STUDENT TEACHERS’ SELF-EFFICACY IN USING INSTRUCTIONAL STRATEGIES AT PRACTICE TEACHING CLASS (PPL I) OF ENGLISH TEACHER EDUCATION DEPARTMENT UIN SUNAN AMPEL SURABAYA.

STUDENT TEACHERS’ SELF EFFICACY IN

USING INSTRUCTIONAL STRATEGIES AT

PRACTICE TEACHING CLASS (PPL I) OF

ENGLISH TEACHER EDUCATION

DEPARTMENT UIN SUNAN AMPEL SURABAYA

THESIS

Submitted in partial fulfillment of the requirement for degree of Sarjana Pendidikan (S.Pd) in Teaching English

By:

Rosyidatul Arifa

NIM. D95211088

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

STUDENT TEACHERS’ SELF EFFICACY IN

USING INSTRUCTIONAL STRATEGIES AT

PRACTICE TEACHING CLASS (PPL I) OF

ENGLISH TEACHER EDUCATION

DEPARTMENT UIN SUNAN AMPEL SURABAYA

THESIS

Submitted in partial fulfillment of the requirement for degree of Sarjana

Pendidikan (S.Pd) in Teaching English

By:

Rosyidatul Arifa

NIM. D95211088

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

2015

ABSTRACT

Arifa, Rosyidatul. 2015. Student Teachers’ Self-Efficacy in Using Instructional Strategies at Practice Teaching Class (PPL I) of English Teacher Education Department UIN Sunan Ampel Surabaya. A Thesis. English Teacher Education

Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University Surabaya. Advisor: Dra. Irma Soraya, M. Pd.

Key Words: Student Teachers’ Self-Efficacy, Instructional Strategies, Practice Teaching

As the teacher candidates, student teachers need high teacher’s self efficacy to become the effective and proficient teachers in the future. In this study, student teacher’s self efficacy is defined as the student teacher’s belief in their ability to organize teaching that promotes learning correlated with teacher’s professional behavior. The prime dimension of teacher’s self efficacy required by student teachers is instructional strategies since it closely relates with how to enable the students in mastering the lesson content. This study focus on investigating the level of student teacher’s self efficacy in using instructional strategies and identifying the factors that influence the level of student teacher’s self efficacy in using instructional strategies. Observation checklist and interview guideline are utilized to collect the data of this study. Then, qualitative approach combined with explanatory case study design was employed to analyze the data of this study. Regarding the research subject, the researcher chose twelve student teachers from six classes of Practice Teaching (PPL I) in English Teacher Education Department at UIN Sunan Ampel Surabaya Academic year 2014/2015. The result of this study shows that the average level of student teacher’s self efficacy in using instructional strategies is in high level, specifically 62% of high self efficacy percentage and 38% of low self efficacy percentage. The highest percentage of student teachers who get high self efficacy is in limiting the stress and learning from setbacks, while the highest percentage of student teachers who get low self efficacy is in visualizing the success. The factors which influence student teachers’ self-efficacy in using instructional strategies are mastery experience and social persuasion as the primary factors, while vicarious experience and emotion arousal as the secondary factors. Furthermore, new factors influencing student teacher’s self efficacy are found from this research, they are student teacher’s discipline and student teacher’s self esteem. In essence, student teachers’ self efficacy in using instructional strategies within Practice Teaching class of English Teacher Education Department at UIN Sunan Ampel Surabaya is generally high because of four sources of self efficacy and other two factors.

ABSTRAK

Arifa, Rosyidatul. 2015. Student Teachers’ Self-Efficacy in Using Instructional Strategies at Practice Teaching Class (PPL I) of English Teacher Education Department UIN Sunan Ampel Surabaya. Skripsi. Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan

Keguruan, Universitas Islam Negeri Surabaya. Dosen Pembimbing: Dra. Irma Soraya, M.Pd.

Kata Kunci: Student Teachers’ Self-Efficacy, Instructional Strategies, Practice Teaching

Sebagai kandidat guru, mahasiswa Praktik Pengalaman Lapangan I (PPL I) membutuhkan efikasi diri yang tinggi untuk menjadi guru yang efektif dan cakap di masa depan. Di dalam penelitian ini, efikasi diri mahasiswa PPL I diartikan sebagai kepercayaan diri mahasiswa PPL I terhadap kemampuannya menyelenggarakan sebuah pengajaran untuk menunjang pembelajaran berhubungan dengan tindakan professional seorang guru. Dimensi dari efikasi diri guru yang paling dasar dibutuhkan bagi mahasiswa PPL I adalah dalam menerapkan strategi pengajaran karena strategi pegajaran erat kaitannya dengan cara seorang guru menjadikan siswa mampu menguasai materi pembelajaran. Penelitian ini difokuskan untuk menyelediki tingkat efikasi diri mahasiswa PPL I dalam menerapkan strategi pengajaran dan mengidentifikasi faktor yang mempegaruhi tingkat efikasi diri mahasiswa PPL I dalam menerapkan strategi pengajaran tersebut. Observation checklist dan interview guideline digunakan untuk mengumpulkan data

dalam penelitian ini. Kemudian, pendekatan kualitatif yang digabungkan dengan studi kasus

explanatory juga digunakan untuk menganalisis data dalam penelitian ini. Mengenai subjek penelitian, peneliti memilih dua belas mahsiswa PPL I dari enam kelas PPL I di Progam Studi Pendidikan Bahasa Inggris UIN Sunan Ampel Surabaya Tahun Akademik 2014/ 2015. Data dari penelitian ini menunjukkan bahwa rata-rata tingkat efikasi diri mahasiswa PPL I dalam menerapkan strategi pengajaran adalah tinggi, tepatnya 62% yang tinggi dan 38% yang rendah. Persentase tertinggi dari mahasiswa PPL I yang mendapat efikasi diri tinggi adalah dalam membatasi stress dan belajar dari kekurangan ketika mengajar, sedangkan persentase tertinggi mahasiswa yang mendapatkan efikasi diri rendah adalah dalam membayangkan kesukseskan mengajar. Faktor yang mempengaruhi efikasi diri mahasiswa PPL I dalam menerapkan strategi pengajaran adalah pengalaman menguasai dan kepercayaan sosial sebagai faktor utama, sedangkan pegalaman meniru orang lain dan kondisi psikologi adalah faktor tambahan. Lebih jauh lagi, faktor baru yang mempengaruhi efikasi diri mahasiswa PPL I yang ditemukan dalam penelitian ini adalah kedisiplinan mahasiswa PPL I dan harga diri mahasiswa PPL I. Singkatnya, tingkat efikasi diri mahasiswa PPL I dalam menerapkan strategi pengajaran di kelas PPL I Program Studi Pendidikan Bahasa Inggris UIN Sunan Ampel Surabaya secara umum adalah tinggi karena empat sumber efikasi diri dan dua faktor yang lain.

