to improve on
and to repair. The next researcher can learn something from the way the
researcher collect the data, analyze the data, and present the data. So, the next
researcher can do better research with the right concept and also be more
systematic.

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F.

Definition of Terms
To help the readers understand the content of this research, the researcher

defines these three terms that the researcher often uses.
1. Microteaching
Microteaching, as described by Brown in his book Microteaching: A
Programme of Teaching Skill, is a teaching practise that allows a teacher to teach
a group of students in a short period of time, around 5 up to 10 minutes and is
usually video recorded, is observed, and is evaluated by the supervisor. In his
book, Brown cited (Allen & Ryan, 1969) the original cycle of microteaching:
Plan- Teach- Observe (critique) - Replan- Reteach- Reobserve. He added, “Each
cycle was devoted to the practise of one component skill such as set and closure
(the beginning and ending of lesson segments), effective questioning, pupil
reinforcement, and pupil participation” (Brown, 1978, p. 15).
In this research, Microteaching is a course in which the participants are
taken to help the researcher collect the data to answer the research questions. The
Microteaching students have two roles to play; to be a teacher and to be a student.
The term teacher here refers to the Microteaching student who is performing his/
her teaching skills in front of the class, while the term student refers to the others
who are not performing the teaching skills.
2. Perception
From what Way, Reddy, & Rhodes (2007) wrote, as cited by Eggen &
Kauchak in their book Strategies and Models for Teachers, in daily live,
perception means interpretation or the way people see objects. They added that it

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depends also on someone’s disposition and expectations, as cited from Huan, Yeo,
& Ang (2006). Someone’s perception tends to be different from somebody else’s
because perceptions are formed by various factors, like experiences and interest.
Perception is also what someone retains in their memories. (Eggen & Kauchak,
2012, pp.44-45).
In this research, perception is what the participants think about their set
induction skill and about their peers’ set induction skill when they were in
Microteaching class.
3. Set induction skill
Set induction is an activity which is done by the teacher to prepare the
students to be ready to receive the lesson and to focus on what will be learnt
(Abimanyu, 1984, p.15). Set induction skill is one of five basic teaching skills that
teacher used to attract students’ attention in the beginning of the lesson or a
chapter (Purnomo, Rismiati, Domi, & Rohandi, 2008, p.15).
In this research, set induction skill is a teaching skill that is being observed
and analyzed by asking the participants about their perception of their set
induction skill and also their classmates’, and about what they usually do in
applying set induction skill.

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CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter presents the discussion about the theories used by the
researcher in doing this research. There will be two main parts to this chapter:
theoretical description, which discusses set induction skill and also the perception,
and theoretical framework, which discusses the theory to help the researcher
answer the research problems.

2.1

Theoretical Description
In this part, the researcher will provide the theories about set induction

skill which covers the purpose of implementing set induction skill, and the
implementation of set induction skill. It is then followed by the theories of
perception which covers the definition of perception and also the factors affecting
perception, and also by the theories of Microteaching which covers the definition
of Microteaching and also the purposes of Microteaching.
2.1.1

Set Induction Skill

2.1.1.1 Purposes of Implementing Set Induction Skill in Teaching
As an opening skill implemented in teaching, set induction plays some
roles that teachers should understand. The main purpose is to attract the students’
attention to the lesson. Another purpose is stated in the Buku Pedoman
Pengajaran Mikro (Purnomo, Rismiati, Domi, & Rohandi, 2008). The purpose is
11

