STUDENT TEACHERS OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM’S PERCEPTION ON THE ROLE OF SUPERVISING TEACHER AND SUPERVISING LECTURER IN PROGRAM PENGALAMAN LAPANGAN
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STUDENT TEACHERS OF ENGLISH LANGUAGE
EDUCATION STUDY PROGRAM’S PERCEPTION ON THE
ROLE OF SUPERVISING TEACHER AND SUPERVISING
LECTURER IN PROGRAM PENGALAMAN LAPANGAN
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Anastasia Pramita
Student Number: 071214094
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DE PART MENT O F LANGUAGE AND ARTS E DUCATIO N
FACULT Y O F TE ACHERS TRAI NING AND E DUCATIO N
SANATA DH ARMA UNIVE RSIT Y
Y O G Y A K A R T A
2012
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STUDENT TEACHERS OF ENGLISH LANGUAGE
EDUCATION STUDY PROGRAM’S PERCEPTION ON THE
ROLE OF SUPERVISING TEACHER AND SUPERVISING
LECTURER IN PROGRAM PENGALAMAN LAPANGAN
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Anastasia Pramita
Student Number: 071214094
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DE PART MENT O F LANGUAGE AND ARTS E DUCATIO N
FACULT Y O F TE ACHERS TRAI NING AND E DUCATIO N
SANATA DH ARMA UNIVE RSIT Y
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A Sarjana Pendidikan Thesis on
STUDENT TEACHERS OF ENGLISH LANGUAGE
EDUCATION STUDY PROGRAM’S PERCEPTION ON THE
ROLE OF SUPERVISING TEACHER AND SUPERVISING
LECTURER IN PROGRAM PENGALAMAN LAPANGAN
By Anastasia Pramita
Student Number: 071214094 Approved by
Advisor Date
A Sarjana Pendidikan Thesis on
STUDENT TEACHERS OF ENGLISH LANGUAGE
EDUCATION STUDY PROGRAM’S PERCEPTION ON THE
ROLE OF SUPERVISING TEACHER AND SUPERVISING
LECTURER IN PROGRAM PENGALAMAN LAPANGAN
By Anastasia Pramita
Student Number: 071214094 Defended before the Board of Examiners on 17
th
July 2012 and Declared Acceptable
Board of Examiners
Chairperson : C. Tutyandari, S.Pd., M.Pd. ........................Secretary : Drs. Barli Bram, M.Ed., Ph.D. ........................ Member : Ag. Hardi Prasetyo, S.Pd., M.A. ........................ Member : Made Frida Yulia, S.Pd., M.Pd. ........................ Member : Drs. Barli Bram, M.Ed., Ph. D. ........................
Yogyakarta, 17
th
July 2012 Faculty of Teachers Training and Education Sanata Dharma University Dean,
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
th
Yogyakarta, 17 July 2012 The Writer
Anastasia Pramita 071214094
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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Anastasia Pramita Nomor Mahasiswa : 071214094
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
STUDENT TEACHERS OF ENGLISH LANGUAGE EDUCATION STUDY
PROGRAM’S PERCEPTION ON THE ROLE OF SUPERVISING
TEACHER AND SUPERVISING LECTURER IN PROGRAM
PENGALAMAN LAPANGAN
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 6 Juli 2012 Yang menyatakan (Anastasia Pramita)
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ABSTRACT
Pramita, Anastasia. (2012). Student teachers of English Language Education
Study Program’s perception on the role of supervising teacher and supervising
lecturer in Program Pengalaman Lapangan. Yogyakarta: Sanata Dharma
University.
Supervising teacher and supervising lecturer in Program Pengalaman
Lapangan have a very important role for student teachers. It is because
supervising teacher and supervising lecturer are close to student teachers during PPL process. That is why student teachers’ perception on the role of supervising teacher and supervising lecturer is very important. Through their perception they are able to evaluate supervising teacher and supervising lecturer performances in guiding and helping student teachers to be good teachers in PPL. There are two research problems in this research 1) What is student teachers’ perception on the role of supervising teacher and supervising lecturer in PPL? 2) What is student teachers’ suggestion on the role of supervising teacher and supervising lecturer in PPL in order to help supervising teacher and supervising lecturer improve thei role in guiding student teachers during PPL process?