NIM. D95211088

TABLE OF CONTENT

TITLE SHEET ... i

ADVISOR APPROVAL SHEET ... ii

APPROVAL SHEET ... iii

MOTTO ... iv

DEDICATION SHEET ... v

ACKNOWLEDGMENT ... vi

ABSTRACT ... ix

PERNYATAAN KEASLIAN TULISAN ... x

TABLE OF CONTENT ... xi

LIST OF TABLE ... xii

LIST OF FIGURE ... xiii

LIST OF CHART ... xiv

CHAPTER I: INTRODUCTION A. _... Resea rch Background ... 1

B. ... Resea rch Questions ... 10

C. ... Objec tives of the Study ... 10

D. ... Signif icance of the Study ... 11

E... Scope and Limit of the Study ... 12

F. ... Defini tion of Key Term ... 13

CHAPTER II: REVIEW OF THE STUDY A. ... Revie w of Related Literature ... 16

1. _... Self Efficacy ... 16

a. ... The Concept of Self Efficacy... 16

b... Behav

ioral Pattern that Shows Self Efficacy ... 18 c. ... Sourc

e of Self Efficacy ... 21 d... Teach

er’s Self Efficacy ... 24 2. ... Instru

ctional Strategies ... 26 a. _... Areas

of Instructional Strategies ... 27 b... The

Events of Instructional Strategies ... 29 c. ... Select

ing Instructional which Fit the Objective ... 36 3. ... Practi

ce Teaching ... 38 a. ... Lectu

rer’s Attitude, Characteristic and Practice for Student Teachers ... 38 B. _... Revie

w of Previous Study ... 39

CHAPTER III: RESEARCH METHOD

A. ... Appro

ach and Research Design ... 44 B. ... Resea

rch Presence ... 45 C. ... Resea

rch Location ... 45 D. ... Data

and Source of Data ... 48 E... Data

Collection Technique ... 49 F. _... Resea

rch Instruments ... 50 G. ... Data

Analysis Technique ... 56 H. ... Check

ing Validity of Finding ... 59

CHAPTER IV: FINDINGS AND DISCUSSION

A. ... Resea

1. ... T

he Level Student Teacher’s Self Efficacy in Using Instructional Strategies within Practice Teaching Class of English Teacher Education Department at UIN SunanAmpel Surabaya ... 61 2. ... T

he Factors Influencing Student Teacher’s Self Efficacy in Using Instructional Strategies within Practice Teaching Class of English Teacher Education Department at UIN SunanAmpel Surabaya... 74 B. _... Discu

ssion ... 87 1. ... T

he Level of Student Teacher’s Self Efficacy in Using Instructional Strategies... 87 2. ... T

he Factors Influencing Student Teacher’s Self Efficacy in Using Instructional Strategies within Practice Teaching ... 99

CHAPTER V: CONCLUSION AND SUGGESTION ... 107

A. ... Concl

usion ... 107 B. _... Sugge

stion ... 108

REFERENCES APPENDICES

LIST OF TABLE

CHAPTER I

INTRODUCTION

This study is about student teachers’ self efficacy in using instructional strategies at Practice Teaching class (PPL I). This chapter presents background, research question, objective and significance of study, and definition of key term.

Research Background

Due to the aim of English Teacher Education Department is to establish an English teacher candidate, the students of Practice Teaching which is commonly called as student teacher must do teaching practice at least twice in one semester. This teaching practice purposes to establish the effective teachers who are able to succeed learning process in a real class. The teachers are called as the effective teachers if they have these following pedagogical skills: classroom management skill, motivational skill, communication skill and also assessment knowledge and skill.1 To become an effective teacher, student teacher requires the belief regarding their ability in teaching. This kind of belief refers to self efficacy.

Self efficacy is defined as people's beliefs about their capability to produce

designated levels of performance that exercise influence over events that affect their lives, it is to determine how people feel, think, motivate themselves and behave.2 Hence, to show a fascinating teaching performance in Practice Teaching, a student teacher has to feel, think, motivate themselves and behave as a

1_{John W. Santrock, Educational Psychology: Fifth Edition (McGraw Hill: New York, 2011), 4-5} 8_{Albert Bandura, Self Efficacy (San Diego: Academic Press, 1998), 22}

2

proficient teacher. Furthermore, according to Guo et al, teacher’s self efficacy has a major impact on the quality of learning that the student experience.3 It shows that students learn much more from teachers with high self efficacy than from those with low self efficacy. Beside that, Guo states that low self efficacy teachers do not have confidence in their ability to manage their classroom, become stressed and angered at student’s misbehavior, are pessimistic about student’s ability to improve, take a custodial view of their job and say that if they had it to do all over again they would not choose teaching as a profession.4 It proves that self efficacy is very crucial to support someone’s career, especially a teacher. Even the clever athletes feel very nervous if they are under strong pressure which indicates low self efficacy, such as in low achievement or in a big match.5

According to D’Alessio, microteaching which also called as practice teaching includes elements that are known to improve self efficacy which the concept comes from the social cognitive work of Albert Bandura, a social scientist. He documents four types of experiences that tend to increase Self Efficacy Beliefs (SEB), they are mastery experience, vicarious experience, social persuasion and emotional state.6 In this context, mastery experience is the previous performance of a student teacher in first teaching practice, vicarious

3

John W. Santrock, Educational Psychology, Fifth Edition (McGraw-Hill Companies: New York, 2011), 450

4_{John W. Santrock, Educational Psychology: Fifth Edition…., 451}

5_{Jeffery S. Nevid et al, Abnormal Psychology in a Changing World Fifth Edition (England: Pearson} Education: 2003), 183

6

Matthew A. d’Alessio, Learning By Teaching: Microteaching In Geo-science Content Courses For Preservice Elementary Teachers Geological Sciences Department (California: California State University Northridge, 2012), 2

3

experience is the observation of other peers teaching, verbal persuasion is the oral feedback from either lecturer or peers and emotional state is the psychological condition when the student-teacher is teaching.

In addition, the concept of self efficacy which is grounded by Bandura postulates that human achievement depends on interactions between one's behavior, personal factors (e.g., thoughts, beliefs), and environmental conditions.7 All of those aspects also are covered in Practice Teaching since the aim of Practice Teaching based on the rule of government no.7 year 2008 verse 2 states that the teacher competitions are pedagogical competition, personal competition, social competition and professional competition which are obtained from pre-service teacher education or Practice Teaching.8

As a teacher candidate, the students of Education Department require a good education in order to be able to educate their students in the future as a skillful and professional teacher. Hence, to achieve this goal, the curriculum of English Teacher Education Department and other departments in Faculty of Education and Teacher Training at UIN Sunan Ampel Surabaya comprises

Praktik Pengalaman Lapangan (PPL I) as a lecture course. Feyten and Kaywell postulates that curriculum emphasizes various levels of what Cruickshank called concrete real experiences in preparing novice teachers to teach and to develop

7

EdaOrdem-ÖzcanDemirel, Teacher Self Efficacy Beliefs (Hacettepe University: Turkey, 2007),2 8

Pedoman Praktik Pengalaman Lapangan I Academic Year 2014-2015 Faculty of Education and Teacher Training (UIN Sunan Ampel Surabaya: Surabaya, 2015), 1

4

their reflective and analytical skills, examine the relationship between theory and practice, and correct misinterpretations they might have about teaching.9

PPL is a sequence of activity to implement educational theory through a teaching practice or educational task besides teaching in a guidance and integration process to establish a professional teacher.10 This program is divided into Practice Teaching (PPL I) or microteaching and Internship Program (PPL II) which is conducted in a real school. Such kind of practical experience is necessary since it provides a chance for students to achieve the improvement of pedagogic skill competence as well as to gain the real teaching experience.

Besides, by the help of Practice Teaching, teacher candidates can experiment and learn each of the teaching skills by breaking them into smaller parts without encountering chaotic environment of the crowded classes.11 Therefore, Practice Teaching provides unchallenging teaching environment since the students are the student teacher’s peer, approximately 12 students in a class, different with Internship Program which challenge a real class and students. Thus, student teacher ideally has high self efficacy in using instructional strategies within Practice Teaching for the sake of the success teaching in Internship Program and next teaching performance in the future.

9

Funmi A Amobi-Leslie Irwin, “Implementing On-campus Microteaching to Elicit Pre-service Teachers’ Reflection on Teaching Action”, Scholarship of Teaching and Learning, Vol. 9, No. 1, 2009, 27 - 34

10_{Pedoman Praktik Pengalaman Lapangan I Academic Year 2014-2015 Faculty of Education and} Teacher Training (UIN Sunan Ampel Surabaya: Surabaya, 2015), 1

11

Naim Uzun, “A Sample of Microteaching in Environmental Education and Its Effect on Pre-service Teachers’ Presenting Effective Lesson”, Asia-Pacific Forum on Science Learning and Teaching, 2012, Vol.13 No.9 Issue 1, 3

5

In Practice Teaching class, student teachers are supposed to have the high self efficacy in using instructional strategies since it is the first teaching experience for students which will be standard for their Internship Program and their next teaching career in the future. This case is grounded by the concept of Teacher Efficacy Beliefs (TEB). Tschannen-Moran et al, the founders of TEB describes the development of TEB which comes from analysis of teaching task and assessment of teaching competence which will give the effect on teacher efficacy goals, effort, and so on. This effect will build a teaching performance that will be a new source of efficacy information.

