T1 112008016 Full text
AN ANALYSIS OF HOW TEACHING PRACTICE STUDENTS
ACQUIRED PEDAGOGICAL KNOWLEDGE TO TEACH ENGLISH
IN SECONDARY SCHOOLS
THESIS
Submitted in Partial Fulfillment
Of the Requirements for the Degree of
Sarjana Pendidikan
Eko Winarsih
112008016
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2013
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As a member of the (SWCU) Satya Wacana Christian University academic community,
I verify that:
Name
: Eko Winarsih
Student ID Number
: 112008016
Study Program
: English Language Teaching Department
Faculty
: Language and Literature
Kind of Work
: Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free
right for my intellectual property and the contents there in entitled:
An Analysis of How Teaching Practice Students acquired pedagogical knowledge to Teach
English in Secondary Schools
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This declaration is made according to the best of my knowledge.
Made in
: Salatiga
Date
: 11 February 2013
Verified by signee,
Eko Winarsih
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Thesis Supervisor
Thesis Examiner
Anne I. Timotius, M.Ed.
Victoria Usadya Palupi, M.A. ELT.
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This thesis contains no such material as has been submitted for examination in any course or
accepted for the fulfillment of any degree or diploma in any university. To the best of my
knowledge and my belief, this contains no material previously published or written by any
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Copyright@ 2013. Eko Winarsih and Anne Indrayanti Timotius M.Ed
All rights reserved. No part of this thesis may be reproduced by any means without the
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Eko Winarsih:
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AN ANALYSIS OF HOW TEACHING PRACTICE STUDENTS ACQUIRED
PEDAGOGICAL KNOWLEDGE TO TEACH ENGLISH
IN SECONDARY SCHOOLS1
Eko Winarsih
Abstract
This study will share about the experience on how Teaching Practice (TP) students
learn and obtain the knowledge about teaching English to students in several secondary
schools in Salatiga (Junior High Schools and Senior High Schools). TP, as a compulsory
subject in the English Department of Satya Wacana Christian University, is the time where
the students can apply the learning theories they have learnt before. However, for many of
them, TP was their first experience to teach „real‟ students in a formal academic institution.
As a result, there might be many things that were still new when they started to do the TP.
Because of this issue, the research attempted to answer the question: How do student
teachers acquire pedagogical knowledge in their Teaching Practice? To answer the research
question, a qualitative research was done through some interviews with twenty ED students
who have done TP in some secondary schools. The result of this paper shows that the
participants develop their pedagogical knowledge during their TP program in some ways, like
by participating actively in teaching, learning from mentor teachers, doing observation,
interacting with other student teachers, imitating their mentor teacher and other student
teachers, and learning from their teaching reflection.
Keywords: pedagogical knowledge, Teaching Practice
INTRODUCTION
Faculties in the field of education in Indonesia must have the teaching practice subject
in the curriculum. The writer of this study also experience TP as one of the requirements to
graduate from the faculty or department. However, there are some requirements before taking
TP and they must have passed it before they were allowed to take TP. Those requirements are
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Part of this paper has been published in the FBS-LTC UKSW 6th International Seminar- Research in Teacher
Education: What, How and Why?”
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subjects related to learning theories that help the students to obtain pedagogical knowledge
through the materials and mini practice in the class.
Teaching Practicum (TP) is the process where the students apply the learning theories
and also can teach other students from gaining pedagogical knowledge while they do TP. TP
is also the time when students learn how to manage a classroom or manage students in real
schools. As Nasa (2002) stated, TP is a process when the student teacher who is doing TP
will have some experiences in their teaching or how they manage the students in the
classroom. During TP, the students will gain pedagogical knowledge related to the way they
know and learn about teaching. TP is a tool to build the student‟s pedagogical knowledge and
to explore their ability and creativity to teach and handle the students while teaching in some
schools or institutes.
From my research, TP helped the student teachers to socialize with others. In other
words, the student teachers who are doing TP would interact with the other TP students in the
schools where they taught, and also with the mentor teachers, and other teachers in the
schools. Throughout the program, the student teachers may also interact with other student
teachers, to share about their experience while teaching the students or to share some
problems and try to solve them with each other. Since TP was the first time for many of the
student teachers to teach the students in a formal school, it may be a little bit difficult for the
student teachers to know how to teach the students well or to manage the classroom well.
This is probably because some of the student teachers had no teaching experience before.
Therefore, it is while doing TP that the student teachers may get or acquire pedagogical
knowledge to help them to teach the students in schools.