To answer the research questions, the researcher used survey research. The researcher took 40 respondents, seventh semester student teachers of English Language Education Study Program who have just finished PPL from academic year 2008/ 2009. The researcher obtained the data by using a questionnaire and an interview as the research instruments. The questionnaire consisted of 16 closed- ended questions and 3 open-ended questions. The questionnaire used Likert Scale to measure how strong student teachers’ perception on the role of supervising teacher and supervising lecturer. The interview was conducted to verify the questionnaire result and to dig out further information.
The result of the research showed that student teachers’ perception on the role of supervising teacher and supervising lecturer was good. There were also some bad perceptions of it but just 3 out of 16 roles of supervising teacher and supervising lecturer. From this research, the researcher can know what is needed by student teachers from the supervising teacher and supervising lecturer.
The student teachers gave some recommendation for supervising teacher and supervising lecturer. Most of them talked about lack of time allocated by supervising lecturer. Besides, they also give suggestion for other student teachers who are going to take PPL to prepare them well and to be more active during PPL.
Keywords: perception, role of supervising teacher and supervising lecturer, PPL
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ABSTRAK
Pramita, Anastasia. (2012). Student teachers of English Language Education
Study Program’s perception on the role of supervising teacher and supervising
lecturer in PPL. Yogyakarta: Universitas Sanata Dharma.Guru pamong dan dosen pembimbing memiliki peran yang sangat penting bagi praktikan saat PPL. Hal ini dikarenakan guru pamong dan dosen pembimbing menjadi orang yang paling dekat dengan praktikan saat program PPL berlangsung. Oleh karena itu persepsi praktikan tentang peran guru pamong dan dosen pembimbing sangatlah penting untuk mengevaluasi kinerja guru pamong dan guru pembimbing dalam membimbing dan membantu praktikan berproses menjadi seorang guru yang baik selama PPL. Ada dua rumusan masalah yang dikaji dalam penilitian ini: 1) Bagaimana persepsi praktikan terhadap peran guru pamong dan dosen pembimbing selama PPL? 2) Saran apa sajakah yang diberikan oleh praktikan kepada guru pamong dan dosen pembimbing supaya mereka dapat meningkatkan perannya dalam mendampingi praktikan selama PPL berlangsung?
Untuk menjawab rumusan masalah tersebut, peneliti menggunakan penelitian survey. Peneliti mencari 40 mahasiswa Pendidikan Bahasa Inggris semester 7 angkatan 2008 yang baru saja menyelesaikan PPL. Peneliti mengambil data dengan menggunakan kuisioner dan wawancara sebagai instrumen penelitian. Kuesioner terdiri dari 16 pertanyaan tertutup dan 3 pertanyaan terbuka. Kuesioner menggunakan Skala Likert untuk mengukur seberapa kuat persepsi praktikan terhadap peran guru pamong dan dosen pembimbing di PPL. Wawancara diadakan untuk memverifikasi hasil kuesioner dan untuk menggali info yang lebih dalam.
Hasil dari penelitian menunjukkan bahwa persepsi praktikan terhadap peran guru pamong dan dosen pembimbing PPL sangat bagus. Memang ada beberapa persepsi buruk tetapi hanya ada 3 dari 16 peran guru pamong dan dosen pembimbing. Dari penelitian ini kita juga bisa mengetahui apa yang sebetulnya praktikan butuhkan dari guru pamong dan dosen pembimbing.
Para praktikan memberi saran kepada guru pamong dan dosen pembimbing. Kebanyakan dari mereka membahas tentang minimnya waktu yang diberikan oleh dosen pembimbing. Tak hanya itu mereka juga memberi masukan kepada praktikan yang baru akan mengambil PPL supaya lebih mempersiapkan diri lagi dan lebih aktif selama PPL.
Kata kunci: persepsi, peran guru pamong dan dosen pembimbing, PPL
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ACKNOWLEDGEMENTS
Thanks God, finally I could finish this thesis. First of all, I would like to give my deepest gratitude to Jesus Christ and Mother Mary who have accompanied me in time of difficulty.