Furthermore, the researcher assumes that some student teachers who get the high achievement in theoretical lecturing course are not performing their teaching well in Practice Teaching class since some of them have low self efficacy. In addition, based on the survey conducted by researcher toward 27 students of English Teacher Education Department UIN Sunan Ampel Surabaya from academic year 2013-2014 who have passed Practice Teaching and Internship Program, 26 students of them state that Practice Teaching brings the important role to boost their self efficacy in facing Internship Program and only one student who says that Practice Teaching does not bring the important role for internship program.12 It totally proves that Practice Teaching supports teaching

12_{Preliminary Research on April 2015 based interview toward students of English Teacher Education} Department UIN Sunan Ampel Surabaya Academic Year 2013-2014

6

performance and it is also very important to bring the success of Internship Program.

Basically, there are three dimensions of teacher’s self efficacy: managing classroom management, ensuring student engagement, and using instructional strategies.13 However, the most essential for student teachers is in using instructional strategies. Instructional strategy is a method which is used by teacher in their teaching in the classroom to enable and to enhance student’s learning of course content.14 In Practice Teaching context, managing classroom management and ensuring student engagement are not really required for student teachers since the student teachers and the classroom environment of Practice Teaching class are not the real one. Indeed, classroom management requires the teachers’ efforts to control classroom activities such as learning, social interaction, and student behavior.15 Furthermore, student engagement refers to the attention, curiosity, interest, optimism, and passion that students show when they are learning.16 That is why the researcher decides to choose instructional strategies among other dimension for the reason that it deals currently with how to actually instruct the student. Moreover, Gagne calls the lesson planning as the "architecture" of the

13

M Tschannen Moran-A Woolkfok Hoy, “Teacher Efficacy: Capturing and Elusive Construct”,

Teaching and Teacher Education, Vol.17, 2001, 783-805

14_{Alberta Learning, Health and Life Skills Guide to Implementation (K-9) Instructional Strategies} (Alberta: Canada, 2002), 67

15

Abdullah M. Abu-Tineh et al, “Teacher Self-Efficacy and Classroom management Styles in Jordanian Schools”, Management in Education, Vol. 25 No. 4, 2011, 175

16

Student Engagement (from: http://edglossary.org/student-engagement/ accessed on April 18th 2015)

7

course, while the instructional strategies are the "bricks and mortar".17 In a line of this theory, using instructional strategies is more required by student teachers as the prime dimension in their practice teaching since it examines whether their lesson plan successfully done to achieve the learning goal.

Furthermore, some studies have been proposed to discuss why some students do not perform well in foreign language courses. One of them is Banks’ study which found that listening problem, native language differences, cognitive variables (such as language aptitude, individual differences, brain function, and pedagogical task assigned) and affective variables (such as anxiety, motivation, and personality) are the causes why students do not perform well in foreign language course.18 Reflecting on this case, it is necessary to establish the professional teacher candidates who have high self efficacy in teaching English as foreign language.

Six previous studies which have done regarding self efficacy are categorized into instructional strategy and practice teaching. Four of them deal with teacher’s self efficacy and two of them are about instructional strategies. The first previous study was conducted by I’anatul Avifah focuses on beginning teacher’s self efficacy which finds that self development is one of self efficacy

17_{Gagne, Modules of Instructional Strategies Used in Classroom (from:} http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm, accessed on April 2nd ₂₀₁₅₎

18

Tiffini Banks, A Master Thesis: Foreign Language Learning Difficulties and Teaching Strategies

(School of Education Dominican University of California: San Rafael, 2008), 8

8

sources besides four sources grounded by Bandura.19 While, Sunjin Oh’s research reveals that the finding that pre-service teachers’ personality, motivation, and capabilities were one of the important sources to improve their teaching efficacy.20 Furthermore, Lindell’s research finds that the interaction between time, condition and subject effect can become the measurement of teacher’s self efficacy.21 Pendergast and Garvis also conducted their study which finds about the definition of stage regarding initially higher levels of teacher self-efficacy towards perceived capabilities of teaching.22 Next previous study which discusses about instructional strategies which comes up first from Cheng and Zhan finds that CFL (Chinese Foreign Language) pre-service teachers applied four instructional strategies including using body language, graphic and pictures, animations and text-based input to enhance understanding of the content.23Another previous study about instructional strategies which belongs to

19

I’anatul Afivah, Under graduated Thesis: Teacher’s Self efficacy in Managing Classroom Behavior Problems: A Study of Beginning Teachers at Intensive English Program (IEP in Faculty of Sharia and Law UIN Sunan Ampel Surabaya Academic Year 2013-2014 (UIN Sunan Ampel Surabaya: Surabaya, 2014), 136

20_{Sunjin Oh, “Pre-service Teachers’ Sense of Efficacy and Its Sources”,}

Psychology Journal from Department of Curriculum and Instruction, Iowa State University, Vol.2 No.3, 2011, 235-240

21

Mary Ann Lindell, The Effects of Microteaching on Pre-Service Teachers’ Knowledge and Implementation of the Concept Mastery Routine (USA: University of Minnesota: 2013)

22

Donna Pendergast-Susanne Garvis, Pre-Service Student-Teacher Self-efficacy Beliefs: An Insight Into Making of Teachers (Griffith University: Australia, 2011)

23

Cheng, H.J and Zhan,“Examining Pre-service Teachers’ Instructional Strategies for Technological Pedagogical Content Knowledge via Video-conferencing”, Journal of Educational Technology Development and Exchange, 2012 , Vol.2, No.5, 57-76

9

Negari reveals the finding that the instruction of concept mapping strategy had a positive effect on EFL learners’ writing achievements.24

However, this research has distinctive focus from those previous researches. Different from Afivah’s research, Sunjin Oh and Lindell tries to find more deeply about the sources of self efficacy based on Bandura’s theory which one are the prime factors and which one are the secondary factors. Besides, this study aims to find self efficacy based on both student teacher’s perspective and researcher’s perspective, dissimilar from the research which belongs to Pendergast and Garvis. Another distinction that comes up from instructional strategies aspect is about the application of instructional strategies. This study attempts to find out how student teacher uses instructional strategies in the class based on its events including all of four skills taught (listening, reading, writing and speaking), unlike with Chang and Zhan’s study which only find there are four instructional strategies commonly used by pre-service teacher and Negari’s study which only focus on writing skill. But, they generally have the similarities regarding pre-service teacher or student teacher’s self efficacy as the focus of study and microteaching or practice teaching as the locus of the study.

Having regard to the reasons above, it is important to investigate the student teacher’s self efficacy in using instructional strategy within Practice Teaching (PPL I) in English Teacher Education Department UIN Sunan Ampel

24

Giti Mousapour Negari. “A Study on Strategy Instruction and EFL Learners’ Writing Skill”,Department of English Language and Literature University of Sistan & Baluchestan, Zahedan, Iran. Vol. 1, No. 2, 57

10

Surabaya. Besides, it is also necessary to identify the factors influencing the level of student teacher’s self efficacy in using instructional strategy within Practice Teaching. Hopefully, this study will give a valuable contribution for both lecturers and students of English Teacher Education Department at UIN Sunan Ampel Surabaya.