Based on the above reason, I wanted to investigate how TP students gain the
pedagogical knowledge to teach English during TP. Therefore, the study attempted to answer
the question: how do TP students acquire pedagogical knowledge in their Teaching Practice?
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This study tried to analyze how the student teachers (Teaching Practicum students) gain the
pedagogical knowledge in their TP. I hope that this study will be very useful for the students
in education faculties, especially those who are going to do or doing TP in secondary to
acquire the pedagogical knowledge in their teaching and learning theories through TP in
several schools by knowing some strategies in doing teaching practice.
Some basic theories that become the foundation of the research will be presented
below. They are related to pedagogical knowledge and community of practice.
Pedagogical Knowledge
As cited by Billet (2001, p.xv1), the term of the word pedagogy is “the science and art
of teaching, but it is often used to describe an approach to how learning should proceed.”
Therefore, the term pedagogical knowledge may be described as the knowledge about the
way or strategies on how to teach effectively and also as the knowledge about teaching
approaches (Timotius, 2011, p.182). Pollard (2010) also describes pedagogy as “the practice
of teaching framed and informed by a shared and structured body of knowledge”. According
to Timotius (2011), pedagogical knowledge highlights the „teaching skills‟ and the teaching
content that contain “knowledge of lesson structure” and “knowledge of subject matter”
(Leinhardt and Smith, 1985, in Timotius, 2011).
The student teacher taking TP may gain Pedagogical knowledge from some sources
that in the end will help them teach the students in the schools. The first source may be the
mentor teacher. The mentor teachers‟ guidance can be very helpful for the student teachers to
get some teaching strategies or to help them to improve their skill in teaching the students in
class. As Little and Nelson (1990) explained, “By establishing teacher mentoring programs
that serves two important purposes: novice teachers are given a strong start at the beginning
of their careers, and experienced classroom teachers serving as mentors receive recognition
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and incentives.” In other words, the mentor teachers helped the student teachers to teach well.
They would always monitor the student teachers while teaching the students in class. The
mentor teacher‟s function not only as mentors, but also as motivators, to improve the student
teachers‟ skill and to help them to face and handle the students in the real situation in the
formal schools.
Pedagogical knowledge can also be acquired from observation – that is by observing
the other student teachers or their mentor teacher. The term “observation” means “looking at
something without influencing it and simultaneously recording it for later analysis” (True,
1983). From observation, the student teacher will be able to know the situation in the class
and the students‟ characteristics. By doing observations, the student teacher as „a trainee
teacher‟ will be able to recognize the situation in the class or the characteristics of the
students before they teach. Other researcher, Wajnryb (1991) also quoted that “A trainee
teacher with the freedom to observe teaching is allowed time and space to become familiar
with the culture of the classroom … before having to try on any active aspects of the
teacher‟s role.” Through observation, the student teachers may think of some strategies to
teach the students and it will simultaneously help the student teachers to obtain the
pedagogical knowledge they need to teach a certain class.
Community of Practice
It cannot be denied that while the student teachers are doing their TP, they are being
in a community of practice (CoP), that is the TP CoP. According to Wenger (1998):
A community of practice (CoP) is any group of people whose members have a common interest in a
subject, problem or goal; through collaboration, negotiation and sharing of ideas, they find solutions
and new ideas.
Therefore, TP could be defined as a community of student teachers who are learning
to teach the students in certain schools. In a TP site, they can interact, share ideas,
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information, or strategies in the teaching and learning process in the class. They also have
some feedback or evaluation to each others in the CoP.
Ali (2001) argued that CoP is very important to create development in informal
learning and working groups in some organizations. The student teachers are the member of
CoP itself that worked together in the same TP site. He also explained that the student
teachers might have group discussions for each member in TP sites. In fact, TP helps the
student teacher to cooperate with each other by helping each other to solve problem and to
manage the class or the students; for example by sharing their ideas to each other to get some
strategies to teach the students in the class.
CoP has also been introduced as a new organizational form, which according to its
proponents “promises to complement existing structures and radically galvanize knowledge
sharing, learning, and change” (Wenger & Snyder, 2000, p.139). Through CoP, the students
can share and transfer knowledge to other people in some institutions or schools, formally or
informally.
THE STUDY
Context of the study
The setting of the study was English Language Teaching Program of a private
University where located in a small town of Salatiga, Central Java, Indonesia. English
Department was chosen because it offers the TP programs with various TP sites. Like in
other education program, TP must be done by the students because it is the one of the
requirements to graduate. The students must teach in certain schools to fulfill the
requirements. Through TP, the students are supposed to teach their students in certain
schools. TP also helps the student teacher to acquire their pedagogical knowledge in their
Communities of Practice (CoP) from their socialization in the certain schools or institutes.