Second, my biggest gratitude goes to Agustinus Hardi Prasetyo, S.Pd.,
M.A, my advisor. I thank him for his guidance, patience, and support in guiding
me finishing this thesis. My gratitude also goes to all PBI lecturers and staff, who have given me valuable lessons and experiences during my study at Sanata Dharma University. My appreciation also goes to all the staff in the library for helping me so much in finding books and references.
For the seventh semester student teachers, academic year 2008 of English Language Education Study Program, I thank them for allocating their time to participate in the process of collecting the data. Without them, the research would not be conducted. For Alfonsus Rinardi Rintardo, S.Pd and Rieta Anggraheni, S.Pd, I thank them for allocating their time as my proof readers.
I would like to thank my beloved parents Bapak Fransiscus Indarna, Ibu
Caecilia Sudasriwati and my brother Adek Paskalis Devian Kristy for their
love, prayer, support and patience.To my dearest friends: Trek, Fendi, Gwen, Nissa, Indah, Wendi, Borrowed Beauty Team, my KKN and PPL group, and all year 2007 student teacher. I thank them for unforgettable moments we have experienced and shared together.
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TABLE OF CONTENTS
Page TITLE PAGE .......................................................................................... i APPROVAL PAGES ............................................................................. ii DEDICATION PAGE ............................................................................ iv STATEMENT OF WORK’S ORIGINALITY ...................................... v
PERNYATAAN PERSETUJUAN PUBLIKASI ....................................... vi
ABSTRACT ............................................................................................ vii
ABSTRAK ............................................................................................... viii
ACKNOWLEDGEMENTS ................................................................... ix TABLE OF CONTENTS ....................................................................... x LIST OF TABLES ................................................................................. xiii
CHAPTER I. INTRODUCTION A. Research Background .......................................................................
1 B. Research Problems ...........................................................................
2 C. Problem Limitation ..........................................................................
2 D. Research Objectives ........................................................................
3 E. Research Benefits .............................................................................
3 F. Definition of Terms ..........................................................................
5
CHAPTER II. REVIEW OF RELATED LITERATURE 8 A. Theoretical Description ......................................................................
19 A. Research Method ..............................................................................
26 A. Student Teachers of English Language Education Study Program’s Perception on the Role of Supervising Teacher and Supervising Lecturer
25 CHAPTER IV. RESEARCH RESULTS AND DISCUSSION
24 F. Research Procedure ...................................................................... ..
21 E. Data Analysis Technique ..................................................................
20 D. Instruments and Data Gathering Technique ......................................
20 C. Research Participants/ Subjects ........................................................
19 B. Research Setting ...............................................................................
16 CHAPTER III. RESEARCH METHODOLOGY
8 1. Perception ............................................................................
14 B. Theoretical Framework .....................................................................
10 5. The Job Descriptions of Supervising Teachers ....................
10 4. The Job Descriptions of Supervising Lecturers........................
10 4. Program Pengalaman Lapangan .............................................
3. The Relationship between Perception and the Ways of Human Thinking and Learning............................................
9
8 2. Factors Influencing Perception ............................................
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1. Data presentation ..................................................................................
26 a. Data presentation of the questionnaire .............................................
27 b. Data presentation of the interview ...................................................
30 2. Discussion ............................................................................................
34 B. Student Teachers’ Suggestions on the Role of Supervising Teacher and Supervising Lecturer in PPL ....................................................................
40 CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
43 A. Conclusions .............................................................................................
43 B. Recommendations ...................................................................................
44 REFERENCES
47 APPENDICES
49 Appendix 1 Questionnaire ........................................................................
50 Appendix 2 Questionnaire Result .............................................................
52 Appendix 3 Interview Result ....................................................................
55
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LIST OF TABLES
Table Page 3.1 Questionnaire Blueprint ..............................................................
22 3.2 Interview Blueprint .....................................................................
23 3.3 Questionnaire Result Analysis ..................................................
24 4.1 The Percentage Result of Questionnaire Part A .....................
25
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CHAPTER I
INTRODUCTION Chapter 1 presents the introduction of the study. This chapter consists ofsix sections; they are research background, problem formulation, problem limitation, research objectives, research benefits, and definition of terms.