A. Research Question

In this study especially, the researcher focuses in the area of educational psychology. Therefore, the problems of this study are focused into two questions that use educational psychology paradigm, they are:

1. How is student teachers’ self efficacy in using instructional strategies at Practice Teaching Class (PPL I)?

2. What are the factors influencing the level of student teachers’ self efficacy in using instructional strategies at Practice Teaching Class (PPL I)?

B. Objective of the Study

Reflecting on the statement of the problems questioned on this study, this study is intended:

1. To investigate student teachers’ self efficacy in using instructional strategies at Practice Teaching Class (PPL I)

2. To identify the factors influence the level of student teachers’ self efficacy at Practice Teaching Class (PPL I)

11

C. Significance of The Study

This study is expected to get the result that will be useful and bring the contribution for readers, especially for lecturers, students of English Teacher Education Department and other researchers as follows.

1. Lecturers

For the lectures of English Teacher Education Department, especially Practice Teaching lecturers, this study can give input data for Practice Teaching lecturers to analyze how high the level student teachers’ self efficacy is in using instructional strategies within Practice Teaching in general and to identify what are the factors influencing the level of student teacher’s self efficacy. After they have known it, hopefully, the lectures will make some improvement in lecturing of Practice Teaching to get better progress, particularly in giving the oral feedback, for the sake of the lecture goal of Practice Teaching in English Teacher Education Department UIN Sunan Ampel Surabaya.

2. Student Teacher

For the students of English Teacher Education Department especially who enroll Practice Teaching as the student teacher, they can recognize their self efficacy which consequently makes them trained to do such a self assessment for their capability of teaching. Hopefully, after recognizing their own teaching, they can advance its quality. In addition, the outcome of this study presents the input data regarding student teacher’s self efficacy belief in

12

using instructional strategies within Practice Teaching. Therefore, they will be encouraged and be motivated to raise their self efficacy of using instructional strategies in the future for their next teaching career.

3. Further Researcher

For further researcher, it is hoped that this study will contribute or would give any value to other person for conducting further research of the similar topic regarding student teacher’s self efficacy. Also, it is recommended for further researchers to do a study which focus on the other dimensions of teacher self efficacy, they are student engagement and classroom management with same or different locus.

D. Scope and Limit of The Study

This study is delimited to investigate student teachers’ self efficacy in using instructional strategies within Practice Teaching in academic year 2014-2015. Hence, this study will not discuss in other academic year and in other dimension of teacher’s self efficacy those are classroom management and student engagement, but this study only spotlight on the instructional strategies dimension. Besides that, there are several theoretical approaches dealing with self efficacy: social cognitive theory, social learning theory, self concept theory, and attribution theory, but this study will only focus on social cognitive theory.

Furthermore, about the respondents of this study, the researcher confines for those who never gain previous experience in teaching English for secondary school students in formal and informal institution since it deals with student’s

13

mastery experience as one of the self efficacy factors. The researcher will choose them because their self efficacy in teaching is still in standard level, not in high or low level. This is supported by the theory that experience of success will increase someone’s self efficacy while the experience of failure will decrease it.25 This study will also only conduct for second cycle of teaching practice within practice teaching, because it deals with the peer feedback and lecturer’s feedback as the social or verbal persuasion. In a verbal persuasion, individuals are directed by a suggestion, advice and guidance, so it can improve the belief about their capability which can help to achieve what they want. An individual who has been convinced verbally will fight harder to achieve a success.26

E. Definition of Key Term

The researcher lists the definition of essential terms used in this study as an attempt to prevent misinterpreting among readers toward the conception of this study despite of distinctive perspective of readers.

1. Student Teacher

Student teacher is a student who is learning how to teach and practicing teaching for the first time.27 Based on this definition, the student teacher meant in this study is a college student from English Teacher

25

M. Nur Ghufron and Rini Risnawita S, Teori-Teori Psikologi (Ar-Ruz Media: Jogjakarta, 2004),78 26

M. Nur Ghufron and Rini Risnawita S,……, 79

27_{Student Teacher (from: http://www.merriam-webster.com/dictionary/student%20teacher Accessed on} April 18th ₂₀₁₅₎

14

Education Department at UIN Sunan Ampel Surabaya who enrolls Practice Teaching (PPL I) to perform a teaching practice.

2. Self Efficacy

Bandura, the founder of efficacy concept, defines that self-efficacy is a people’s belief about their capabilities in organizing and executing the required action course to attain the goal.28 Besides that, Bandura states that teacher efficacy is teachers’ beliefs in their own capability in managing course to accomplish successful teaching task.29 Considering Bandura’s statement regarding teacher’s self efficacy as well as the definition of student teacher above, student teachers’ self efficacy meant in this study is the college students’ belief toward their capability in managing course to accomplish successful teaching task of Practice Teaching in English Teacher Education Department UIN Sunan Ampel Surabaya.

3. Instructional Strategies

Dick and Carey use the term instructional strategyto describe the process of sequencing and organizing content, specifying learning activities, and deciding how to deliver the content and activities.30 Therefore, instructional strategy meant in this study is the process of organizing course

28

Albert Bandura, “Self-Efficacy: Toward a Unifying Theory of Behavioral Change”, Psychological Review, Vol.84, No. 2, 1977, 191-215

29

Gorsev Incecay – Yesim Kesli Dollar, “Classroom Management, self-efficacy and readiness ofTurkish pre-service English teachers”, 2012, 190

30

Gagne, Modules of Instructional Strategies Used in Classroom (from: http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm, accessed April 2nd 2015)

15

content and specifying the learning activities which are done by student teachers in Practice Teaching.

4. Practice Teaching

Practice Teaching is the practical implementation of the information and strategies that students have learned which are supervised by teachers from the college, cooperating teacher or school principals.31 Regarding on this definition, practice teaching meant in this study is the practical implementation of what students have learned deals with pedagogical theory to be applied in microteaching of English Teacher Education Department UIN Sunan Ampel Surabaya.

5. Factors Influencing Student-Teacher’s Self Efficacy

Bandura defines the “Factors Influencing Teachers’ Self-Efficacy” as the use of evidence-based intervention which can influence self-efficacy through several channels.32 The researcher base the definition of factors influencing student-teacher teachers’ self efficacy within Practice Teaching as the evidence-based intervention which can influences student-teachers’ self-efficacy enhancement to accomplish the task regarding using instructional strategies.

31_{Teaching Practice Office. Bahrain Teacher College: University of Bahrain (from:} http://www.btc.uob.edu.bh/details.aspx?id=aff71af9-f862-e211-b5dd-0022191ecece&gid=3, accessed on 1st of March 2015)

32

Albert Bandura, “Self-Efficacy: Toward a Unifying Theory of Behavioral Change”,Psychological Review, Vol.84, No. 2, 1977, 191-215

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher retrieves several theories related to student teacher’s self efficacy, instructional strategies and practice teaching. It also reviews some related previous study.

