Microteaching students` perception on their set closure implementation in microteaching class.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Mitasari, Rean. (2012). Microteaching Students’ Perception on Their Set
Closure Implementation in Microteaching Class. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
Set closure is one of the basic teaching skills in Microteaching class. Its
purpose is to unify the meaningful points from the teaching and learning activity.
Thus, the students understand the idea of the lesson taught. Since in Microteaching
class the time allocation is limited, it is quite tricky to implement effective set closure
at the end of the peer-teachings. Meanwhile, effective set closure is needed in order to
build strong understanding in the students at the end of the learning activity. Because
of those reasons, the writer was interested to explore and analyze Microteaching
students’ perception on their set closure implementation in Microteaching class.
There were three research questions in this study: 1) How is set closure implemented
by the students as the teacher candidates when they are doing peer teaching on
Microteaching class? 2) What are the students’ perceptions of set closure? 3) What
are students’ suggestions to improve the implementation of set closure?
To answer those three research questions, the writer did mixed-method
research. The writer took 53 participants from sixth semester students who were
taking Microteaching class in academic year 2011/2012 at English Language
Education Study Program of Sanata Dharma University as the sample. The data were
collected from the questionnaires, focus group discussion, and recorded video as the
research instruments. The data collected were put in a table for each item and
presented in percentage form. Afterward, the writer triangulated the data with the
recorded video of the students’ teaching performance in the first progress test and in
the final examination. The writer then drew conclusions of the research.
The results of the research showed that the participants implemented set
closure based on the theories stated by the experts of education and teaching. The
participants admitted that their set closure skill was not good enough because the time
allocation was limited in Microteaching class and they did not have enough examples
of good set closure from their Microteaching lecturers. From the results of the
questionnaire, all participants had good perception towards set closure. From the
videos, there were seven participants who could vary the activities for set closure in
order to grab students’ attention, summarize the lesson, and give the main points of
the material that had been taught. There were four participants stated that set closure
was boring because they used the same question to review the lesson. To improve
their set closure implementation in Microteaching class, the participants shared some
suggestions such as modeling of set closure by the lecturers, time management,
feedback from the lecturers and also from other students, and the media which could
be used to make effective set closure.
Key words: perception, set closure, microteaching.
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Mitasari, Rean. (2012). Microteaching Students’ Perception on Their Set
Closure Implementation in Microteaching Class. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris. Universitas Sanata Dharma.
Menutup Pelajaran adalah salah satu keterampilan dasar mengajar dalam kelas
Microteaching yang bertujuan untuk menyatukan bagian-bagian yang penting dari
kegiatan belajar mengajar, sehingga siswa memahami gagasan dari pelajaran yang
diajarkan. Karena di dalam kelas Microteaching alokasi waktu mengajar terbatas,
keadaan menjadi cukup rumit untuk menerapkan kegiatan menutup pelajaran yang
efektif di akhir kegiatan praktek mengajar. Sementara itu, kegiatan menutup pelajaran
yang efektif sangat dibutuhkan untuk membentuk pemahaman yang kuat pada diri
siswa di akhir kegiatan pembelajaran. Oleh karena itu, penulis tertarik untuk
menyelidiki dan menganalisa persepsi mahasiswa terhadap penerapan kegiatan
menutup pelajaran dalam praktek mengajar di kelas Microteaching. Ada tiga rumusan
masalah yang dikaji dalam penelitian ini: 1) Bagaimana kegiatan menutup pelajaran
diterapkan oleh para mahasiswa sebagai calon guru dalam kegiatan praktek mengajar
di kelas Microteaching? 2) Bagaimana persepsi mahasiswa mengenai kegiatan
menutup pelajaran? 3) Saran-saran apa saja yang diberikan oleh mahasiswa untuk
meningkatan penerapan kegiatan menutup pelajaran?
Untuk menjawab ketiga rumusan masalah tersebut, penulis melakukan
penelitian campuran. Penulis mengambil sampel 53 mahasiswa sebagai peserta
penilitian yaitu mahasiswa semester 6 yang sedang mengambil mata kuliah
Microteaching pada tahun akademik 2011/2012 di Program Studi Pendidikan Bahasa
Inggris, Universitas Sanata Dharma. Data diperoleh dari kuisioner, diskusi kelompok
terarah, dan video rekaman sebagai instrumen penelitian. Data yang diperoleh
dimasukkan ke dalam tabel untuk setiap itemnya dan disajikan dalam bentuk
prosentase. Kemudian, penulis mengtriangulasi data dengan video rekaman ketika
para mahasiswa Microteaching praktek mengajar pada ujian tengah semester pertama
dan ujian akhir semester. Penulis kemudian mengambil kesimpulan dari penelitian
tersebut.
Hasil penelitian menunjukkan bahwa peserta penelitian menerapkan kegiatan
menutup pelajaran berdasarkan teori-teori dari para ahli pendidikan dan pengajaran.
Peserta penelitian mengakui bahwa cara mereka menutup pelajaran belum begitu baik
karena alokasi waktu yang dibatasi di kelas Microteaching dan mereka tidak
mendapat cukup banyak contoh keterampilan menutup pelajaran yang baik dari dosen
Microteaching. Seluruh peserta penelitian memiliki persepsi yang baik terhadap
keterampilan menutup pelajaran. Dari video-video rekaman, terdapat tujuh peserta
penelitian yang dapat memvariasikan kegiatan menutup pelajaran untuk mendapatkan
perhatian dari siswa, merangkum pelajaran, dan meninjau ulang pelajaran. Terdapat
empat peserta penlitian yang menyatakan bahwa keterampilan menutup pelajaran itu
membosankan karena mereka menanyakan pertanyaan yang sama utnuk meninjau
ulang pelajaran. Untuk meningkatkan penerapan keterampilan menutup pelajaran
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
dalam praktek mengajar di kelas Microteaching, partisipan memberikan beberapa
saran yakni pemodelan keterampilan menutup pelajaran oleh para dosen, manajemen
waktu, balikan dari para dosen dan mahasiswa yang lain, serta media yang dapat
digunakan untuk menutup pelajaran secara efektif.
Kata kunci: persepsi, keterampilan menutup pelajaran, microteaching
ix
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
MICROTEACHING STUDENTS’ PERCEPTION ON THEIR
SET CLOSURE 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
Rean Mitasari
Student Number: 081214058
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 CLOSURE 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
Rean Mitasari
Student Number: 081214058
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
“And there's just no turning back,
When your heart's under attack,
Gonna give everything I have,
It's my destiny”
(Justin Bieber feat Jaden Smith – Never Say Never)
I dedicate this to my beloved father, mother, and sister.
iv
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, Dcember 5th, 2012
The Writer
Rean Mitasari
081214058
v
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertandatangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Rean Mitasari
Nomor Mahasiswa : 081214058
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
MICROTEACHING STUDENTS’ PERCEPTION ON THEIR
SET CLOSURE 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: 19 November 2012
Yang menyatakan
(Rean Mitasari)
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Mitasari, Rean. (2012). Microteaching Students’ Perception on Their Set
Closure Implementation in Microteaching Class. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
Set closure is one of the basic teaching skills in Microteaching class. Its
purpose is to unify the meaningful points from the teaching and learning activity.
Thus, the students understand the idea of the lesson taught. Since in Microteaching
class the time allocation is limited, it is quite tricky to implement effective set closure
at the end of the peer-teachings. Meanwhile, effective set closure is needed in order to
build strong understanding in the students at the end of the learning activity. Because
of those reasons, the writer was interested to explore and analyze Microteaching
students’ perception on their set closure implementation in Microteaching class.
There were three research questions in this study: 1) How is set closure implemented
by the students as the teacher candidates when they are doing peer teaching on
Microteaching class? 2) What are the students’ perceptions of set closure? 3) What
are students’ suggestions to improve the implementation of set closure?
To answer those three research questions, the writer did mixed-method
research. The writer took 53 participants from sixth semester students who were
taking Microteaching class in academic year 2011/2012 at English Language
Education Study Program of Sanata Dharma University as the sample. The data were
collected from the questionnaires, focus group discussion, and recorded video as the
research instruments. The data collected were put in a table for each item and
presented in percentage form. Afterward, the writer triangulated the data with the
recorded video of the students’ teaching performance in the first progress test and in
the final examination. The writer then drew conclusions of the research.
The results of the research showed that the participants implemented set
closure based on the theories stated by the experts of education and teaching. The
participants admitted that their set closure skill was not good enough because the time
allocation was limited in Microteaching class and they did not have enough examples
of good set closure from their Microteaching lecturers. From the results of the
questionnaire, all participants had good perception towards set closure. From the
videos, there were seven participants who could vary the activities for set closure in
order to grab students’ attention, summarize the lesson, and give the main points of
the material that had been taught. There were four participants stated that set closure
was boring because they used the same question to review the lesson. To improve
their set closure implementation in Microteaching class, the participants shared some
suggestions such as modeling of set closure by the lecturers, time management,
feedback from the lecturers and also from other students, and the media which could
be used to make effective set closure.