A. Research Background
As students who later on will be teachers, student teachers in Faculty of Teachers Training and Education of Sanata Dharma University are given so many fruitful things in order to develop their teaching skills and prepare them to be good teachers. For example, they must follow some subjects which are important in developing their teaching skills. One of those subjects is Program Pengalaman
Lapangan (PPL).
In PPL student teachers practice how to be good teachers such as making the teacher’s administration book and teaching in the real class. By doing this kind of program, student teachers are expected to be good teachers in which they have already faced the real teacher’s world. The problem is, sometimes there are some unpredictable things happening during PPL. Supervising lecturer cannot observe student teachers because of some important activities, supervising teacher give them so many tasks to do, or student teachers do not know how to communicate
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with their supervising teacher and the supervising lecturer so that they become confused about what they are going to do.
That is why the researcher would like to make a research on student teachers of English Language Study Program’s perception on the role of supervising teacher and supervising lecturer in Program Pengalaman Lapangan in order to help supervising teacher and supervising lecturer to optimize their role in guiding student teachers in PPL so that student teachers can prepare themselves to be good teachers.
B. Research Problems
Based on the background, there are two questions formulated in this research.
1. What is student teachers’ perception on the role of supervising teacher and supervising lecturer in their PPL?
2. What are student teachers’ suggestions on the role of supervising teacher and supervising lecturer in PPL in order to help them to improve their role in guiding student teachers during PPL process?
C. Problem Limitation
Since the researcher would like to conduct research on student teachers of English Language Education Study Program’s perception on the role of supervising lecture and supervising teacher, the focus of this research is student
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teachers on the seventh semester who have already taken PPL course) perception on the role of supervising lecturer and supervising teacher.
This research, once again, focuses on the role of supervising lecturer and supervising lecturer which is directly related to student teachers based on the task of supervising lecturer and supervising teacher provided on PPL manual book Pedoman Pelaksanaan Program Pengalaman Lapangan (FKIP, 2007).
D. Research Objectives
This research is conducted in order to find: 1. student teachers’ perception on the role of supervising teacher and supervising lecturer during PPL; and 2. student teachers’ suggestions on the role of supervising teacher and supervising lecturer in PPL in order to help them to improve their role in guiding student teachers during PPL process.
E. Research Benefits
The findings of this research are expected to be beneficial for:
1. Student teachers of English Language Education of Sanata Dharma
UniversityThis research provides information about what actually the task of supervising teacher and supervising lecturer are, based on Pedoman Pelaksanaan
Program Pengalaman Lapangan, a manual book of PPL which is made by
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Besides, this research also provides the role of the supervising teacher and the supervising lecturer in the real situation based on student teachers’ perception.
Student teachers’ perception will be varied from the negative up to the positive one based on their experiences in PPL. The student teachers on this thesis not only give their perception but also their suggestions to supervising teacher, supervising lecturer and the PPL program.
By reading this thesis, student teachers who are going to take PPL can know about the role of supervising teacher and supervising lecturer. So they can ask their right which must be fulfilled by supervising lecturer and supervising teacher. Besides, if supervising teacher and supervising lecturer cannot do their role in helping student teachers as stated on their job description based on PPL’s manual book because of other academic business, in this thesis the student teachers can find some solutions by reading the experiences of student teachers who have finished their PPL.
2. Lecturers (especially in English Language Education Study Program of
Sanata Dharma University) who often become supervising lecturer in PPLThis research has mentioned the problem formulation in the beginning of this chapter which is formulated to find out student teachers’ perception on the role of the supervising teacher and the supervising lecturer, and students teachers’ suggestion on the role of the supervising teacher and the supervising lecturer.
By conducting the research which can answer those two questions, the lecturer is expected to know and understand what is actually needed by the
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duty during PPL such as helping the student teachers reach their goal; teaching English in the real situation. The researcher understands that a lecturer has many tasks to do, but as she/he has already given the duty as a supervising lecturer for
PPL students, of course the lecturer must cooperate well with the students. Beside
knowing her/his task in PPL and knowing what is actually students’ expectation, by reading this thesis the supervising lecturer can also know many solutions given by the student teachers if the lecturer cannot do some of their tasks. For example, the lecturer did not have enough time for the student to consult their progress. On this research one of the student teachers said that they still can use technology for example by using e-mail.