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Participants of the Study
The participants of the study were twenty ED students who have done TP in
secondary schools located in Salatiga, Central Java, Indonesia. Twenty participants were
chosen because I hope to get enough data within the limited time we had to collect the data.
A purposive sampling or “criterion-based” selection (Blackedge, 2001, p.57) was used in
choosing the participants. The participants were selected to meet the criteria were the ED
students who are in the 2nd semester at the end of the academic year (2011/2012) who have
done TP since they were just finished TP.
Data Collection Instrument
In attempting to answer the research question, the data was collected through semistructured interview to allow the participants to answer the questions flexibly. The flexibility
provides the sub questions that would provide follow-up questions and addition questions to
make the data became richer (Patton, 1990). The questions for interviews focused on the TP
students‟ pedagogical knowledge in their teaching practice to teach English in certain schools
or institutions.. From the interview, richer data from the participants was hoped to be
gathered, because we could ask and explore the answer or data that we need to know to help
the data collection.
For the study, qualitative data was gathered. According to McKay (2006, p.6)
qualitative study begin with the assumption that the research topic must be understood
“holistically”. The study is done by taking into account a variety of factors that might affect
the participants. For the data collection, I took twenty ED students who have done their TP.
The interview took about 20-30 minutes which conducted in English and it was recorded and
transcribed to get the participants‟ comment on their pedagogical knowledge to teach English
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(Brown & Rodgers, 2002; Nunan, 1989). The interview focused on how the students‟ teacher
acquires their pedagogical knowledge in their TP to teach English.
DISCUSSION
Before I came to the data analysis, I would like to give the general information about
the personal background of the participants. All the participants taught in several secondary
schools in Salatiga, Tuntang and Banyubiru (Junior High Schools and Senior High Schools).
The more specific personal background information about the participants was attached in the
appendixes.
Since this study is aimed to share about how the student teachers gain the pedagogical
knowledge, were 12 themes that I found after I collected the data. These themes were based
on the interview results. The themes were based on the majority answers from the interview
questions.
1. Participating Actively in Teaching-Related Activities
It has been the obligation for student teacher to participate actively in teaching
activities. According Tuli & File (2009):
“Knowing what to teach, how to teach it, and what methods to use with particular topics, particular
kinds of students and in particular settings … should aim to develop the knowledge, skills and
attributes of pre-service teachers‟ in order to prepare them to teach effectively.” (p.110)
By participating actively in teaching, the student teachers would learn about teaching.
Participating actively means the student teachers had to prepare teaching materials, prepare a
lesson plan, taking a class, and teach the students. Below were the interview excerpts from
some student teacher who stated that by participating actively would help them to gain the
knowledge about teaching:
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“Yes I learnt about teaching by participating in teaching, because from lesson plan we have to know
about teaching, we have to imagine about teaching. If I make the activities like this, is it suitable for the
students? Is it appropriate for our students? So I also learn from it, too.” (Dewi, SMA Kristen Satya
Wacana)
“It can build my knowledge more about teaching.” (Mocca, SMP Kristen Satya Wacana)
All the participants explained that they had participated in teaching by making lesson
plans before they teach, making the materials for the students and teaching the students in a
class. In line with previous study done by Ferber & Nillas (2010) that the student teachers
should prepare material for teaching. By participating actively, the student teachers would
learn about how to teach well and it will prepare the student teachers to teach the students.
Without participating actively, the student teachers could not have preparation to teach or
they could not teach the student maximally.
2. Errors
As the new teacher in formal schools, it is inevitable for student teachers to make
errors. This is true especially for those who have not known about the school situation and
about the students‟ characteristics yet. This finding was similar to the result founded by
Orange (2008) that “all teachers make mistakes. Teachers make mistake because they are
unaware of the impact and long-term effects of their words and actions.” One of the participants‟
mistakes was mispronouncing as quoted below:
“I have ever done in errors in my TP. So I will try to be better. Like the missing pronunciation and
missing grammar. Because I think I nervous in the first teaching so it very messy in my pronunciation
and my grammar” (Maytri , SMP Kristen Satya Wacana)
“I have done many mistakes because it is my first time to do my TP, so it‟s my big problem. For the
next teaching I will do better than before. The error maybe about my pronunciation and then
grammar”” (Yong, SMA Kristen Satya Wacana)
“It was not about my teaching material, but it was about me. My voice was not clear and louder, so on
the next teaching I tried to make it louder.” (Wani , SMAN1 Salatiga)
All the participants reported that they experienced making errors or mistakes while
teaching. Since it was the first time to teach the students in schools, so maybe the student
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teachers felt nervous then they made mistakes in their teaching. Mostly the errors that the
student teachers made was miss-pronouncing the words or sometimes the made grammatical
error in their teaching. Errors could improve the student teachers‟ awareness for not to make
the same mistake in their teaching. It also could help the student teachers to improve some
skills that might not maximal before. That was one of the ways for student teachers to gain
pedagogical knowledge from their errors during doing TP. From the mispronouncing some
words in English, they learnt about how to pronounce words better and clearer for next
teaching.