Key words: perception, set closure, microteaching.
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Mitasari, Rean. (2012). Microteaching Students’ Perception on Their Set
Closure Implementation in Microteaching Class. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris. Universitas Sanata Dharma.
Menutup Pelajaran adalah salah satu keterampilan dasar mengajar dalam kelas
Microteaching yang bertujuan untuk menyatukan bagian-bagian yang penting dari
kegiatan belajar mengajar, sehingga siswa memahami gagasan dari pelajaran yang
diajarkan. Karena di dalam kelas Microteaching alokasi waktu mengajar terbatas,
keadaan menjadi cukup rumit untuk menerapkan kegiatan menutup pelajaran yang
efektif di akhir kegiatan praktek mengajar. Sementara itu, kegiatan menutup pelajaran
yang efektif sangat dibutuhkan untuk membentuk pemahaman yang kuat pada diri
siswa di akhir kegiatan pembelajaran. Oleh karena itu, penulis tertarik untuk
menyelidiki dan menganalisa persepsi mahasiswa terhadap penerapan kegiatan
menutup pelajaran dalam praktek mengajar di kelas Microteaching. Ada tiga rumusan
masalah yang dikaji dalam penelitian ini: 1) Bagaimana kegiatan menutup pelajaran
diterapkan oleh para mahasiswa sebagai calon guru dalam kegiatan praktek mengajar
di kelas Microteaching? 2) Bagaimana persepsi mahasiswa mengenai kegiatan
menutup pelajaran? 3) Saran-saran apa saja yang diberikan oleh mahasiswa untuk
meningkatan penerapan kegiatan menutup pelajaran?
Untuk menjawab ketiga rumusan masalah tersebut, penulis melakukan
penelitian campuran. Penulis mengambil sampel 53 mahasiswa sebagai peserta
penilitian yaitu mahasiswa semester 6 yang sedang mengambil mata kuliah
Microteaching pada tahun akademik 2011/2012 di Program Studi Pendidikan Bahasa
Inggris, Universitas Sanata Dharma. Data diperoleh dari kuisioner, diskusi kelompok
terarah, dan video rekaman sebagai instrumen penelitian. Data yang diperoleh
dimasukkan ke dalam tabel untuk setiap itemnya dan disajikan dalam bentuk
prosentase. Kemudian, penulis mengtriangulasi data dengan video rekaman ketika
para mahasiswa Microteaching praktek mengajar pada ujian tengah semester pertama
dan ujian akhir semester. Penulis kemudian mengambil kesimpulan dari penelitian
tersebut.
Hasil penelitian menunjukkan bahwa peserta penelitian menerapkan kegiatan
menutup pelajaran berdasarkan teori-teori dari para ahli pendidikan dan pengajaran.
Peserta penelitian mengakui bahwa cara mereka menutup pelajaran belum begitu baik
karena alokasi waktu yang dibatasi di kelas Microteaching dan mereka tidak
mendapat cukup banyak contoh keterampilan menutup pelajaran yang baik dari dosen
Microteaching. Seluruh peserta penelitian memiliki persepsi yang baik terhadap
keterampilan menutup pelajaran. Dari video-video rekaman, terdapat tujuh peserta
penelitian yang dapat memvariasikan kegiatan menutup pelajaran untuk mendapatkan
perhatian dari siswa, merangkum pelajaran, dan meninjau ulang pelajaran. Terdapat
empat peserta penlitian yang menyatakan bahwa keterampilan menutup pelajaran itu
membosankan karena mereka menanyakan pertanyaan yang sama utnuk meninjau
ulang pelajaran. Untuk meningkatkan penerapan keterampilan menutup pelajaran
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
dalam praktek mengajar di kelas Microteaching, partisipan memberikan beberapa
saran yakni pemodelan keterampilan menutup pelajaran oleh para dosen, manajemen
waktu, balikan dari para dosen dan mahasiswa yang lain, serta media yang dapat
digunakan untuk menutup pelajaran secara efektif.
Kata kunci: persepsi, keterampilan menutup pelajaran, microteaching
ix
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
First of all, I would like to express my greatest gratitude to God Almighty,
Jesus Christ for His endless Love. I would not be able to finish my very hard work
without His guidance. I thank Him for giving me wonderful life with great parents
and friends. I would like to express my gratitude to my only one advisor, Agustinus
Hardi Prasetyo, S.Pd., M.A. I thank him for helping me find the topic for my thesis,
spent his time to give me beneficial feedback, corrections, suggestions, and
encouragement from the beginning until the end of my thesis. I also thank him for his
willingness so I could do the research in his Microteaching class.
I also would like to express my sincere thankfulness to 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., who gave me permission to
conduct my research in their Microteaching classes and to collect their students’
video-recorded of teaching practice. I really appreciate their cooperation. I would also
like to give my gratitude to Microteaching students of 2011/2012 academic year who
became my research participants for filling the questionnaires and being my
interviewees in focus group discussion.
I dedicate this thesis especially to my parents, Soedarjanto, GS. and Maria
Theresia Kasbiyatmi. I thank them for their prayer and motivation in finishing this
thesis. I also give my thankfulness to my sister, Doan Mitasari, who gave me
x
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
support and suggestions while I was finishing my thesis. I would also like to express
my gratitude to all my friends in PBI 2008 especially my classmates in class B for
the togetherness which was full of joy and inspiration. I also thank Selvi, Indah,
Delis, Drs. Barli Bram, M.Ed., Ph.D., Sr. Margaret, Seto, Ika, Ivon, Adhi, for
kindly being my accidental thesis proofreaders, and my seniors from PBI 2007 and
2006 for the sharing and suggestions in finishing my thesis.
My gratefulness also goes to my beloved STECE girls, Ria, Anis, Puput,
Kova, Audi, and Adita for their support. My gratitude also goes to my big family,
The Martos and The Gondos, whom gave their biggest love in doing this hard work.
Finally, I would like to thank everyone whom I cannot mention one by one,
who helped me finish this work.
Rean Mitasari
xi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page
TITLE PAGE………………………………………………………………….
i
APPROVAL PAGE…………………………………………………………...
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……………………………………………………......
xvi
CHAPTER I. INTRODUCTION
1.1. Research Background……………………………………………...........
1
1.2. Research Problems……………………………………………………….
4
1.3. Problem Limitation………………………………………………............
4
1.4. Research Objectives……………………………………………………...
5
1.5. Research Benefits………………………………………………………...
5
1.6. Definition of Terms………………………………………………............
6
x ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II. REVIEW OF RELATED LITERATURE
2.1. Theoretical Description…………………………………………………..
10
2.1.1. Set Closure……………………………………………………………..
10
a. Functions of Set Closure……………………………………………
12
b. The Implementation of Set Closure…………………………………
14
2.1.2. Microteaching………………………………………………………….
15
2.1.3. Perception……………………………………………………………...
17
2.2. Theoretical Framework…………………………………………………..
19
CHAPTER III. RESEARCH METHODOLOGY
3.1. Research Method………………………………………………………...
22
3.2. Research Setting………………………………………………………….
24
3.3. Research Participants…………………………………………………….
25
3.4. Research Instruments…………………………………………………….
26
3.5. Data Gathering Technique……………………………………………….
30
3.6. Data Analysis Technique………………………………………………...
31
3.7. Research Procedure………………………………………………………
41
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION
4.1. The Implementation of Set Closure in the Students’ Teaching
Performance in Microteaching class……………………………………
xiii
43
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4.2. The Microteaching Students’ Perception on the Implementation of Set
Closure…………………………………………………………………...
45
4.2.1. The Microteaching Students’ Perception on the Implementation of
Set Closure as Students………………………………………………...
46
4.2.2. The Microteaching Students’ Perception on the Implementation of
Set Closure as Teachers………………………………………………..
68
4.3. The Microteaching Students’ Suggestions on the Improvement of the
Implementation of Set Closure…………………………………………..
92
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
5.1. Conclusions………………………………………………………………
95
5.1.1. The Implementation of Set Closure in Students’ Teaching
Performance in Microteaching Class…………………………………
5.1.2. The Students’ Perceptions on the Implementation of Set Closure…….
95
96
5.1.3. The Students’ Suggestions to Improve The Implementation of Set
Closure in Microteaching Class………………………………………
5.2. Recommendations………………………………………………………..
REFERENCES………………………………………………………………...
x iv
97
99
102
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Page
Table 3.1
The description of the data need………………………………............
28
Table 3.2
The schedule of the research …………………………………….........
31
Table 4.1
The implementation of set closure to help the students put their
understanding into words………………………………………….....
Table 4.2
The implementation of set closure to draw attention at the end of
learning sequence…………….............................................................
Table 4.3
46
49
The implementation of set closure to organize bodies of knowledge
containing a wide range of information which needs to be integrated
as well as possible……………………………………………………..
52
Table 4.4
The implementation of set closure to consolidate pupils learning.........
54
Table 4.5
The implementation of set closure to help students organize what
they have learned into meaningful idea, which they will record in
their long-term memories……………………………………………...