3. Teachers who often become supervising teacher of PPL students
This research expects the teacher to know and understand what is actually needed by the students during their PPL (students’ expectation on the role of the lecturers). Supervising teacher can know what exactly his / her role in PPL is and the teacher can also know many suggestions and solutions from the students in many different problems which occur in school.
F. Definition of Terms
For the sake of avoiding misunderstanding, the researcher provides some definition of terms used in this study.
1. Perception Based on Suparinah (1986), perception is an active process in which a
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Another researcher, Sternberg (1988, p.8), defines perception as “the way human perceives the world. Furthermore it is the ability to see, hear, or understand things; awareness.” Robbins (2001) also defined perception as a process by which individuals organize and interpret their sensory impressions in order to give meaning on their environment. From all of the definitions above it means that perception is what comes in human mind as the result of their experiences about something. In this study, perception refers to what comes to student teachers’ mind about their supervising lecturer and supervising teacher in PPL based on what they knew, saw, felt, and experienced during PPL process.
2. Role In this study, role is the way supervising teacher and supervising lecturer involving themselves to guide and help student teachers during PPL process.
3. Program Pengalaman Lapangan (PPL) In this study, PPL (KPE 369) or Program Pengalaman Lapangan is a program which is designed to make the student teachers practice in order to have complete and integrated teaching skills (FKIP, 2007, p. 7).
4. Supervising Teacher In this study, supervising teacher is an English teacher who is pointed by the school to accompany and help student teachers of English Education Study
Program during PPL in a school where the teacher works.
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5. Supervising lecturer In this study, supervising lecturer is a lecturer of English Language
Education Study Program who is pointed by the faculty as a supervising lecturer for some student teachers who are doing PPL.
6. Student teacher In this study, student teachers are students who study at English Language
Education Study Program of Sanata Dharma University and have already finished or have been doing PPL.
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CHAPTER II REVIEW OF RELATED LITERATURE This chapter discusses the related literature as the reference theories for the
study on this research as has been explained before on Chapter I. On this review of related literature, there are two parts which will be discussed; they are theoretical description and theoretical framework.
A. Theoretical Description
In this section, the theories that are mainly discussed are the theories of
perception, factors influencing perception, the relationship between perception and the
ways of human thinking and learning, PPL, and the job descriptions of supervising
teachers and supervising lecturers in PPL.1. Perception As has been explained on the definition of term in Chapter I, in this study perception is what comes in human mind as the result of their experience
(including what people see, hear and understand) about something. Szilagyi and Wallace (1980, p. 70) said “Perception is defined to process by which individuals attend to incoming stimuli, organize and then interpret such stimuli into a message that in turn indicates an appropriate action and behavior”. Robbins (2001) also explained perception as a process by which individuals organize and interpret their sensory impressions in order to give meaning on their environment.
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2. Factors influencing perception According to Altman (1985, p. . 86-91), there are four factors which influence human’s perceptions. Those are: a. Selection of stimuli
People have so many stimuli in their brain, but actually they cannot absorb all of those stimuli into opinion. People need to go for the appropriate stimuli to be what is called view. Selection is the process of focusing only on small number of stimuli. The reason why people perceive things differently is because each person selects specific cues and screens out of others.
b. Organization of stimuli After the information has undergone the screening process, it must be arranged to be meaningful. The mind tries to bring order out of the disorganized sensory data by selecting particular items and putting them together in a meaningful way that is based on experience.
c. The situation A situation affects what a person perceives. Perceiving a situation accurately is also related to how well a person organizes behavior to situations.
d. Self-concept Self-concept is the way we perceive and feel about ourselves. The way we see ourselves affects our perceptions to the world around us.
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3. The relationship between perception and the ways of human thinking and learning By knowing what is perception and the factors influencing it, we can now move to the relationship between perception and the ways of human’s thinking and learning. Based on Merleau (1962, p. .. 3-5), on his book named
Phenomenology of Perception, perception can happen when someone experienced
something by himself or herself. It means that perception comes from someone’s experience. They have already felt, hear, or experience something by themselves so that they can make a perception on it.