A. Review of Related Literature

1. Self Efficacy

a. The Concept of Self Efficacy

To understand deeply the concept of self efficacy, the readers are required to know about self concept since self efficacy is the component of the self concept. Self concept is a physical, social, spiritual and moral value which adheres in an individual.1 Usually, most people assume that self efficacy is similar with self concept or self esteem, but actually it is the part of self concept. Indeed, compared to self esteem, self efficacy refers to people’s judge about their own personal capabilities, while self esteem is people’s judge about their self worth.2 Therefore, actually self efficacy and self esteem are connected each other. Boosting the self esteem can be done by taking the responsibility for themselves, having the strong goal commitment, being honest for themselves, forgiving the self limitation,

1

Robert Kreitner - Angelo Kinicki, Organizational Behavior: Seventh Edition (McGraw Hill: New York, 2007), 142

2_{John W. Stanrock, Educational Psychology: Classroom Update: Preparing for Praxis and Practice} (McGraw-Hill: New York, 2006), 332

17

having internal based value, positively praises themselves and doing self improvement.3

Therefore, self efficacy is such a question “Can I do it?” asked by people before they accomplish a task. It is in a line with Bandura’s definition which reveals that self efficacy is people’s belief in their capabilities to organize and perform the action to establish given attainment.4 This following figure shows the variably parts under self concept:

Figure 2.1: Self Concept of A Unique Individual5

3

Monica A. Frank, Self Esteem and Self Efficacy (fromhttp://www.excelatlife.com/articles/selfesteem.htm, accessed on 29th _{of June 2015)}

4

John W. Stanrock, Educational Psychology: Classroom Update: Preparing for Praxis and Practice

(McGraw-Hill: New York, 2006), 332

5_{Robert Kreitner - Angelo Kinicki, Organizational Behavior: Seventh Edition (McGraw Hill: New} York, 2007), 142

18

In accordance to Kreitner and Kinichi, the figure above is intended to illustrate such a link which connects self concept and self expression.6It shows the elements of self concept (self-esteem, self efficacy, self monitoring and organizational identification) which build personal trait, personal values and behavioral intention or attitude. Those elements of self concept will be exposed to others by the form of self expression (abilities, emotion and job satisfaction).

Furthermore, Albert Bandura predicts that individual’s possible outcomes of behavior are urgent for learning because they affect the motivation.7 Hence, the question such as a doubt whether people success or fail and whether they will be liked or be laughed are influenced by someone’s self efficacy.

b. Behavioral Pattern that Shows Self Efficacy

Kreitner and Kinichi said that the high and low self-efficacy can be assessed by how they act out during accomplishing the task because they program themselves for success and failure by enacting their self efficacy expectation.8 Therefore, student teachers’ self efficacy can be assessed by observing their behavioral pattern during their teaching performance and by interviewing them regarding their achievement of teaching performance.

6

Robert Kreitner - Angelo Kinicki, Organizational…,141 7

John W. Stanrock, Educational Psychology: Classroom Update: Preparing for Praxis and Practice

(McGraw-Hill: New York, 2006), 332

8_{Robert Kreitner - Angelo Kinicki,}

Organizational…,142

19

Based on Figure 2.2 below which is adapted by Kreitner and Kinichi from the discussion between Bandura and R.Wood, we see how people’ self efficacy beliefs are acted out.

Figure 2.2: Behavioral pattern of high and low self efficacy9

9_{Robert Kreitner - Angelo Kinicki, Organizational Behavior: Seventh Edition (McGraw Hill: New} York, 2007), 145

20

The chart above shows the behavior distinction between people who have high self efficacy and low self-efficacy. In the context of using instructional strategies within Practice Teaching class, student teachers who have high self efficacy can believe themselves that they can accomplish the given task of teaching performance. They always be active to enable student in mastering the material, manage the difficult situation caused by students, have goal setting in their lesson plan, are well-prepared before teaching performance, try hard during teaching time, creative in solving problem for presenting stimulus material, reflect on setbacks of their past teaching, have mind setting of teaching success and limit stress before and during teaching. Those behavioral patterns of high self efficacy automatically lead the people to achieve their success.

Otherwise, student teachers who have low self efficacy, they will set their mind that they cannot accomplish the given task of teaching. They tend to be passive, avoid any difficult demand about their teaching, have low aspiration, never change their deficiencies of their first teaching, make a weak effort to perform their teaching, discourage because of their teaching setbacks, blame setbacks such as bad luck, worry and stress and also make excuses of their teaching failure. If the student teachers show those behavioral patterns of low self efficacy during their teaching performance, those behavioral patterns of low self efficacy will lead the student teachers to get a teaching failure.

21

c. Sources of Self Efficacy in Practice Teaching Context

Bandura states that self efficacy can be grown and learned through the four main sources. Then, D’Alessio has found that microteaching or Practice Teaching includes sources known to improve self efficacy which is grounded by Bandura’s theory.10 This following description shows how four sources of self efficacy are included in Practice Teaching context. 1) Mastery Experiences

Mastery experience is one’s personal experiences defined as past successes or failures which form the expectations that are generalized to other situations. Stanrock additionally states that mastery experience is the most powerful source of efficacy information.11Thus, this source gives the significant impact for individual self efficacy since it is based on the real individual experience either success or failure. It is supported by the theory that achieving the success will give the different effects depend on the process, for instance the more difficult the task given the higher self efficacy made by the success.12In Practice Teaching class, student teachers teach lesson two or three times in one semester. Their

10 _{Matthew A. d’Alessio, Learning By Teaching: Microteaching In Geoscience Content Courses For}

Preservice Elementary Teachers Geological Sciences Department (California: Department of Geological Sciences California State University Northridge, 2012), 1

11

John W. Stanrock, Educational Psychology : Classroom Update: Preparing for Praxis and Practice

(McGraw-Hill: New York, 2006), 332

12_{UMM Malang, Psikologi Kepribadian (UMM Press: Malang, 2011), 288}

22

first teaching experience is the mastery experience that emphasis on the improvement of student teacher’s second teaching.13

2) Vicarious Experiences

Vicarious experience is observing other’s performance which demonstrates that the activity is “do-able” through live modeling or symbolic modeling.14Observation of other’s success with the same capability in doing same exercise will increase someone’s self efficacy.15 Otherwise, that is why the observation of other’s failure with same capability will decrease someone’s belief regarding his or her capability which consequently he or she will diminish his or her effort to attempt. Therefore, the vicarious experience in Practice Teaching class is when the student teachers observe their peer’s teach during the lecturing of Practice Teaching. By witnessing peer’s success of teaching, student teachers are also encouraged to succeed their teaching since they probably adapt the peer’s teaching as the model.16

3) Social or Verbal Persuasion

In a verbal persuasion, the individuals are convinced verbally by others’ suggestion, advice and guidance to improve the belief about their

13

Matthew A. d’Alessio, Learning By Teaching….,1

14_{Albert Bandura, “Self-efficacy: Toward a Unifying Theory of Behavioral Change”, Psychological}

Review, 1977, Vol. 84, No. 2, 191-215 15

Brown and Inouge in A.Bandura, Self-Efficacy: The Exercise of Control (W.H. Freeman and Company: New York,1997)

16

Matthew A. d’Alessio, Learning By Teaching…,1

23

capability which can help to achieve what they want.17Therefore, by the help of suggestion, people are guided to believe that they can successfully accomplish a task. Along with the theory that appropriate condition which can enhance people’s self efficacy is the trust for those who give persuasion and realistic trait from what have been persuade.18 In Practice Teaching class, student teachers receive the comment from lecturer and peers as the social or verbal persuasion. After their teaching performance, student teacher receives the verbal comment from lecturer and peers which is probably critical or encouraging.19

4) Psychological Factors

Perceived self-efficacy can be enhanced by diminishing emotional arousals such as fear, stress, and physical anxiety since they are associated with declined performance, reduced success, and other avoidance behaviors.20Consequently, an individual will base the information about his psychological condition to value his capability. Moreover, psychological stress in a stressful situation is seemed by an individual as an incapability signal since it can dismiss individual performance.21 In Practice Teaching context, student teachers do post teaching reflection to assess their nervousness from previous teaching

17_{M. Nur Ghufron and Rini Risnawita S, Teori-Teori Psikologi (Ar-Ruz Media: Jogjakarta, 2004),78} 18

UMM Malang, Psikologi Kepribadian…. ,289

19

Matthew A. d’Alessio, Learning By Teaching…,1

20_{M. Nur Ghufron and Rini Risnawita S, Teori-Teori Psikologi….,78} 21_{M. Nur Ghufron and Rini Risnawita S, Teori-Teori Psikologi….,78}

24

and how it affects their present teaching. Almost all of them are visibly nervous during their first teaching. However, by the second time they teach, they feel no more nervous.22