Table 4.6
55
The implementation of set closure to provide students with an
opportunity to create new knowledge by consolidating what they
have already known with what they have just experienced…………...
Table 4.7
57
The implementation of set closure to help students organize and
rearrange their own ideas to list major points made in the
discussion……………………………………………………………...
Table 4.8
The implementation of set closure to help students organize their
thinking around a new concept before moving to a new idea………...
Table 4.9
58
60
The Implementation of set closure to encourage students in practicing
immediately what they have learned………………………………….
62
Table 4.10 The implementation of set closure to create a sense of achievement
and mastery in the pupils……………………………………………...
xv
63
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Table 4.11 The implementation of set closure to help the students put their
understanding into words……………………………………………...
69
Table 4.12 The implementation of set closure to draw attention at the end of
learning Sequence……………………………………………………..
71
Table 4.13 The implementation of set closure to organize bodies of knowledge
containing a wide range of information, which needs to be integrated
as well as possible……………………………………………………..
74
Table 4.14 The Implementation of set closure to consolidate pupils’ learning.......
76
Table 4.15 The implementation of set closure to help students organize what
they have learned into meaningful idea, which they will record in
their long-term memories……………………………………………...
78
Table 4.16 The implementation of set closure to provide students with an
opportunity to create new knowledge by consolidating what they
already know with what they have just experienced………………….
79
Table 4.17 The implementation of set closure to help students organize and
rearrange their own ideas to list major points made in the
discussion……………………………………………………………...
81
Table 4.18 The implementation of set closure to help students organize their
thinking around a new concept before moving to a new idea………...
83
Table 4.19 The implementation of set closure to encourage students in practicing
immediately what they have learned………………………………….
84
Table 4.20 The implementation of set closure to create sense of achievement and
master in the pupils………....................................................................
xvi
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Page
APPENDIX 1
Permission Letter……………………………………………
105
APPENDIX 2
Questionnaire Sheet…………………………………………
114
APPENDIX 3
Blue Print of the Questionnaire…………………………….
118
APPENDIX 4a Blue Print of the Questionnaire Result (Close-Ended
Questions)……………………………………………
APPENDIX
Students’ Responses on the Open-Ended Questionnaire
4b
Questions………………………………………......
APPENDIX 5
Focus Group Discussion Guide with Micro teaching
Students……………………………………………..
APPENDIX 6
120
126
132
The Students’ Responses on the Focus Group
Discussion………………………………………….
xvii
133
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
This chapter presents the background of the research, problem formulation,
problem limitation, objectives of the research, benefits of the research, and definition
of terms.
1. 1 Research Background
Microteaching is designed as a tool to help the teacher candidates practice
their teaching skills. In Microteaching itself, especially in the English Language
Education Study Program (ELESP) of Sanata Dharma University, the teacher
candidates are not only teaching their friends in the Microteaching laboratory (do the
peer-teaching) but also practicing their teaching skills to teach their juniors as the
preparation to teach the real class, manage their class effectively, and build a
conducive atmosphere for the teaching and learning process. Microteaching is a
course that is designed to prepare the teacher candidates to be ready with the
teacher’s tasks and master basic teaching skills in the real teaching (Purnomo,
Rismiati, Domi, Rohandi, 2008, p. 2). The basic teaching skills are the first and the
most important task that should be mastered by the teacher candidates. There are five
basic teaching skills which should be mastered by the teacher candidates while doing
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2
microteaching. They are set induction, making reinforcement, questioning, delivery
and stimulus variation, and set closure.
Set closure is one of the basic teaching skills which is important to be done in
order to make the students understand and master the materials well, and also they
can feel that the teacher to encourages them to study hard by giving the motivation
(Gilarso, 1986). Set closure is not only the closing session in the teaching and
learning process, but also the activity which can motivate students and evaluate the
learning outcomes of the students while they are studying (Cooper and Stroud, 1966).
Thus, the functions of the set closure is not only to summarize the lesson into
meaningful context but also to convey the message from the lesson that we have been
introduced enough material for one session and to focus on the students’ deeper
understanding. According to Brown (1975, p. 90), set closure is also used for
consolidating pupil learning, focusing students’ attention on what has been learnt,
drawing attention to the end of a learning sequence, and creating a sense of
achievement and mastery in the pupils. By understanding those functions which have
been mentioned, we know that set closure should be applied properly when the
teacher candidates teach their students in order to achieve the learning objectives of
the subject.
According to Dimyati and Mudjiono (1999), the teachers are supposed to
“force” the students by giving several activities which make the students contribute
actively in the teaching and learning process. Those several activities should be able
to increase the students’ motivation to participate actively in the class and possibly
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
the students realize that the learning activity will give meaningful and useful
information to develop their knowledge. When the students realize that the learning
process gives many essential and helpful information for developing their knowledge,
they will kindly enjoy the learning process inside or outside the class (Uno, 2007).
The students will pay attention more on the teaching and learning activities including
the set closure because they understand that the activity which occurs at the end of the
lesson is also useful to improve their knowledge and their learning motivation.
Knowing the importance of set closure, a strong and good perception is
needed by microteaching students not only to enhance their teaching skill but also to
master and implement appropriate closure in their teaching performance as future
teachers. Perception is important because people’s perception on the meaning of the
situation around them is interrelated to their behavior (Robbins, 2005). It means that
the teacher candidates of ELESP who have positive perception about set closure in
their teaching performances can implement good closure. Altman, Valenzi, and
Hodgetts (1985) also stated that perception enables people to comprehend and deal
with the environment they belong to. In this case, the teacher candidates who make
good closure are ready to teach the real students in the real classroom. Besides,
perception is important because it involves the managerial activities (Kreitner and
Kinicki, 2008). Refering to this study, perception is important because when the
teacher candidates can manage their time for doing set closure in their lesson plan and
apply it to their teaching performance well, the appropriate set closure is successfully
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
achieved. This thesis revealed the Microteaching students’ perception on their set
closure implementation in Microteaching class.
1.2 Research Problems
The problems of the research are presented below:
1.
How is set closure implemented by Microteaching students when they are doing
peer-teaching in Microteaching class?
2.
What are the students’ perceptions on the implementation of set closure?
3.
What are students’ suggestions to improve the implementation of set closure?
1.3 Problem Limitation
To make this research specific, there are some limitations in this research. This
research is about perception. The writer would like to find out Microteaching
students’ perception of set closure on their teaching performance, when they
performed as a teacher and as a student on the peer-teaching in Microteaching class.
This research would be limited only for English Language Education Study Program
students of Sanata Dharma University who took Microteaching class in the sixth
semester, academic year 2011/2012. This research is limited to the Microteaching
students’ performances when they practiced set closure skill in Microteaching class.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
1.4 Research Objectives
Based on the problems that are stated in the problem formulation, this research
has three main objectives:
1.
This research aims to know how well Microteaching students implement set
closure when they are doing peer-teachings in Microteaching class.
2.
This research aims to know about Microteaching students’ perceptions about set
closure and the effectiveness of set closure to end the lesson.
3.
This research also would like to know about Microteaching students’ suggestion
to make good set closure to end the lesson.
1.5 Research Benefits
The students of the English Language Education Study Program (ELESP) are
expected to be good teachers who can master basic teaching skills through
Microteaching class. They are also expected to have good teaching competence so
they can fulfill the students’ needs in every circumstance or situation. Hopefully, this
research will give a contribution to the English Language Education Study Program,
especially for the students, the lecturers, and other researchers.
1. For Lower Semester Students
Through this research, the students who are taking Microteaching class will be
aware when they are making set closure to end the lesson in their class. They will not
only master the materials which are given in the class but also master the basic
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
teaching skills to make the teaching and learning activities more conducive and
interesting.
2. For Lecturers
Through this research, hopefully the lecturers are more aware of the function and
the benefits of set closure when they do the teaching process. Their students will not
get difficulties in finding the models to make good set closure in their teaching
practice at school later.
3. For Future Researchers
Hopefully this research can be a reference to conduct the other research that is
related to the topic. This research provides some information that might be useful and
valuable to support the other research in the future.
1.6 Definition of Terms
In this study, in order to avoid misunderstanding, the writer provides some
definitions of terms used in this research.
1. Microteaching
Based on Allen and Ryan (1969, p.1) statement, microteaching is a preparation
class which is used for the teacher candidates to practice their teaching skill before
they teach the real class. Allen and Ryan also said that (as cited in Cooper and Stroud,
1966, p. 1), microteaching is a small class which is designed as an initial training for
the teacher candidates, an analysis tool to observe the rehearsals’ results by using the
restrained steps, and a teaching guideline for professional teachers. While according
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
to Wahba (2003, p. 44), microteaching is a chance given to the teachers while they
are provided with the simple materials and limited time allocation to teach a small
number of students. It is used as a beneficial method for teachers training institution.
According to Sulthon (2009, p. 20), microteaching is a teaching practice which is
done gradually and systematically by simplifying the basic teaching skills’ aspects in
order to be easily observed for the importance of the guidance.