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12
to create a learning atmosphere which motivates the students in learning the
lesson. On the other hand, implementing set induction in the beginning is used to
increase the students’ motivation.
Robert Shostak in Classroom Teaching Skills writes that there are four
purposes of implementing set induction (1982, pp.113-116). Focusing the
students’ attention on the lesson is the first purpose of implementing set induction.
Shostak also cited that DeCecco and Gagne and Briggs found that the main thing
a teacher needs to do in teaching activity is to “engage the students in learning”.
Both focusing the students’ attention on the lesson and engaging the students in
learning show the teacher’s motivational function in the learning.
The second purpose of implementing set induction skill is to build
framework of the learning. The teachers need to tell the students the information
about the things to do to achieve the goal of the lesson. As cited by Shostak, Gage
and Berliner said that if a teacher tells the students about the way a teachinglearning process is organized, the teacher lets the students improve the ability to
recall the previous information they got and also to implement the new
information. Shostak also cited DeCecco’s finding that a teacher can easily “shape
student behaviour” when the teacher tells the students about what is expected
from them.
The third purpose of set induction is to provide an example of an abstract
idea. Using examples in teaching will help the students, with different ability to
get the idea of the lesson, understand what the teacher explains. Then it will also
help them apply their knowledge to new situations.

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The last purpose of set induction that is stated by Shostak is to make the
students more involved to the lesson and to stimulate the students’ interest. As
what Shostak concluded from Maria Montessori’s observation, if a teacher
provides an active involvement at the beginning of a lesson, the students will be
curious to the lesson to learn and that the active involvement will stimulate their
interest in the lesson.
Kauchak and Eggen have their own version about the purposes of set
induction. Set induction is also called an introduction skill since it is implemented
at the beginning of a lesson. Its’ purpose is, first, to direct the students’ attention
on the lesson which underlines the importance of learning the material. The
teachers need to do that in order to make the new knowledge real and attach to the
students’ previous knowledge. The second purpose is “to provide students with an
overview of the lesson return to these how, what, why, and when questions in the
explanations phase to reinforce this information” (Kauchak & Eggen, 1989,
pp.332-333).

2.1.1.2 The Implementation of Set Induction Skill
To be able to achieve the goal in doing set induction in teaching, the
teachers need to understand the implementation of set induction skill first.
According to Buku Pedoman Pengajaran Mikro (Purnomo, Rismiati, Domi, &
Rohandi, 2008, pp.15-16) there are four things the teachers need to do in
implementing set induction skill when they are teaching.

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The first thing that the teachers need to do is to gain the students’
attention. Attention, according to Phenomenology of Perception, is “a general and
unconditioned power in the sense that at any moment it can be applied
indifferently to any content of consciousness” (Merleau-Ponty, 1962, p.26). In
order to attract the students’ attention, teachers need to be enthusiastic. Not only
in the terms of delivering the lesson, but also in the terms of facial expressions
and body gestures. Teachers also need to use functional media which are relevant
to the topic. The media can be objects, pictures, and things. To create a good
starting point in a language work or in a communication activity, a speaker may
use an interesting object (Harmer, 2007, p.177). By using pictures in introducing
the lesson or in delivering the material can also be useful, since “interesting
pictures will appeal strongly to at least some members of the class. They have the
power (at least for the more visually oriented) to engage students”. He adds that
using pictures can provide the students the opportunities to predict the next
section of a lesson. It is also useful to stimulate questions to a discussion which
then makes the students more involve to the lesson (Harmer, 2007, pp.178-179).
Another thing to do to attract students’ attention is to use a different
interaction pattern. It means that teachers need to change the pattern of the
teacher-students interaction at the beginning of the lesson. It will be better if
teachers use a group discussion instead of using question-answer session since a
monotonous way of communication will not get the students’ attention for a long
time (Purnomo, Rismiati, Domi, & Rohandi, 2008, p. 15).