Robbins (2001, p. 2) says that,” perception can also be defined as conscious mental process of observing, viewing, responding and understanding, in which someone gives a meaning on the stimulus he receives.” It means that perception is something comes in human’s mind about something which has a direct relation to the ways of human thinking about something.
4. Program Pengalaman Lapangan (PPL)
Program Pengalaman Lapangan (PPL) was designed in order to train student teachers so that they can have integrated teacher skills (FKIP, 2007, p. 7).
Hence, student teachers are given so many tasks to do at schools where they are doing their PPL. Those tasks are the same with the real teacher task such as teaching in the real class, and making the teachers’ administration book.
5. The job descriptions of supervising lecturers There are twelve job descriptions for supervising lecturers, based on
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a. Giving instructions to student teachers before doing their PPL As it is the first time student teachers practice teaching outside the university, supervising lecturers should tell student teachers what they should do during PPL process. This instruction is important because it is related to the way student teachers do their PPL.
b. Transferring student teachers to the school Supervising lecturers should come to school to transfer student teachers there. It is because supervising lecturers represent the faculty to entrust student teachers at the school where student teachers are going to practice.
c. Explaining the faculty’s principles about PPL to the school It is important to explain the faculty principles about PPL to the school because student teachers are doing the PPL based on guideline made by the faculty. The guideline is entitled Pedoman Pelaksanaan Program Pengalaman
Lapangan. The book will give enough explanation about PPL to student teachers,
supervising lecturers, supervising teachers and the school.d. Monitoring student teachers’ activities and holding some meeting for consultation periodically Even though the supervising lecturers have given instructions in the beginning, student teachers need guidance during the PPL process. Therefore, supervising lecturers can hold some meeting for consultation periodically in order to monitor the progress of student teachers (four times at the minimum).
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e. Being the representative of the faculty to handle problems which appear during
PPL
Supervising lecturers are the representative of the faculty during the PPL process. It means that if there is a problem occurs during the PPL process, supervising lecturers should represent the faculty to solve the problem.
f. Doing observation to student teachers’ teaching practice one time at the minimum.
Supervising lecturers should observe student teachers’ teaching practice at least once. Observation is important because the result of the observation being one of the considerations on students’ assessments.
g. Helping the Study Program Coordinator for PPL to get data to give certificate to whoever helping the student teachers during PPL at school Supervising lecturers are the representative of the faculty. So, supervising lecturers should help the Study Program Coordinator for PPL to get data during the PPL process to give a certificate to whomever helping student teachers at school.
h. Asking all assessment instruments which have already filled by the supervising teachers and the school’s head master Supervising lecturers are the one who later on decide student teachers’ final mark. Therefore, supervising lecturers should ask all instruments which have already filled by supervising teachers and the school’s head master in order to student teachers’ assessment at school.
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i. Taking back student teachers from school and giving the certificate on the D- day In the beginning, supervising lecturers represent the faculty to entrust student teachers at school. At the end, supervising lecturers also represent the faculty to take back student teachers from school and give the certificate to supervising teachers and the school. j. Having the responsibility on the PPL’s report of their students
PPL’s report becomes one of considerations to measure student teachers
achievement after the PPL process. Therefore, supervising lecturers should ensure that student teachers collect their PPL’s report and then check it. k. Holding a spoken test about the PPL’s report
Supervising lecturers can hold spoken test to their student teachers after student teachers give their final report to their supervising lecturers. The spoken test is intended to gain much more student teachers’ experiences and improvements in their teaching skill after the PPL process finished. l. Deciding student teachers’ final mark.