In Microteaching class, the students are asked to play two roles during the class,
as the students and as the teachers (Gilarso, 1986, p. 17, 18). In this research, the
writer used the terms “the teachers” refers to microteaching students who played the
role as the teachers and the terms “the students” refers to Microteaching students who
played the role as the students. The writer used those two terms in order to avoid the
readers’ misunderstanding. Thus, the readers are not confused which teachers and
which students that are meant in this research.
2. Perception
According to Kenicki and Kreiter (2008, p. 183), perception is a process which
permits us to define and capture our environment by choosing, keeping, and reacting
toward it. While according to Luthans (2005, p. 168), perception is a complicated
process which produces particular descriptions of our environment which might be
diverse from one to another. Huffman, Vernoy, and Vernoy (2000, p. 107) stated that
perception is a way to choose, arrange, and respond what are happening around us.
According to Altman, Valenzi, and Hodgetts (1985, p. 85), perception is how a
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
person can respond and describe a certain event. It is more on how a person sees
something in the meaningful way about the surrounding environment.
3. Set closure
According to Cooper and Stroud (1966, p. 58), set closure is achieved when the
aim and the basic of the teaching and learning activity are evaluated in order to link
up the new materials that has been taught with the previous one. Set closure is the
complement of set induction. Set closure is not only the wrap-up session of a lesson
but also the process to relate the previous information with the new one. Set closure
can create the attainment of the students. Set closure can also become the sign to tell
the students where they are now and where they should go. For example, if the
teaching and learning session is not finished yet, set closure can still be done by
grabbing students’ attention to tell them the part that should be finished and when it
should be ended. While according to Brown (1975, p. 90), set closure has four
functions. The first is to centralize the students’ attention on what they got through
the lesson, the second is to reinforce the students’ knowledge, the third is to grab the
students’ attention at the end of the lesson, and the fourth is to signify a sense of
accomplishment and comprehension to the students.
Based on Eggen and Kauchak (2011, p.78, 143, 144, 170, 203, 306), set closure
also has four functions. The first, set closure is an opportunity for the students to
understand and describe the material that has been taught using their own words. It
will be easier for the students to use their ideas in understanding and describing a new
knowledge. The second, set closure helps the students use their comprehension to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
give another example besides what their teacher had given to them. The third, set
closure helps the students conclude the important points from the lesson that has been
taught. The last, set closure help the students relate previous knowledge to the new
one by underlining the main part of the material that has been taught. According to
Shostak (2011, p. 98), set closure is an activity which is created by the teachers to
help the students collect and review the important information from the lesson that
has been taught. Thus, the students can understand the materials easily.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the writer provides the theories that are relevant to this study.
It includes two sections; they are theoretical description and theoretical framework. In
the theoretical description the relevant theories and similar research will be provided,
while the theoretical framework will provide the summary for all the review of
related theories and the similar research to this study.
2.1. Theoretical Description
In this part, the writer will provide the description about set closure, the function
of set closure, the implementation of set closure, microteaching, and perception.
2.1.1. Set Closure
Set closure is created to become a help for the students when they finish the
lesson in one day. It is useful because set closure can be in the form of a small
review. Besides, set closure can resume the idea of the lesson after the students
finished one unit of lesson in one day. Set closure refers to those actions that are
designed by the teachers to bring a lesson presentation to an appropriate conclusion.
The teachers use set closure to help students bring things together in their own minds,
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
to make sense out of what has been going on during the course of the presentation
(Shostak, 2011). According to Muijs and Reynolds (2005), in constructivism learning
format, there are several ways mentioned and two of them are reflection phase and
application and discussion phase. Both of them are similar to set closure which aims
to review the lesson and apply what they had studied into discussions in order to
summarize what they had learnt at the end of the lesson.
The students are in a hurry to get out from the class to have break time or
want to go home early when the lesson comes into the end. The students tend to have
lack of concentration to pay attention to the lesson. A teacher should try his or her
best to make the students pay attention to the lesson even that is only for testing their
understanding about the topic on that day. According to Allen and Ryan (1969), set
closure is not just a quick summary which is made at the end of the lesson and
covered all the materials. It is a tool for the students to achieve their complete
understanding about the material taught by giving the chances for them to link the
previous material and the new material taught. It is better for the teachers to make
creative and effective set closure to grab the students’ attention and also help the
students who still have difficulties in mastering the topic. The teachers have to make
sure that their students understand the topic that they had taught well. Set closure
might be technically defined as a direct attention to the completion on a specific task
or a learning sequence. There are two important types of closure: cognitive and
social. The first is directed at consolidating what the students have learnt and
focusing their attention on the major points covered in the lesson or lesson segment.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
The second is concerned with giving the students a sense of achievement despite
having any difficulties that encountered within the lesson, they are encouraged to
continue striving. Usually, a teacher uses social closure only at the end of a lesson or
at the end of a particularly difficult learning sequence (Brown, 1975).
Set closure is a form of review which is occured at the end of a lesson that is
designed to help students organize what they’ve learned into a meaningful idea; it
pulls the different aspects of the topic together and signals the end of a lesson (Eggen
and Kauchak, 2011). Based on that theory, set closure is expected to become a useful
tool to make the students actively participate in the discussion when the topic has
been taught. Set closure is also expected to review the students’ understanding on the
concept of one topic that has been taught or help students memorize the lesson and
give reinforcement to their understanding of the topic itself.
a. Functions of Set Closure
Set closure is often forgotten by the teacher candidates or even the professional
teacher at school while they are teaching in the classroom. Many of them only make
short set closure with lack of essential content. According to Brown (1975), set
closure is important to be done because it will help the students get a deeper
understanding about the topic or the unit that had been taught by the teacher. The
functions of set closure are focusing attention on what has been learnt, consolidating
pupil learning, drawing attention to the end of a learning sequence, and creating a
sense of achievement and mastery in the pupils (Brown, 1975). Based on the function
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
of set closure in Brown’s statement, it is clear that set closure is important to be
implemented in the effective ways while the teacher is doing their teaching and
learning activities in order to increase the students’ attention and participation in the
classroom and improve the students’ understanding of the lesson that has been taught.
Besides, set closure should be implemented in effective ways because it gives a sense
of achievement to the students while they have just finished learning one topic. The
students will also have good motivation and they can participate actively when they
get something useful and meaningful after they have learnt one topic.
According to Muijs and Reynolds (2005), set closure should have three
features, which are consolidating, evaluating pupil’s responses, and summarizing.
Consolidating is to broaden the students’ opportunities to reinforce and develop what
had been taught by using variants of activities in the class or tasks, group discussions,
or peer tasks in order to invite the students’ to broaden, apply and express their ideas
after learning one topic. Evaluating pupils’ responses is to identify the mistakes
during the teaching and learning process in order to improve the activities and
anything related to the process. Thus, in the future the same mistakes could be
avoided. Summarizing is to review, recheck, and remind about the information which
has been obtained by the students, also to identify and rectify any misunderstandings
which still occurred. Besides, summarizing also connects the ideas which are
interrelated to the lesson, thus the students will understand it and they can be apply
the knowledge that they got in their future.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
b. The Implementation of Set Closure
According to Sulthon (2009), set closure should be effectively implemented by
the teacher candidates in order to maintain the students’ willingness in continuing the
learning process although the learning process in the classroom has ended. There
were three ways to end the lesson in effective ways. First, the teachers check the
students’ understanding in order to make sure that they had already understood the
lesson that had been taught. The teachers can summarize the lesson at the end of the
class. Second, the teachers invite the students to reflect the lesson that has been taught
at the end of the lesson. It is used in order to achieve the goals of the learning, help
the students to overcome their difficulties in learning the lesson, and evaluates the
learning process to be more effective. Third, the teachers evaluate the lesson that has
been taught. They can use several ways, such as invite the students to express their
ideas in answering the questions to summarize the lesson or do several exercises.
While according to Silberman (1996), set closure should be implemented
effectively in order to enable the students to reflect on what they had learnt and
consider how to implement it in the future. The focus is on what the students had
grasped from the teachers so they would not easily forget what they had learnt. The
teachers can do four ways to implement set closure. First, the teacher did the review
in order to remind and summarize what had been learnt. Second, the teachers do the
self-assessment in order to evaluate the changes in knowledge, skills, and behavior of
their students. Third, the teachers make future planning to determine the students’
follow-up in continuing their learning after the lesson ended. Fourth, the teachers
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
invite the students to express their final sentiments to communicate the ideas,
feelings, and concerns of the students at the end of the class.
2.1.2. Microteaching
Microteaching is a form of group teaching with small number of people inside the
group. It is used to train the teacher candidates to be ready when they have to teach in
the real classroom. Based on Sulthon’s statement (2009), microteaching is the form of
technique or training methods for the teacher candidates which is arranged to train the
teaching skills so that each component of it can easily be mastered by the teacher
candidates in every teaching situation. According Cruickshank et al (2005),
“microteaching is designed to provide a s
ABSTRACT
Mitasari, Rean. (2012). Microteaching Students’ Perception on Their Set
Closure Implementation in Microteaching Class. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
Set closure is one of the basic teaching skills in Microteaching class. Its
purpose is to unify the meaningful points from the teaching and learning activity.