3. Designing and Making the Teaching Materials
To teach the students, the student teachers should design and create their own
materials. The materials should be interesting and creative so it would attract the students‟
attention to learn the materials and help the students to get the knowledge from the materials
given. The mentor teacher usually demand the student teacher to make their own materials
based on the topics given from mentor teachers.
All the participants stated that they looked for idea from the Internet to design the
materials or to create the activities to teach the students by modifying it. Moreover, some of
them also use books or students handouts to help them to make activities in their teaching.
These were what some participants mentioned related to material development:
“I used electronic book and printed book provided in the library in that school and also I tried to find
additional material from the Internet.” (Dudu, SMPN2 Tuntang)
“I usually based on the book or I found the material in internet, but sometimes I made the questions
myself for reading passages.” (Wati, SMA Kristen Satya Wacana)
“For the material, especially for the grammar, I used from the book from the mentor teacher. But for
the games, I used from the internet.” (Garru, SMA Kristen Satya Wacana)
Student teachers producing and developing their own materials because of some
purposed: contextualization, individual needs, personalization, and timeliness. (e.g., Altan,
1995; Block, 1991; Harmer, 2001; Podromou, 2002; Thornbury & Meddings, 2001, 2002).
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As a teacher, they have to give an appropriate material to be taught, so that they can share the
knowledge by giving the materials related to the topic they taught.
4. Problem Solving
During TP, the student teacher would face different situation in teaching and different
characteristics of the students in a class. Since most participants stated that it was the first
time to teach, sometimes it was crucial to face and solve some problems that appeared and
happened in teaching. As the student teachers, they were not only teaching the students, but
also they were compulsory to solve and handle some problems that might happened in their
TP. From problem solving, the student teachers would learn about the things related to
teaching, because they would get some knowledge on how they can handle and solve the
problem in teaching. All the participants stated that when solve the problem which sometimes
happened in their TP, they would ask for other student teachers‟ help because some of them
could not handle the situation by themselves. However, some of the participants stated that
they sometimes could handle the problem by themselves, because they had their own
strategies to handle and solve the problem. By problem solving, the student teachers learnt
how they should face and handle the situation in their TP and they would learn how to have a
good practice in teaching and below are the statements from the participants stated that by
problem-solving they learnt how they teach well:
“I learn with others, for example when in office hour, we share our problem together and solve it
together., the better way to deal with the students, the better ways to use this kind of strategies or to use
the material” (Sabat, SMP Kristen Satya Wacana)
“Sometimes I used my own ability to handle the students, but it is also possible for me to have the
problem solving by asking my friends and also the mentor teacher.” (Dudu, SMPN2 Tuntang)
“I learn with others, because my perception is not really deeper than the other thinking maybe. I can
share only with my friends and my mentor teacher and sometimes with my lecture in ED.” (Angel,
SMPN2 Tuntang)
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From the interview, mostly the participants found problem about managing the
classroom since the students had different characteristics and treatments. To be a good
teacher, the teacher must be having their own style to handle the students and situation in a
class (Dunbar, 2004). So had the student teachers, they had their own style to manage the
classroom and the students.
5. Interaction
During their TP program, the student teachers inevitably socialize or interact with
other teachers or student teachers. Interaction here means that the student teachers meet and
talk with others by sharing their experiences in teaching or just to talk about what they have
done in class. One of the benefits of doing this is to learn from each other about the way they
can teach or manage classrooms well. Through the interaction, the student teachers could
exchange ideas, information, knowledge, experiences, situation or even feeling of teaching.
This was similar to a study done by (Hawk, Cowley, Hill, & Sutherland, 2001) who argued
that an effective teachers are people who have a lot of interactions with their environment.