Furthermore, according to Cheema and Kitsantas, the improvement in disciplinary climate relates with the reduction in achievement gap that brings the impact on self efficacy.23 It means that discipline atmosphere will decrease the student teacher’s achievement gap in academic setting. Consequently, if the achievement gap decreases, the self efficacy will increase. Therefore, people’s discipline also becomes the factor influencing self efficacy.

d. Teacher’s Self Efficacy

Teacher’s sense of efficacy is a teachers’ belief that they can reach difficult students to help them learn because they work harder and persist longer even when students are difficult to teach.24 These teachers work harder and persist longer because they believe in themselves and in their students. In addition, Charalambous and Philippou state that Teachers’ Efficacy Belief (TEB) is general self efficacy division which refers to teachers’ belief in their ability to organize and orchestrate teaching that promotes learning correlated

22

Matthew A. d’Alessio, Learning By Teaching…,1

23_{Jehanzeeb R.Cheema-Anastasia Kitsantas, “Influences of Disciplinary Classroom Climate on High} School Student’s Self Efficacy and Mathematic Achievement: A Look Racial-Ethnic Differences,

International Journal of Science and Mathematics Education, Vol. 12 Issue.5, 2013

24_{John W.Stanrock, Educational Psychology: Classroom Update: Preparing for Praxis and Practice}

(McGraw-Hill Higher Education: New York, 2006),334

25

with teacher’s professional behavior and teaching approach.25In a teacher’s real life, the experiences and training will help teachers become the professional teachers as long as they boost their sense of efficacy.

Tschannen-Moran et al. integrate the source of self efficacy and cognitive process grounded by Bandura in a unified model (see figure 2.3)

which describes the development of TEB.26 This chart shows that TEB comes from the integration of self efficacy sources and cognitive process which leads to the analysis of teaching task and assessment of teaching competence. Then, they bring the effect on teacher efficacy goals, effort, etc. This effect will build a teaching performance that will be a new source of efficacy for the next teaching experience.

25

CharalambosCharalambous-George Philippou, Enhancing Pre-service Teacher’s Efficacy Beliefs In Mathematics (Cyprus: Department of Education University of Cyprus, 2002),2

26_{CharalambosCharalambous-George Philippou, Enhancing Pre-service Teacher’s….,2}

26

/

Figure 2.3: The cylical nature of TEB27

2. Instructional Strategies

Dick and Carey use the term instructional strategyto describe the process of sequencing and organizing content, specifying learning activities, and deciding how to deliver the content and activities.28According to Young, effective instructional strategies can each relate to the four learning styles: mastery, understanding, interpersonal, and self-expressive.29 However, the

27_{Charalambos-Charalambous-George Philippou, Enhancing Pre-service….,2}

28_{Dick-Carey, Module of Instructional Strategies Used in Classroom: Gagne’s Event of Instructional} Strategies. Retrieved from http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm, Accessed

on 22nd of April 2015

29_{Chase Young, Building the Repertoire: The Importance of Instructional Strategies (Retrieved from:} http://www.thebestclass.org/rep.html, accessed on 1st _{of May 2015)}

27

instructional strategies primarily used by student teacher are for teaching mastery and teaching understanding since both of them are directly dealing with how teacher deliver the material for students. While, interpersonal and self-expression are dealing with student’s behavior, whereas students of practice teaching are not the real one.

Young states that teaching mastery requires students to know, to remember, to process, to drill, and to practice which requires immediate feedback. Outcomes of mastery learning manifest in skill demonstrations, correct responses, and the ability to remember and organize information. While, teaching understanding is based on reasoning, curiosity and creating relationships or finding. The outcomes are for concept attainment and the ability to explain and to prove hypotheses.30 Because of those important functions of instructional strategies, this study focus on instructional strategies used by student teachers, especially for teaching mastery and teaching understanding.

a. Areas of Instructional Strategies

According to Stanrock, there are two areas of instructional strategies commonly used by a teacher within teaching procedure as this following:31

30

Chase Young, Building the Repertoire….

31 _{John W.Stanrock, Educational Psychology: Classroom Update: Preparing for Praxis and Practice}

(McGraw-Hill Higher Education: New York, 2006), 384

28

1) Teacher-Centered Instructional Strategies a) Orienting

Before presenting and explaining new material, a teacher is required to establish a lesson framework and orient students to the new material by reviewing the previous day’s activity, discussing the lesson, providing instruction about the practice and giving an overview of lesson today.

b) Lecturing, Explaining and Demonstrating

These are the common teacher activities in the direct-instruction approach.

c) Questioning and Discussion

In utilizing these strategies, it is important to respond to each student’s learning need, to maintain the group interest and attention and to distribute participation widely.

d) Mastery Learning

It involves learning one concept or topic entirely before moving on to a more difficult one. A successful mastery learning approach involves plan instructional procedures to include corrective feedback.

29

2) Learner-Centered Instructional Strategies a) Problem Based Learning

It emphasizes real-life problem solving which focus on a problem to be solved through small group effort.

b) Essential Question

Essential questions are question that reflect the core of the curriculum which the most important thing that students should explore and learn.

c) Discovery Learning

It is the learning in which students construct an understanding on their own. In discovery learning, students have to figure out things for themselves.

b. The Events of Instructional Strategies Used in Classroom

Gagne designs the events of instructional strategies to help the teacher gets the students become whom the teacher want during his or her teaching procedure.32 Here is a list of the events of instructional strategies grounded by Gagne’s theory and supported by other expert’s theory:

1) Gaining Attention

The best way to gain attention is to appeal to the learner’s interests by using probing questions, such as, "What do you think

32

Dick-Carey, Module of Instructional Strategies Used in Classroom: Gagne’s Event of Instructional Strategies. Retrieved from http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm, Accessed

on 22nd _{of April 2015}

30

about…?"The instruction must be relevant with the learner’s daily life and must consist of such a motivation for students. This concept is in a line with Tate’s theory that questioning enables the brain to clarify concepts and to catch new information with the information that the brain already knows.33Similarly, Harmer’s states that teachers know well the difficulties involved in motivating student since teacher is a major factor of student’s motivation.34

2) Informing Learners about Objectives

Learners should be informed the kind of performance that will be used by teacher in order that they know what they are supposed to learn.35 Thus, teacher should not assume that learners know what they will learn since informing learners about objective can direct them into learning motivation. Furthermore, Harmer’s theory reveals that motivation is closely relate with the person’s desire to achieve a goal, either long goal or short term goal.36

3) Stimulating Recall of Prerequisite Learning

This event can be done by asking recognition or recall questions to see the relationship between what they have already learned and what

33

Marcia L. Tate, Worksheet Don’t Grow Dendrites: 20 Instructional Strategies that Engage the Brain

(Corwin SAGE Company: California, 2010), 12

34 _{Jeremy Harmer, The Practice of English Language Teaching (Pearson Education Limited, England,} 2001), 52

35

Dick-Carey, Module of Instructional Dick-Carey, Module of Instructional Strategies Used in Classroom: Gagne’s Event of Instructional Strategies. Retrieved from http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm, Accessed on 22nd of April 2015

36_{Jeremy Harmer, The Practice of English…., 53}

31

they will learned, for instance "Do you remember when you learned about…?”37 Besides asking a question, teacher can stimulate recall of prerequisite learning by repeating the material before giving task which is able to strengthen student’s memory. According to Mayer, the process of stimulating recall of prerequisite learning deals with mnemonic which is defined as time-tested activities that enable students to recall and to use material without conscious effort from the brain.38Thus, teacher should guide the students to unconsciously recall their memory of prerequisite learning.