Thus, the students understand the idea of the lesson taught. Since in Microteaching
class the time allocation is limited, it is quite tricky to implement effective set closure
at the end of the peer-teachings. Meanwhile, effective set closure is needed in order to
build strong understanding in the students at the end of the learning activity. Because
of those reasons, the writer was interested to explore and analyze Microteaching
students’ perception on their set closure implementation in Microteaching class.
There were three research questions in this study: 1) How is set closure implemented
by the students as the teacher candidates when they are doing peer teaching on
Microteaching class? 2) What are the students’ perceptions of set closure? 3) What
are students’ suggestions to improve the implementation of set closure?
To answer those three research questions, the writer did mixed-method
research. The writer took 53 participants from sixth semester students who were
taking Microteaching class in academic year 2011/2012 at English Language
Education Study Program of Sanata Dharma University as the sample. The data were
collected from the questionnaires, focus group discussion, and recorded video as the
research instruments. The data collected were put in a table for each item and
presented in percentage form. Afterward, the writer triangulated the data with the
recorded video of the students’ teaching performance in the first progress test and in
the final examination. The writer then drew conclusions of the research.
The results of the research showed that the participants implemented set
closure based on the theories stated by the experts of education and teaching. The
participants admitted that their set closure skill was not good enough because the time
allocation was limited in Microteaching class and they did not have enough examples
of good set closure from their Microteaching lecturers. From the results of the
questionnaire, all participants had good perception towards set closure. From the
videos, there were seven participants who could vary the activities for set closure in
order to grab students’ attention, summarize the lesson, and give the main points of
the material that had been taught. There were four participants stated that set closure
was boring because they used the same question to review the lesson. To improve
their set closure implementation in Microteaching class, the participants shared some
suggestions such as modeling of set closure by the lecturers, time management,
feedback from the lecturers and also from other students, and the media which could
be used to make effective set closure.
Key words: perception, set closure, microteaching.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Mitasari, Rean. (2012). Microteaching Students’ Perception on Their Set
Closure Implementation in Microteaching Class. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris. Universitas Sanata Dharma.
Menutup Pelajaran adalah salah satu keterampilan dasar mengajar dalam kelas
Microteaching yang bertujuan untuk menyatukan bagian-bagian yang penting dari
kegiatan belajar mengajar, sehingga siswa memahami gagasan dari pelajaran yang
diajarkan. Karena di dalam kelas Microteaching alokasi waktu mengajar terbatas,
keadaan menjadi cukup rumit untuk menerapkan kegiatan menutup pelajaran yang
efektif di akhir kegiatan praktek mengajar. Sementara itu, kegiatan menutup pelajaran
yang efektif sangat dibutuhkan untuk membentuk pemahaman yang kuat pada diri
siswa di akhir kegiatan pembelajaran. Oleh karena itu, penulis tertarik untuk
menyelidiki dan menganalisa persepsi mahasiswa terhadap penerapan kegiatan
menutup pelajaran dalam praktek mengajar di kelas Microteaching. Ada tiga rumusan
masalah yang dikaji dalam penelitian ini: 1) Bagaimana kegiatan menutup pelajaran
diterapkan oleh para mahasiswa sebagai calon guru dalam kegiatan praktek mengajar
di kelas Microteaching? 2) Bagaimana persepsi mahasiswa mengenai kegiatan
menutup pelajaran? 3) Saran-saran apa saja yang diberikan oleh mahasiswa untuk
meningkatan penerapan kegiatan menutup pelajaran?
Untuk menjawab ketiga rumusan masalah tersebut, penulis melakukan
penelitian campuran. Penulis mengambil sampel 53 mahasiswa sebagai peserta
penilitian yaitu mahasiswa semester 6 yang sedang mengambil mata kuliah
Microteaching pada tahun akademik 2011/2012 di Program Studi Pendidikan Bahasa
Inggris, Universitas Sanata Dharma. Data diperoleh dari kuisioner, diskusi kelompok
terarah, dan video rekaman sebagai instrumen penelitian. Data yang diperoleh
dimasukkan ke dalam tabel untuk setiap itemnya dan disajikan dalam bentuk
prosentase. Kemudian, penulis mengtriangulasi data dengan video rekaman ketika
para mahasiswa Microteaching praktek mengajar pada ujian tengah semester pertama
dan ujian akhir semester. Penulis kemudian mengambil kesimpulan dari penelitian
tersebut.
Hasil penelitian menunjukkan bahwa peserta penelitian menerapkan kegiatan
menutup pelajaran berdasarkan teori-teori dari para ahli pendidikan dan pengajaran.
Peserta penelitian mengakui bahwa cara mereka menutup pelajaran belum begitu baik
karena alokasi waktu yang dibatasi di kelas Microteaching dan mereka tidak
mendapat cukup banyak contoh keterampilan menutup pelajaran yang baik dari dosen
Microteaching. Seluruh peserta penelitian memiliki persepsi yang baik terhadap
keterampilan menutup pelajaran. Dari video-video rekaman, terdapat tujuh peserta
penelitian yang dapat memvariasikan kegiatan menutup pelajaran untuk mendapatkan
perhatian dari siswa, merangkum pelajaran, dan meninjau ulang pelajaran. Terdapat
empat peserta penlitian yang menyatakan bahwa keterampilan menutup pelajaran itu
membosankan karena mereka menanyakan pertanyaan yang sama utnuk meninjau
ulang pelajaran. Untuk meningkatkan penerapan keterampilan menutup pelajaran
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
dalam praktek mengajar di kelas Microteaching, partisipan memberikan beberapa
saran yakni pemodelan keterampilan menutup pelajaran oleh para dosen, manajemen
waktu, balikan dari para dosen dan mahasiswa yang lain, serta media yang dapat
digunakan untuk menutup pelajaran secara efektif.
Kata kunci: persepsi, keterampilan menutup pelajaran, microteaching
ix
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
MICROTEACHING STUDENTS’ PERCEPTION ON THEIR
SET CLOSURE 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
Rean Mitasari
Student Number: 081214058
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 CLOSURE 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
Rean Mitasari
Student Number: 081214058
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
“And there's just no turning back,
When your heart's under attack,
Gonna give everything I have,
It's my destiny”
(Justin Bieber feat Jaden Smith – Never Say Never)
I dedicate this to my beloved father, mother, and sister.
iv
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, Dcember 5th, 2012
The Writer
Rean Mitasari
081214058
v
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertandatangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Rean Mitasari
Nomor Mahasiswa : 081214058
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
MICROTEACHING STUDENTS’ PERCEPTION ON THEIR
SET CLOSURE 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: 19 November 2012
Yang menyatakan
(Rean Mitasari)
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Mitasari, Rean. (2012). Microteaching Students’ Perception on Their Set
Closure Implementation in Microteaching Class. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
Set closure is one of the basic teaching skills in Microteaching class. Its
purpose is to unify the meaningful points from the teaching and learning activity.
Thus, the students understand the idea of the lesson taught. Since in Microteaching
class the time allocation is limited, it is quite tricky to implement effective set closure
at the end of the peer-teachings. Meanwhile, effective set closure is needed in order to
build strong understanding in the students at the end of the learning activity. Because
of those reasons, the writer was interested to explore and analyze Microteaching
students’ perception on their set closure implementation in Microteaching class.
There were three research questions in this study: 1) How is set closure implemented
by the students as the teacher candidates when they are doing peer teaching on
Microteaching class? 2) What are the students’ perceptions of set closure? 3) What
are students’ suggestions to improve the implementation of set closure?
To answer those three research questions, the writer did mixed-method
research. The writer took 53 participants from sixth semester students who were
taking Microteaching class in academic year 2011/2012 at English Language
Education Study Program of Sanata Dharma University as the sample. The data were
collected from the questionnaires, focus group discussion, and recorded video as the
research instruments. The data collected were put in a table for each item and
presented in percentage form. Afterward, the writer triangulated the data with the
recorded video of the students’ teaching performance in the first progress test and in
the final examination. The writer then drew conclusions of the research.
The results of the research showed that the participants implemented set
closure based on the theories stated by the experts of education and teaching. The
participants admitted that their set closure skill was not good enough because the time
allocation was limited in Microteaching class and they did not have enough examples
of good set closure from their Microteaching lecturers. From the results of the
questionnaire, all participants had good perception towards set closure. From the
videos, there were seven participants who could vary the activities for set closure in
order to grab students’ attention, summarize the lesson, and give the main points of
the material that had been taught. There were four participants stated that set closure
was boring because they used the same question to review the lesson. To improve
their set closure implementation in Microteaching class, the participants shared some
suggestions such as modeling of set closure by the lecturers, time management,
feedback from the lecturers and also from other students, and the media which could
be used to make effective set closure.