Even though during the PPL process student teachers more often communicate with their supervising teachers, but the one who will decide student teachers’ final mark is supervising lecturers. Supervising lecturers can decide the final mark through some observations, supervising teachers’ evaluation sheet, student teachers’ lesson plan, spoken test, and also student teachers’ final report.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6. The job descriptions of supervising teachers There are eleven job descriptions for supervising teachers based on Pedoman Pelaksanaan Program Pengalaman Lapangan (FKIP, 2007, p.12).
a. Helping student teachers recognize the school situation and the subject that will be taught Student teachers do not know how the school situation and the subject that will be taught. Therefore, supervising teachers can help them to recognize the school situation, the students, and the subject that will be taught before starting the PPL process.
b. Giving explanations to student teachers on the activities they must do during
PPL at school
Supervising teachers must explain what student teachers should do during the PPL process. Student teachers activities during PPL process are teaching, making the teachers’ administration book, and making the lesson plan.
c. Guiding the student teachers to arrange the PPL’s programs Supervising teachers should guide student teachers to arrange the PPL’s programs. It is because supervising teachers are responsible for whatever student teachers do at school.
d. Helping the student teachers prepare the equipments needed during PPL In PPL, supervising teachers are the closest person for student teachers.
Therefore, everytime student teachers need help supervising teachers should help them, for example helping them prepare the equipments to teach in the class.
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e. Giving the student teachers a learning model to be observed Teaching in the real class is different compared to micro teaching.
Therefore, student teachers need a learning model before they teach in the real class. Hence, supervising teachers should give student teachers a learning model to be observed.
f. Giving task to student teachers and helping them to make a lesson plan, and syllabus.
At school, supervising teachers are the one who give instructions on what student teachers should do during PPL. The instructions include giving tasks to student teachers to make some lesson plans and syllabuses. Therefore, supervising teachers should help student teachers to do those tasks.
g. Monitoring and evaluating the student teachers’ teaching practice At school, supervising teachers has bigger role to help student teachers during the PPL process than supervising lecturers. Supervising lecturers may observe student teachers just once, but supervising teachers should monitor and evaluate student teachers directly after teaching in the class.
h. Supervising the student teachers directly after the teaching practice Student teachers need feedback after their teaching practice in order to improve their teaching skill. Therefore supervising teachers should supervise student teachers directly after the teaching practice.
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i. Monitoring the student teacher’s activities during PPL Supervising teachers are the one who have responsibility during student teachers doing their PPL at school. Therefore everyday supervising teachers should monitor student teachers activities. j. Giving all the assessment instruments to the supervising lecturers
Student teacher’s final mark is decided by supervising lecturers. So, supervising teachers should give all the assessment instruments to the supervising lecturers as one of considerations. k. Checking the PPL report which was made by student teacher The PPL’s report is one of considerations on student teachers assessments.
Therefore supervising teachers should check it first before student teachers give the report to the school and to their supervising lecturers.
B. Theoretical Framework
This research is a study on student teachers of English Language Education Study Program’s perception on the role of supervising teachers and supervising lecturers in Program Pengalaman Lapangan (PPL). The researcher looked for some facts about everything related to perception. There are many factors which can affect someone’s perception. First, as the researcher has provided about those facts on the theoretical description, there are some factors influencing perception. Based on Altman (1985, pp. 86-91), there are four factors which can influence perception; those are selection of stimuli, organization of stimuli, the situation,
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especially human brain. As has been explained on the theoretical description, there are many stimuli in our brain which can catch much informations when people are doing something. Those informations then are chosen by their brain which can make different result to other people, because their brain may choose different stimuli one to another. There are two other things that can influence someone’s perception; they are situation and self-concept. So, the researcher can conclude that different characters and situation of someone may affect his/ her perception on something.
After knowing all things that can affect someone’s perception, the researcher now discusses the relationship between perception and the ways of human thinking and learning. As has already provided on the theoretical description, Robbins has stated clearly about that case. The researcher concludes that after people receive some information in their brain, they can make such an interpretation resulted in their perception which then affects human’s ways of thinking. As has already stated clearly about what perception is, the factors influencing perception and the relationship between perception and the ways of human thinking and learning, the researcher then tried to look for student teachers’ perception on the role of supervising teachers and supervising lecturers by using Likert Scale provided in the questionnaires and interview in order to know whatever affected student teachers’ perception on that.
Next, after knowing factors which can affect perception and the relationship between perception and the ways of human thinking and learning,
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teachers and supervising lecturers. It has stated clearly on Pedoman Pelaksanaan
Program Pelaksanaan Lapangan, that student teachers, supervising lecturers and
the supervising teachers have their own job descriptions in PPL. The book entitled
Pedoman Pelaksanaan Program Pelaksanaan Lapangan is used as a guideline