4) Presenting the Stimulus Material

Stimulus material represents the teacher’s emphasis regarding the material and the media, such as italics, bold print, underlining, arrows and highlighting on the hand out or worksheet.39 Other examples of stimulus material are board and realia. Harmer states that teacher can use the board for a various purposes such as for note pad, explanation aid, picture frame, public workbook, game board and notice board.40

Besides, Harmer additionally states that realia can provide good starting point for language work and communication

37

Dick-Carey, Module of Instructional Strategies Used in Classroom: Gagne’s Event of Instructional Strategies. Retrieved from http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm, Accessed

on 22nd _{of April 2015} 38 _{Marcia L. Tate,}

Worksheet Don’t Grow….,66

39

Dick-Carey, Module of Instructional Strategies Used in Classroom: Gagne’s Event of Instructional Strategies. Retrieved from http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm, Accessed on 22nd _{of April 2015}

40 _{Jeremy Harmer, The Practice of English, 137-139}

32

activity.41Furthermore, there are more examples of stimulus material such as art, music and picture. In a line with Tate’s theory that art and music can assist the brain for solving problem and thought processes, while pictures can be used for drilling, communication, games, ornamentation, understanding, prediction and discussion.42

The next important element in presenting instruction is providing a variety of examples and non-examples for discriminating process and the acquisition of concept.43According to Marzano and Pickering, having students classify, compare, contrast, and use analogies enable student to look for similarities and differences between ideas and things.44 Thus, to ease student’s acquisition in understanding a concept, teacher is required to provide a various examples and non example as well. For example, if the topic is about descriptive text, a teacher should provide report text which is similar with descriptive text.

5) Providing Learning Guidance

Teacher should provide learning guidance by guide the students for the desired answer instead of telling the answer directly.45Providing

41

Jeremy Harmer, The Practice of English…, 134-140 42 _{Marcia L. Tate, Worksheet Don’t Grow…,22}

43

Dick-Carey, Module of Instructional Strategies Used in Classroom: Gagne’s Event of Instructional Strategies. Retrieved from http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm, Accessed

on 22nd _{of April 2015} 44

Marcia L. Tate, Worksheet Don’t Grow…., 61

45_{Dick-Carey, Module of Instructional Strategies Used in Classroom: Gagne’s Event of Instructional}

Strategies. Retrieved from http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm, Accessed

on 22nd _{of April 2015}

33

learning guidance comes from the concept of discovery learning. According to Bruner, discovery learning is an inquiry-based learning theory of problem solving to discover the new concept to be learned from the past experience.46 Therefore, it would be better if the teacher does not directly give the answer when the students ask about a vocabulary meaning.

6) Eliciting the Performance of Practice

Good practice items should be relevant to the objective, elicit the exact performance stated in the objective and involving individual and group work.47An effective learning should combined individual and group work since both of them bring the certain advantages. Harmer postulates that individual learning allows teacher to respond individual student difference, becomes less stressful for students and develops learner autonomy and becomes a way of tranquility from a noisy and chaotic situation.

While, pair work and group work gives benefit despite of increasing individual student’s talking, encourages boarder skill of cooperation and negotiation and makes quick and easy to

46_{J.S Bruner,}

Constructivist Theories, Learning Theories and Model (Harvard University Press:

Harvard, 1967), 45

47_{Dick-Carey, Module of Instructional Strategies Used in Classroom: Gagne’s Event of Instructional}

Strategies. Retrieved from http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm, Accessed

on 22nd _{of April 2015}

34

organize.48Another way to elicit student’s performance of practice is by providing practice as frequently and immediately following instruction as possible.49 Because, if the teachers have given the clear instruction with the correct way, they can directly instruct the student to have the practice as the students understand of teacher’s instruction.

7) Providing Feedback

Good feedback should include the following elements: comments about the student’s performance, immediate and frequent way and correctness of their own mistakes.50 Harmer states that decision about how to give feedback depends on the activity, the type of mistake and the student who makes that mistake.51Feedback closely relates with the student’s success in achieving learning aim, so teachers have to know well how to give the feedback. Along with Jarmer’s theory, feedback during oral work includes showing incorrectness such as repeating, echoing, giving statement and question, giving expression, hinting and getting it right.52

48

Jeremy Harmer, The Practice of English, 116-117

49

Dick-Carey, Module of Instructional Strategies Used in Classroom: Gagne’s Event of Instructional Strategies. Retrieved from http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm, Accessed

on 22nd _{of April 2015}

50

Dick-Carey, Module of Instructional Strategies Used in Classroom: Gagne’s Event of Instructional Strategies. Retrieved from http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm, Accessed

on 22nd of April 2015

51 _{Jeremy Harmer, The Practice of English…, 106-107} 52 _{Jeremy Harmer, The Practice of English, 106-107}

35

8) Assessing Performance

One of teacher’s roles is to encourage students by praising them for work that is well done or when work has not been successful.53 Because the assessment that teacher gives is sometime positive and sometime negative, students receive it as praise or criticism. Therefore, the assessments should match with the stated objectives in order to provide an accurate judgment of student’s performance.

9) Enhancing Retention and Transfer

A good way to enhance retention is through a review of the material at the end of the instruction to allow learners for retrieving new information and to strengthen the network of relationships in the brain.54Ultimately, a teacher has to give the review activity such as giving a question like “What have we learned today?” in the end of lesson.

Based on the events of instructional strategies above, the researcher classified each of the events into the areas of instructional strategies in this table 2.2 whether it is included in teacher-centered or learner-centered:

53

Jeremy Harmer, The Practice of English….., 100

54_{Dick-Carey, Module of Instructional Strategies Used in Classroom: Gagne’s Event of Instructional}

Strategies. Retrieved from http://www.itma.vt.edu/modules/spring03/instrdes/lesson8.htm, Accessed

on 22nd _{of April 2015}

36

Table 2.1: The Classification of Instructional Strategies Events Area of

Instructional Strategies

Detail of Area

Events of Instructional Strategies

Teacher-Centered

Orienting

Gaining student’s attention Informing the learner about objective

Enhancing retention and transfer Lecturing, Explaining

and Demonstrating

Present stimulus media Questioning and

Discussing

Providing learning guidance Eliciting student’s performance Mastery Learning Providing feedback

Assessing the performance

Learner-Centered

Problem Based Learning

Eliciting student’s performance (individual and group work) Essential question Stimulating of prior learning Discovery learning Providing learning guidance

c. Selecting Instructional Strategies to Fit with Objective

Matching instructional strategies to learning objectives is an important part of the planning stage as the beginning of the successful teaching. To help a teacher select teaching strategies compatible with learning objectives, Farris states that a teacher should ask some of the following questions55:

1) When should I tell students something and when should I let them discover for themselves?

55

Farris, Indiana University Teaching Handbook: Preparing to Teach. “Selecting Instructional

Strategies That Fit Objectives”, 1985,

(http://www.teaching.iub.edu/finder/wrapper.php?inc_id=s1_1_plan_03_strat.shtml, accessed on 2nd _of April 2015)

37

2) When should I lecture and when should I hold a discussion or other activity?

3) When should I show students how to do something and when should I encourage them to try it by themselves?

4) When should I ask students to do something alone and when should I ask them to work together?

5) When should I give information and when should I give opportunity for students to practice skills?

6) When should I correct the mistake and when should I let the student discover her or his own mistake?

7) When should I review concepts orally and when should I use handouts?

8) If I need to show students formulas or graphs, should I draw them during class or prepare handouts before class?

9) When should I rely on my own explanation and when should I seek outside sources (video, film or audio)?

By considering such questions, a teacher can begin to formulate strategies and techniques that match with the learning objectives. Based on Ronkowski, the planning stage of instruction consists of four steps they are select course objectives and determine student’s level, decide how to assess student learning, to choose an appropriate sequence to present teacher’s

38

objectives and to select materials and instructional strategies that will help students reach the level.56

3. Practice Teaching

a. Lecturer’s Attitude, Characteristic and Practice for Student Teachers

in Practice Teaching Class

A study conducted by McDonald in pre-service teacher education reveals the findings that student teachers have successful practicum experience if associate teacher demonstrate certain attitude, characteristic and practice.57 However, the finding of McDonald’s study can become a grounded theory about the attitude, characteristic and practice adhered by the lecturer of Practice Teaching since it is related with the education of student teacher as well. Either associate teacher of pre-service education or the lecturer of Practice Teaching is the key of the student teachers’ success and achievement to gain a high self efficacy lever for their teaching performance.