Key words: perception, set closure, microteaching.
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ABSTRAK
Mitasari, Rean. (2012). Microteaching Students’ Perception on Their Set
Closure Implementation in Microteaching Class. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris. Universitas Sanata Dharma.
Menutup Pelajaran adalah salah satu keterampilan dasar mengajar dalam kelas
Microteaching yang bertujuan untuk menyatukan bagian-bagian yang penting dari
kegiatan belajar mengajar, sehingga siswa memahami gagasan dari pelajaran yang
diajarkan. Karena di dalam kelas Microteaching alokasi waktu mengajar terbatas,
keadaan menjadi cukup rumit untuk menerapkan kegiatan menutup pelajaran yang
efektif di akhir kegiatan praktek mengajar. Sementara itu, kegiatan menutup pelajaran
yang efektif sangat dibutuhkan untuk membentuk pemahaman yang kuat pada diri
siswa di akhir kegiatan pembelajaran. Oleh karena itu, penulis tertarik untuk
menyelidiki dan menganalisa persepsi mahasiswa terhadap penerapan kegiatan
menutup pelajaran dalam praktek mengajar di kelas Microteaching. Ada tiga rumusan
masalah yang dikaji dalam penelitian ini: 1) Bagaimana kegiatan menutup pelajaran
diterapkan oleh para mahasiswa sebagai calon guru dalam kegiatan praktek mengajar
di kelas Microteaching? 2) Bagaimana persepsi mahasiswa mengenai kegiatan
menutup pelajaran? 3) Saran-saran apa saja yang diberikan oleh mahasiswa untuk
meningkatan penerapan kegiatan menutup pelajaran?
Untuk menjawab ketiga rumusan masalah tersebut, penulis melakukan
penelitian campuran. Penulis mengambil sampel 53 mahasiswa sebagai peserta
penilitian yaitu mahasiswa semester 6 yang sedang mengambil mata kuliah
Microteaching pada tahun akademik 2011/2012 di Program Studi Pendidikan Bahasa
Inggris, Universitas Sanata Dharma. Data diperoleh dari kuisioner, diskusi kelompok
terarah, dan video rekaman sebagai instrumen penelitian. Data yang diperoleh
dimasukkan ke dalam tabel untuk setiap itemnya dan disajikan dalam bentuk
prosentase. Kemudian, penulis mengtriangulasi data dengan video rekaman ketika
para mahasiswa Microteaching praktek mengajar pada ujian tengah semester pertama
dan ujian akhir semester. Penulis kemudian mengambil kesimpulan dari penelitian
tersebut.
Hasil penelitian menunjukkan bahwa peserta penelitian menerapkan kegiatan
menutup pelajaran berdasarkan teori-teori dari para ahli pendidikan dan pengajaran.
Peserta penelitian mengakui bahwa cara mereka menutup pelajaran belum begitu baik
karena alokasi waktu yang dibatasi di kelas Microteaching dan mereka tidak
mendapat cukup banyak contoh keterampilan menutup pelajaran yang baik dari dosen
Microteaching. Seluruh peserta penelitian memiliki persepsi yang baik terhadap
keterampilan menutup pelajaran. Dari video-video rekaman, terdapat tujuh peserta
penelitian yang dapat memvariasikan kegiatan menutup pelajaran untuk mendapatkan
perhatian dari siswa, merangkum pelajaran, dan meninjau ulang pelajaran. Terdapat
empat peserta penlitian yang menyatakan bahwa keterampilan menutup pelajaran itu
membosankan karena mereka menanyakan pertanyaan yang sama utnuk meninjau
ulang pelajaran. Untuk meningkatkan penerapan keterampilan menutup pelajaran
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
dalam praktek mengajar di kelas Microteaching, partisipan memberikan beberapa
saran yakni pemodelan keterampilan menutup pelajaran oleh para dosen, manajemen
waktu, balikan dari para dosen dan mahasiswa yang lain, serta media yang dapat
digunakan untuk menutup pelajaran secara efektif.
Kata kunci: persepsi, keterampilan menutup pelajaran, microteaching
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ACKNOWLEDGEMENTS
First of all, I would like to express my greatest gratitude to God Almighty,
Jesus Christ for His endless Love. I would not be able to finish my very hard work
without His guidance. I thank Him for giving me wonderful life with great parents
and friends. I would like to express my gratitude to my only one advisor, Agustinus
Hardi Prasetyo, S.Pd., M.A. I thank him for helping me find the topic for my thesis,
spent his time to give me beneficial feedback, corrections, suggestions, and
encouragement from the beginning until the end of my thesis. I also thank him for his
willingness so I could do the research in his Microteaching class.
I also would like to express my sincere thankfulness to 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., who gave me permission to
conduct my research in their Microteaching classes and to collect their students’
video-recorded of teaching practice. I really appreciate their cooperation. I would also
like to give my gratitude to Microteaching students of 2011/2012 academic year who
became my research participants for filling the questionnaires and being my
interviewees in focus group discussion.
I dedicate this thesis especially to my parents, Soedarjanto, GS. and Maria
Theresia Kasbiyatmi. I thank them for their prayer and motivation in finishing this
thesis. I also give my thankfulness to my sister, Doan Mitasari, who gave me
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
support and suggestions while I was finishing my thesis. I would also like to express
my gratitude to all my friends in PBI 2008 especially my classmates in class B for
the togetherness which was full of joy and inspiration. I also thank Selvi, Indah,
Delis, Drs. Barli Bram, M.Ed., Ph.D., Sr. Margaret, Seto, Ika, Ivon, Adhi, for
kindly being my accidental thesis proofreaders, and my seniors from PBI 2007 and
2006 for the sharing and suggestions in finishing my thesis.
My gratefulness also goes to my beloved STECE girls, Ria, Anis, Puput,
Kova, Audi, and Adita for their support. My gratitude also goes to my big family,
The Martos and The Gondos, whom gave their biggest love in doing this hard work.
Finally, I would like to thank everyone whom I cannot mention one by one,
who helped me finish this work.
Rean Mitasari
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TABLE OF CONTENTS
Page
TITLE PAGE………………………………………………………………….
i
APPROVAL PAGE…………………………………………………………...
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……………………………………………………......
xvi
CHAPTER I. INTRODUCTION
1.1. Research Background……………………………………………...........
1
1.2. Research Problems……………………………………………………….
4
1.3. Problem Limitation………………………………………………............
4
1.4. Research Objectives……………………………………………………...
5
1.5. Research Benefits………………………………………………………...
5
1.6. Definition of Terms………………………………………………............
6
x ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II. REVIEW OF RELATED LITERATURE
2.1. Theoretical Description…………………………………………………..
10
2.1.1. Set Closure……………………………………………………………..
10
a. Functions of Set Closure……………………………………………
12
b. The Implementation of Set Closure…………………………………
14
2.1.2. Microteaching………………………………………………………….
15
2.1.3. Perception……………………………………………………………...
17
2.2. Theoretical Framework…………………………………………………..
19
CHAPTER III. RESEARCH METHODOLOGY
3.1. Research Method………………………………………………………...
22
3.2. Research Setting………………………………………………………….
24
3.3. Research Participants…………………………………………………….
25
3.4. Research Instruments…………………………………………………….
26
3.5. Data Gathering Technique……………………………………………….
30
3.6. Data Analysis Technique………………………………………………...
31
3.7. Research Procedure………………………………………………………
41
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION
4.1. The Implementation of Set Closure in the Students’ Teaching
Performance in Microteaching class……………………………………
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4.2. The Microteaching Students’ Perception on the Implementation of Set
Closure…………………………………………………………………...
45
4.2.1. The Microteaching Students’ Perception on the Implementation of
Set Closure as Students………………………………………………...
46
4.2.2. The Microteaching Students’ Perception on the Implementation of
Set Closure as Teachers………………………………………………..
68
4.3. The Microteaching Students’ Suggestions on the Improvement of the
Implementation of Set Closure…………………………………………..
92
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
5.1. Conclusions………………………………………………………………
95
5.1.1. The Implementation of Set Closure in Students’ Teaching
Performance in Microteaching Class…………………………………
5.1.2. The Students’ Perceptions on the Implementation of Set Closure…….
95
96
5.1.3. The Students’ Suggestions to Improve The Implementation of Set
Closure in Microteaching Class………………………………………
5.2. Recommendations………………………………………………………..
REFERENCES………………………………………………………………...
x iv
97
99
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Page
Table 3.1
The description of the data need………………………………............
28
Table 3.2
The schedule of the research …………………………………….........
31
Table 4.1
The implementation of set closure to help the students put their
understanding into words………………………………………….....
Table 4.2
The implementation of set closure to draw attention at the end of
learning sequence…………….............................................................
Table 4.3
46
49
The implementation of set closure to organize bodies of knowledge
containing a wide range of information which needs to be integrated
as well as possible……………………………………………………..
52
Table 4.4
The implementation of set closure to consolidate pupils learning.........
54
Table 4.5
The implementation of set closure to help students organize what
they have learned into meaningful idea, which they will record in
their long-term memories……………………………………………...