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Kauchak and Eggen write that according to Anderman & Wolters (2006),
motivating the students can be done by creating interesting lessons. Moreover,
they add that according to Schraw & Lehman (2001), increasing the students’
interest in a lesson can be done by attracting and focusing the students’ attention,
by showing the application of the lesson in the students’ life, and by promoting
the students’ involvement in the lesson through questioning and group work.
(Kauchak & Eggen, 2011, pp.378-379)
The second purpose the teachers need to do is to motivate the students.
Motivation, then, becomes something important to give to the students when a
teacher implements set induction skill. The terminology of the term motivation,
according to Organizational Behavior, was from the Latin word movere which
means “to move”. Motivation then can be described as an allurement to move. It
was also written in that book that motivation is a psychological process which
affects goal-directed behaviour (Kreitner & Kinicki, 2008, p.210).
Motivation is also determined as an internal factor that makes someone put
his/ her effort to achieve something. Harmer adds that according to where it
comes, motivation is differentiated into two: intrinsic and extrinsic motivation.
Harmer explains that the intrinsic motivation produces a better result than the
extrinsic motivation because of the factors affecting it. The external sources of
motivation can be a goal (the strongest one), the society we live in, the people
around us, and also curiosity (Harmer, 2007, pp.98-99). In order to motivate the
students, teachers need to be enthusiastic and fresh. Teachers also need to create
the students’ curiosity of what to be learnt. Another thing teachers should do is

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16
that teacher may express contrary ideas or ask problematic questions at the
opening of the lesson. The last thing to motivate students is by using the trending
topic at the beginning of the lesson. (Purnomo, Rismiati, Domi, & Rohandi, 2008,
pp. 15-16)
The third thing that the teachers need to do is to build framework of the
lesson. In order to be able to build framework of the lesson, teachers may tell the
students the goal of the lesson. Moreover, teachers should clearly state the things
to do to achieve the goal, tell students what activities to do, and give direction to
achieve the goal of the lesson. (Purnomo, Rismiati, Domi, & Rohandi, 2008, p.
16). As cited by Kauchak and Eggen, Murphy et. al. recommended three essential
parts to provide the students framework of the lesson. Those three essential parts
were objective which tells the students the effects of learning the material, content
which describes the important lesson, and procedures which explains the activities
they will do (Kauchak & Eggen, 1989, p.333).
The things teachers should do to show the relevance is by relating the
students’ knowledge to what they experienced. Teachers may compare or even
relate the previous knowledge to the lesson to be learned. (Purnomo, Rismiati,
Domi, & Rohandi, 2008, p.16)

2.1.2

Perception
From Phenomenology of Perception, the researcher outlines some

definitions of perception which might help in answering the researcher problem
and in guiding the analysis of the data. In that book, it is stated, “To the world or

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17
opinion, perception can appear as an interpretation”. It means that perception
means something that people think about something. Perception is also defined as
an idea of becoming conscious of something. But then, perception does not
represent the process of understanding. He adds that perception is an idea about
what people feel, and it has no relation with understanding. (Merleau-Ponty, 1962,
pp.37, 38, 46)
Another definition of perception is “a mental and cognitive process that
enables us to interpret and understand our surroundings” (Kreitner & Kinicki,
1992, p.126). Cognitive here means what people think about something (Kreitner
& Kinicki, 2008, p.161). From this definition of perception, it can be stated that
perception is a process that let people know the surroundings by creating an image
about something.
Perception, in the daily life, then can be defined as the way people see and
think about objects and events. The way of seeing and thinking is affected by the
characteristics and the expectations of the people. It is constructed that is why the
way somebody perceives something will be different from the others’. Perception
is also a process that is used to tie a message to the stimuli. (Eggen & Kauchak,
2012, pp. 44-45)
It is known that perception affects behaviour (Kreitner & Kinicki, 2008,
p.182). It means that someone’s manner of acting toward something is determined
by the way that one sees that thing. The relationship between perception and
behaviour can be seen through the diagram of perception process below:

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The Individual

Important Perceptual

Response

Outcomes

Environmental
Stimuli

Perception
and
interpretation

Stereotypes
Self-fulfilling
prophecy
Attributions

Attitudes
Motivation
Behavior

(Kreitner & Kinicki, 1992, p.126)
As shown in the diagram above, perception plays r