The attitude, characteristic and practice of successful and effective lecturer for Student Teachers are58:

56

Ronkowski, Indiana University Teaching Handbook: Preparing to Teach. “Selecting Instructional

Strategies That Fit Objectives”, 1986,

(http://www.teaching.iub.edu/finder/wrapper.php?inc_id=s1_1_plan_03_strat.shtml, accessed from: 2nd _{of April 03.04 PM)}

57

Lyn McDonald, “Effective Mentoring of Student Teachers: Attitude, Characteristic and Practices of Successful Associate Teacher within New Zealand Context”, New Zealand Journal of Teacher’s Work, 2001, Volume 1, Issue 2, 85-94

58 _{Lyn McDonald, “Effective Mentoring…., 85-94}

39

1) Personal pedagogy to make a connection between practical experience and theoretical knowledge

2) Lecturer’s role model to encourage student teacher to think more deeply about their own practice

3) Reflection to develop a critical awareness of their practice through the process of developmental action

4) Feedback as the information about the quality of work or the effect on learning

5) Personal professional qualities between lecturer and student teacher that involves open and free communication

6) Lecturer professionalism to mediate student teacher’s learning by supporting their acquisition

B. Review of Previous Study

In this section, the researcher reviews the previous studies conducted by other researchers in the past that have some focus similarities with this study. The first previous study was conducted by I’anatul Avifah, an undergraduate student from UIN Sunan Ampel Surabaya. Her study entitled “Teacher’s Self efficacy in Managing Classroom Behavior Problems: A Study of Beginning Teachers at Intensive English Program (IEP) in Faculty of Sharia and Law UIN Sunan Ampel Surabaya Academic Year 2013-2014”. Her qualitative study focuses on beginning teacher’s self efficacy in Intensive English Program which specify in classroom behavior problems, while this present study focuses on

40

student teacher’s self efficacy in Practice Teaching (PPL I), especially in using instructional strategies. The finding of this study is beginning teacher’s self efficacy in Intensive English Program (IEP) is generally in high level. From her study, the researcher finds some categories of people’s behavioral pattern which represents high self efficacy: be active, establish standard, try hard, creatively solve problem, manage the situation, plan-prepare, practice, visualize success, learn from setbacks and limit the stress.59 Thus, this study tries to find how those behavioral pattern shows student teacher’s self efficacy in using instructional strategies.

Other past research is belong to Sunjin Oh which entitled “Pre-service Teachers’ Sense of Efficacy and Its Sources”. His research has examined several

potential sources of pre-service teachers’ perceptions of their teaching efficacy during their reading and writing lessons by using quantitative method of regression analysis. Findings of this study revealed that pre-service teachers’

personality, motivation, and capabilities were one of the important sources to improve their teaching efficacy, in congruence with previous research. The distinct between his study with this study deals with the source of self efficacy. 60 Then, this study tries to find the sources of student teacher’s self efficacy based

59_{I’anatulAvifah, Undergraduate Thesis: Teacher’s Self-Efficacy in Managing Classroom Behavior}

Problem: A Study of Beginning Teachers at Intensive English Program (IEP) in Faculty of Sharia and

Law UIN SunanAmpel Surabaya Academic Year 2013-2014 (Surabaya: IAIN SunanAmpel Surabaya,

2014), 17

60_{Sunjin Oh, “Pre-service Teachers’ Sense of Efficacy and Its Sources”, Psychology Journal}

Department of Curriculum and Instruction Iowa State University, 2011, Vol.2, No.3, 235-240

41

on another theory which is grounded by Bandura: mastery experience, vicarious experience, social persuasion and emotional state.

Furthermore, the previous study comes from Mary Ann Lindell, it is her quantitative dissertation entitled “The Effects of Microteaching on Pre-Service Teachers’ Knowledge and Implementation of the Concept Mastery Routine”. The purpose of the study was to investigate the effects of teacher education pedagogy (microteaching) on pre-service general education teachers’ knowledge and implementation of the Concept Mastery Routine (CMR) which based on their teacher’s self efficacy conducted in inclusive school. Ann Lindel’s finding of her theory reveals that the interaction between time and condition, subjects effect for condition, and within subjects effect for time were not significant to measure self efficacy.61 On the other hand, this study focuses to measure the student teacher’s self efficacy in using instructional strategies in Practice Teaching which the students are the peers.

In addition, Donna Pendergast and Susanne Garvis conducted their study entitled “Pre-Service Student-Teacher Self-efficacy Beliefs: An Insight into Making of Teachers”. Their research focuses on the results from the self-efficacy scale, highlighting similarities and more notable contrasts in individual perceived ratings of teacher self-efficacy by using quantitative method. The finding of their study is teacher’s initially higher levels of teacher self-efficacy towards

61 _{Mary Ann Lindell, The Effects of Microteaching on Pre-Service Teachers’ Knowledge and}

Implementation of the Concept Mastery Routine (USA: University of Minnesota: 2013)

42

perceived capabilities of teaching. 62 On the other hand, this research will concern with both researcher’s perspective and student-teacher’s perspective regarding their self efficacy in using instructional strategies, supported by the lecturer’s perspective.

The next previous study comes from Cheng and Zhan by the title

“Examining Pre-service Teachers’ Instructional Strategies for Technological Pedagogical Content Knowledge via Video-conferencing”. Their study tries to observe instructional strategies and appropriateness of the strategies that pre-service teachers have applied during their training based on the Technological Pedagogical Content Knowledge. Based on their research finding, CFL (Chinese Foreign Language) pre-service teachers applied four instructional strategies including using body language, graphic and pictures, animations, and text-based input to enhance understanding of the content. 63 While, this study more focuses on the student teachers’ in term of self efficacy in using instructional strategies within Practice Teaching.

Another previous study belongs to Giti Mousapour Negari entitled “A Study on Strategy Instruction and EFL Learners’ Writing Skill.” The finding of her study reveals that the instruction of concept mapping strategy had a positive

62 _{Donna Pendergast and Susanne Garvis, Pre-Service Student-Teacher Self-efficacy Beliefs: An Insight}

Into Making of Teachers (Griffith University: Australia, 2011) 63

Cheng, H.J and Zhan, “Examining Pre-service Teachers’ Instructional Strategies for Technological Pedagogical Content Knowledge via Video-conferencing”, Journal of Educational Technology Development and Exchange, 2012 , Vol.2, No.5, 57-76

43

effect on English First Language (EFL) learners’ writing achievements. 64 The difference between her study and this study is dealing with the skill taught. Her study only focuses on teaching writing skill, while this study focus on the teaching of all skills within practice teaching done by student teachers.

Finally, the researcher concludes that those all previous studies have various differences with this research. The differences between this study and those all previous studies are dealing with the respondents who are student teacher as well as English skill taught which includes thoroughly four skills. Besides that, the differences are about the focus of study which is only in teacher’s self efficacy specifically in instructional strategies dimension, the locus which is in Practice Teaching and the source of self efficacy which is grounded by Bandura’s theory. Then, the last different is the perspective or point of view which comes from both researcher and pre-service teachers themselves supported by the lecture’s point of view. But, they generally have the practice teaching as the locus of the study information similarities regarding self efficacy as the focus of study and microteaching or practice teaching as the locus of study.

64

Giti Mousapour Negari. “A Study on Strategy Instruction and EFL Learners’ Writing Skill”,

Department of English Language and Literature University of Sistan&Baluchestan, Zahedan, Iran.

Vol. 1, No. 2, 57

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