Table 4.6
55
The implementation of set closure to provide students with an
opportunity to create new knowledge by consolidating what they
have already known with what they have just experienced…………...
Table 4.7
57
The implementation of set closure to help students organize and
rearrange their own ideas to list major points made in the
discussion……………………………………………………………...
Table 4.8
The implementation of set closure to help students organize their
thinking around a new concept before moving to a new idea………...
Table 4.9
58
60
The Implementation of set closure to encourage students in practicing
immediately what they have learned………………………………….
62
Table 4.10 The implementation of set closure to create a sense of achievement
and mastery in the pupils……………………………………………...
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Table 4.11 The implementation of set closure to help the students put their
understanding into words……………………………………………...
69
Table 4.12 The implementation of set closure to draw attention at the end of
learning Sequence……………………………………………………..
71
Table 4.13 The implementation of set closure to organize bodies of knowledge
containing a wide range of information, which needs to be integrated
as well as possible……………………………………………………..
74
Table 4.14 The Implementation of set closure to consolidate pupils’ learning.......
76
Table 4.15 The implementation of set closure to help students organize what
they have learned into meaningful idea, which they will record in
their long-term memories……………………………………………...
78
Table 4.16 The implementation of set closure to provide students with an
opportunity to create new knowledge by consolidating what they
already know with what they have just experienced………………….
79
Table 4.17 The implementation of set closure to help students organize and
rearrange their own ideas to list major points made in the
discussion……………………………………………………………...
81
Table 4.18 The implementation of set closure to help students organize their
thinking around a new concept before moving to a new idea………...
83
Table 4.19 The implementation of set closure to encourage students in practicing
immediately what they have learned………………………………….
84
Table 4.20 The implementation of set closure to create sense of achievement and
master in the pupils………....................................................................
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LIST OF APPENDICES
Page
APPENDIX 1
Permission Letter……………………………………………
105
APPENDIX 2
Questionnaire Sheet…………………………………………
114
APPENDIX 3
Blue Print of the Questionnaire…………………………….
118
APPENDIX 4a Blue Print of the Questionnaire Result (Close-Ended
Questions)……………………………………………
APPENDIX
Students’ Responses on the Open-Ended Questionnaire
4b
Questions………………………………………......
APPENDIX 5
Focus Group Discussion Guide with Micro teaching
Students……………………………………………..
APPENDIX 6
120
126
132
The Students’ Responses on the Focus Group
Discussion………………………………………….
xvii
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
This chapter presents the background of the research, problem formulation,
problem limitation, objectives of the research, benefits of the research, and definition
of terms.
1. 1 Research Background
Microteaching is designed as a tool to help the teacher candidates practice
their teaching skills. In Microteaching itself, especially in the English Language
Education Study Program (ELESP) of Sanata Dharma University, the teacher
candidates are not only teaching their friends in the Microteaching laboratory (do the
peer-teaching) but also practicing their teaching skills to teach their juniors as the
preparation to teach the real class, manage their class effectively, and build a
conducive atmosphere for the teaching and learning process. Microteaching is a
course that is designed to prepare the teacher candidates to be ready with the
teacher’s tasks and master basic teaching skills in the real teaching (Purnomo,
Rismiati, Domi, Rohandi, 2008, p. 2). The basic teaching skills are the first and the
most important task that should be mastered by the teacher candidates. There are five
basic teaching skills which should be mastered by the teacher candidates while doing
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
microteaching. They are set induction, making reinforcement, questioning, delivery
and stimulus variation, and set closure.
Set closure is one of the basic teaching skills which is important to be done in
order to make the students understand and master the materials well, and also they
can feel that the teacher to encourages them to study hard by giving the motivation
(Gilarso, 1986). Set closure is not only the closing session in the teaching and
learning process, but also the activity which can motivate students and evaluate the
learning outcomes of the students while they are studying (Cooper and Stroud, 1966).
Thus, the functions of the set closure is not only to summarize the lesson into
meaningful context but also to convey the message from the lesson that we have been
introduced enough material for one session and to focus on the students’ deeper
understanding. According to Brown (1975, p. 90), set closure is also used for
consolidating pupil learning, focusing students’ attention on what has been learnt,
drawing attention to the end of a learning sequence, and creating a sense of
achievement and mastery in the pupils. By understanding those functions which have
been mentioned, we know that set closure should be applied properly when the
teacher candidates teach their students in order to achieve the learning objectives of
the subject.
According to Dimyati and Mudjiono (1999), the teachers are supposed to
“force” the students by giving several activities which make the students contribute
actively in the teaching and learning process. Those several activities should be able
to increase the students’ motivation to participate actively in the class and possibly
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
the students realize that the learning activity will give meaningful and useful
information to develop their knowledge. When the students realize that the learning
process gives many essential and helpful information for developing their knowledge,
they will kindly enjoy the learning process inside or outside the class (Uno, 2007).
The students will pay attention more on the teaching and learning activities including
the set closure because they understand that the activity which occurs at the end of the
lesson is also useful to improve their knowledge and their learning motivation.
Knowing the importance of set closure, a strong and good perception is
needed by microteaching students not only to enhance their teaching skill but also to
master and implement appropriate closure in their teaching performance as future
teachers. Perception is important because people’s perception on the meaning of the
situation around them is interrelated to their behavior (Robbins, 2005). It means that
the teacher candidates of ELESP who have positive perception about set closure in
their teaching performances can implement good closure. Altman, Valenzi, and
Hodgetts (1985) also stated that perception enables people to comprehend and deal
with the environment they belong to. In this case, the teacher candidates who make
good closure are ready to teach the real students in the real classroom. Besides,
perception is important because it involves the managerial activities (Kreitner and
Kinicki, 2008). Refering to this study, perception is important because when the
teacher candidates can manage their time for doing set closure in their lesson plan and
apply it to their teaching performance well, the appropriate set closure is successfully
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
achieved. This thesis revealed the Microteaching students’ perception on their set
closure implementation in Microteaching class.
1.2 Research Problems
The problems of the research are presented below:
1.
How is set closure implemented by Microteaching students when they are doing
peer-teaching in Microteaching class?
2.
What are the students’ perceptions on the implementation of set closure?
3.
What are students’ suggestions to improve the implementation of set closure?
1.3 Problem Limitation
To make this research specific, there are some limitations in this research. This
research is about perception. The writer would like to find out Microteaching
students’ perception of set closure on their teaching performance, when they
performed as a teacher and as a student on the peer-teaching in Microteaching class.
This research would be limited only for English Language Education Study Program
students of Sanata Dharma University who took Microteaching class in the sixth
semester, academic year 2011/2012. This research is limited to the Microteaching
students’ performances when they practiced set closure skill in Microteaching class.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
1.4 Research Objectives
Based on the problems that are stated in the problem formulation, this research
has three main objectives:
1.
This research aims to know how well Microteaching students implement set
closure when they are doing peer-teachings in Microteaching class.
2.
This research aims to know about Microteaching students’ perceptions about set
closure and the effectiveness of set closure to end the lesson.
3.
This research also would like to know about Microteaching students’ suggestion
to make good set closure to end the lesson.
1.5 Research Benefits
The students of the English Language Education Study Program (ELESP) are
expected to be good teachers who can master basic teaching skills through
Microteaching class. They are also expected to have good teaching competence so
they can fulfill the students’ needs in every circumstance or situation. Hopefully, this
research will give a contribution to the English Language Education Study Program,
especially for the students, the lecturers, and other researchers.
1. For Lower Semester Students
Through this research, the students who are taking Microteaching class will be
aware when they are making set closure to end the lesson in their class. They will not
only master the materials which are given in the class but also master the basic
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
teaching skills to make the teaching and learning activities more conducive and
interesting.
2. For Lecturers
Through this research, hopefully the lecturers are more aware of the function and
the benefits of set closure when they do the teaching process. Their students will not
get difficulties in finding the models to make good set closure in their teaching
practice at school later.
3. For Future Researchers
Hopefully this research can be a reference to conduct the other research that is
related to the topic. This research provides some information that might be useful and
valuable to support the other research in the future.
1.6 Definition of Terms
In this study, in order to avoid misunderstanding, the writer provides some
definitions of terms used in this research.
1. Microteaching
Based on Allen and Ryan (1969, p.1) statement, microteaching is a preparation
class which is used for the teacher candidates to practice their teaching skill before
they teach the real class. Allen and Ryan also said that (as cited in Cooper and Stroud,
1966, p. 1), microteaching is a small class which is designed as an initial training for
the teacher candidates, an analysis tool to observe the rehearsals’ results by using the
restrained steps, and a teaching guideline for professional teachers. While according
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
to Wahba (2003, p. 44), microteaching is a chance given to the teachers while they
are provided with the simple materials and limited time allocation to teach a small
number of students. It is used as a beneficial method for teachers training institution.
According to Sulthon (2009, p. 20), microteaching is a teaching practice which is
done gradually and systematically by simplifying the basic teaching skills’ aspects in
order to be easily observed for the importance of the guidance.
In Microteaching class, the students are asked to play two roles during the class,
as the students and as the teachers (Gilarso, 1986, p. 17, 18). In this research, the
writer used the terms “the teachers” refers to microteaching students who played the
role as the teachers and the terms “the students” refers to Microteaching students who
played the role as the students. The writer used those two terms in order to avoid the
readers’ misunderstanding. Thus, the readers are not confused which teachers and
which students that are meant in this research.
2. Perception
According to Kenicki and Kreiter (2008, p. 183), perception is a process which
permits us to define and capture our environment by choosing, keeping, and reacting
toward it. While according to Luthans (2005, p. 168), perception is a complicated
process which produces particular descriptions of our environment which might be
diverse from one to another. Huffman, Vernoy, and Vernoy (2000, p. 107) stated that
perception is a way to choose, arrange, and respond what are happening around us.
According to Altman, Valenzi, and Hodgetts (1985, p. 85), perception is how a
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
person can respond and describe a certain event. It is more on how a person sees
something in the meaningful way about the surrounding environment.
3. Set closure
According to Cooper and Stroud (1966, p. 58), set closure is achieved when the
aim and the basic of the teaching and learning activity are evaluated in order to link
up the new materials that has been taught with the previous one. Set closure is the
complement of set induction. Set closure is not only the wrap-up session of a lesson
but also the process to relate the previous information with the new one. Set closure
can create the attainment of the students. Set closure can also become the sign to tell
the students where they are now and where they should go. For example, if the
teaching and learning session is not finished yet, set closure can still be done by
grabbing students’ attention to tell them the part that should be finished and when it
should be ended. While according to Brown (1975, p. 90), set closure has four
functions. The first is to centralize the students’ attention on what they got through
the lesson, the second is to reinforce the students’ knowledge, the third is to grab the
students’ attention at the end of the lesson, and the fourth is to signify a sense of
accomplishment and comprehension to the students.
Based on Eggen and Kauchak (2011, p.78, 143, 144, 170, 203, 306), set closure
also has four functions. The first, set closure is an opportunity for the students to
understand and describe the material that has been taught using their own words. It
will be easier for the students to use their ideas in understanding and describing a new
knowledge. The second, set closure helps the students use their comprehension to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
give another example besides what their teacher had given to them. The third, set
closure helps the students conclude the important points from the lesson that has been
taught. The last, set closure help the students relate previous knowledge to the new
one by underlining the main part of the material that has been taught. According to
Shostak (2011, p. 98), set closure is an activity which is created by the teachers to
help the students collect and review the important information from the lesson that
has been taught. Thus, the students can understand the materials easily.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the writer provides the theories that are relevant to this study.
It includes two sections; they are theoretical description and theoretical framework. In
the theoretical description the relevant theories and similar research will be provided,
while the theoretical framework will provide the summary for all the review of
related theories and the similar research to this study.
2.1. Theoretical Description
In this part, the writer will provide the description about set closure, the function
of set closure, the implementation of set closure, microteaching, and perception.
2.1.1. Set Closure
Set closure is created to become a help for the students when they finish the
lesson in one day. It is useful because set closure can be in the form of a small
review. Besides, set closure can resume the idea of the lesson after the students
finished one unit of lesson in one day. Set closure refers to those actions that are
designed by the teachers to bring a lesson presentation to an appropriate conclusion.
The teachers use set closure to help students bring things together in their own minds,
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11
to make sense out of what has been going on during the course of the presentation
(Shostak, 2011). According to Muijs and Reynolds (2005), in constructivism learning
format, there are several ways mentioned and two of them are reflection phase and
application and discussion phase. Both of them are similar to set closure which aims
to review the lesson and apply what they had studied into discussions in order to
summarize what they had learnt at the end of the lesson.
The students are in a hurry to get out from the class to have break time or
want to go home early when the lesson comes into the end. The students tend to have
lack of concentration to pay attention to the lesson. A teacher should try his or her
best to make the students pay attention to the lesson even that is only for testing their
understanding about the topic on that day. According to Allen and Ryan (1969), set
closure is not just a quick summary which is made at the end of the lesson and
covered all the materials. It is a tool for the students to achieve their complete
understanding about the material taught by giving the chances for them to link the
previous material and the new material taught. It is better for the teachers to make
creative and effective set closure to grab the students’ attention and also help the
students who still have difficulties in mastering the topic. The teachers have to make
sure that their students understand the topic that they had taught well. Set closure
might be technically defined as a direct attention to the completion on a specific task
or a learning sequence. There are two important types of closure: cognitive and
social. The first is directed at consolidating what the students have learnt and
focusing their attention on the major points covered in the lesson or lesson segment.
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The second is concerned with giving the students a sense of achievement despite
having any difficulties that encountered within the lesson, they are encouraged to
continue striving. Usually, a teacher uses social closure only at the end of a lesson or
at the end of a particularly difficult learning sequence (Brown, 1975).
Set closure is a form of review which is occured at the end of a lesson that is
designed to help students organize what they’ve learned into a meaningful idea; it
pulls the different aspects of the topic together and signals the end of a lesson (Eggen
and Kauchak, 2011). Based on that theory, set closure is expected to become a useful
tool to make the students actively participate in the discussion when the topic has
been taught. Set closure is also expected to review the students’ understanding on the
concept of one topic that has been taught or help students memorize the lesson and
give reinforcement to their understanding of the topic itself.
a. Functions of Set Closure
Set closure is often forgotten by the teacher candidates or even the professional
teacher at school while they are teaching in the classroom. Many of them only make
short set closure with lack of essential content. According to Brown (1975), set
closure is important to be done because it will help the students get a deeper
understanding about the topic or the unit that had been taught by the teacher. The
functions of set closure are focusing attention on what has been learnt, consolidating
pupil learning, drawing attention to the end of a learning sequence, and creating a
sense of achievement and mastery in the pupils (Brown, 1975). Based on the function
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of set closure in Brown’s statement, it is clear that set closure is important to be
implemented in the effective ways while the teacher is doing their teaching and
learning activities in order to increase the students’ attention and participation in the
classroom and improve the students’ understanding of the lesson that has been taught.
Besides, set closure should be implemented in effective ways because it gives a sense
of achievement to the students while they have just finished learning one topic. The
students will also have good motivation and they can participate actively when they
get something useful and meaningful after they have learnt one topic.
According to Muijs and Reynolds (2005), set closure should have three
features, which are consolidating, evaluating pupil’s responses, and summarizing.
Consolidating is to broaden the students’ opportunities to reinforce and develop what
had been taught by using variants of activities in the class or tasks, group discussions,
or peer tasks in order to invite the students’ to broaden, apply and express their ideas
after learning one topic. Evaluating pupils’ responses is to identify the mistakes
during the teaching and learning process in order to improve the activities and
anything related to the process. Thus, in the future the same mistakes could be
avoided. Summarizing is to review, recheck, and remind about the information which
has been obtained by the students, also to identify and rectify any misunderstandings
which still occurred. Besides, summarizing also connects the ideas which are
interrelated to the lesson, thus the students will understand it and they can be apply
the knowledge that they got in their future.
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b. The Implementation of Set Closure
According to Sulthon (2009), set closure should be effectively implemented by
the teacher candidates in order to maintain the students’ willingness in continuing the
learning process although the learning process in the classroom has ended. There
were three ways to end the lesson in effective ways. First, the teachers check the
students’ understanding in order to make sure that they had already understood the
lesson that had been taught. The teachers can summarize the lesson at the end of the
class. Second, the teachers invite the students to reflect the lesson that has been taught
at the end of the lesson. It is used in order to achieve the goals of the learning, help
the students to overcome their difficulties in learning the lesson, and evaluates the
learning process to be more effective. Third, the teachers evaluate the lesson that has
been taught. They can use several ways, such as invite the students to express their
ideas in answering the questions to summarize the lesson or do several exercises.
While according to Silberman (1996), set closure should be implemented
effectively in order to enable the students to reflect on what they had learnt and
consider how to implement it in the future. The focus is on what the students had
grasped from the teachers so they would not easily forget what they had learnt. The
teachers can do four ways to implement set closure. First, the teacher did the review
in order to remind and summarize what had been learnt. Second, the teachers do the
self-assessment in order to evaluate the changes in knowledge, skills, and behavior of
their students. Third, the teachers make future planning to determine the students’
follow-up in continuing their learning after the lesson ended. Fourth, the teachers
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invite the students to express their final sentiments to communicate the ideas,
feelings, and concerns of the students at the end of the class.
2.1.2. Microteaching
Microteaching is a form of group teaching with small number of people inside the
group. It is used to train the teacher candidates to be ready when they have to teach in
the real classroom. Based on Sulthon’s statement (2009), microteaching is the form of
technique or training methods for the teacher candidates which is arranged to train the
teaching skills so that each component of it can easily be mastered by the teacher
candidates in every teaching situation. According Cruickshank et al (2005),
“microteaching is designed to provide a s