The result of the interview shows that 19 of 20 participants interacted with other
student teachers to share their ideas during their TP program. Some statements below show
that from interaction, they exchanged some ideas and information about teaching and from
the interaction they learnt about teaching:
“I always talk to my friends and sharing what should I teach and what should I manage the class and I
also ask some suggestions to make good teaching” (Yong, SMA Kristen Satya Wacana)
“I interacted with then when there is office hours, and I can share a lot of experiences that I could grab
something that maybe can improve my skill” (Yani, SMP Kristen Satya Wacana)
“From interaction, I asked whether my activity was appropriate or not and which activity is the best in
my teaching” (Sabat, SMP Kristen Satya Wacana)
“Sometimes I asked my friend, the other student teacher about the classroom situation, what they had
done before in the teaching in that in the specific class and then ask about their suggestion what kind of
games that I can use.” (Elba, SMA Satya Wacana)
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From my research, during the TP program, student teachers usually have office hours
to have consultation with mentor teachers or just being on duty to stay in the office as other
teachers in the school do. It is usually during the office hour when the student teachers are
able talk to each other about their materials or their experiences in TP. As a result, they can
discuss about some ideas to teach the students. From interaction, the student teacher might
learn how to handle the certain students in the same class, or to create the same games or
activity in different class to make their teaching more fun. Interaction actually helped them to
create or to develop the same or even new ideas in their teaching.
6. Mentor Teachers’ Guidance
Mentor teachers are the teachers who teach English to the students in certain schools
and when there are TP student teachers placed in their schools, they also guide the student
teachers before and during their TP. Some of the mentor teacher‟s responsibilities are to help
the student teachers to teach and suggest some strategies in teaching the students. Basically,
mentor teachers guide the student teachers in doing their TP. They help the student teachers
by giving advice about developing & delivering the materials and monitoring the student
teachers while they are teaching the students. This was similar to the study done by Little and
Nelson (1990) that the mentor teachers function as the guide to monitor the student teachers
behavior and action in teaching and help the student teacher to improve their skill in teaching
the students. As an experienced teacher, the mentor teacher can help the student teacher to
develop their teaching skill, especially in speaking, listening, reading and writing since they
were English teachers.
From the result of interview, 19 of 20 participants stated that the mentor teacher
helped them to acquire the pedagogical knowledge, because mentor teacher helped them to
make good and creative materials for teaching and also helped the student teacher to have
some strategies to manage the students and classroom. Two of the participants even stated
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that the mentor teacher‟s guidance was very helpful for them to decide of the teaching
strategies in teaching. The guidance could be suggestions to deliver the materials or tricks to
handle some students in a class from the feedback. As reported in The Program Handbook:
Mentoring Beginning Teachers (Garvey, 1996-98), one of the mentor teacher‟s
responsibilities is to model and demonstrate effective teaching strategies, to observe and
provide feedback. Below was what two of the participants stated related to the help of the
mentor teacher in their teaching during TP:
“I learnt how to teach, how to handle the students because the context is in the real Teaching
Practicum. I had to face a lot of students and their characteristics are different in some classes, there are
serious students and then there are calm students. So, I know a lot from my mentor teacher, actually.”
(Mocca, SMP Kristen Satya Wacana)
“Yes, he gives me explanation about the situation of the students, the type of students that I was going
to teach and he told me about some useful strategies that I might use in my teaching.” (Elba, SMA
Kristen Satya Wacana)
“From my mentor teacher, I learnt how the handle the naughty students, talkative students, and I learnt
how to make the class attractive and not boring.” (Maytri, SMP Kristen satya Wacana)
7. Teaching Reflection
Reflection is a main idea in teacher education (Korthagen & Vasalos, 2005;
Loughran, 2006; Moon, 2004) During the TP program, student teachers must write
reflections after each teaching. The refection reflected on how they teach the students in the
class, and to know the strengths and weaknesses in teaching in certain classes. From
reflection, they are able to measure their knowledge about they way they to teach the
students. The reflection may also help the student teachers to improve their teaching skills
and strategies for the next teaching. Below were the statements from student teachers who
stated that by making reflection, it would help them to improve their teaching skills:
“I think by reflecting my experience it made me know what mistakes I made, the lack of my teaching,
the good of my teaching, so I believe that by doing reflection on my teaching it makes me better in
teaching skill.” (Sabat, SMP Kristen Satya Wacana)
“I wrote reflections after teaching the students. By making the reflection, the problems that I‟ve made
in the previous teaching will not appear again in my next teaching.” (Mocca, SMP Kristen Satya
Wacana)
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“I always reflect to my teaching at that time, about my strengths and my weaknesses when I teach the
class, and what about the students and what about my AVA and also about my activities that I gave to
my students, is it interesting or not.” (Yong, SMA Kristen Satya Wacana)
Through reflection, there could be new knowledge and conceptions about teaching,
continuous professional development on a personal level, an awareness of learning, new ideas
and solutions and the creation to teach the students (Moon, 2004). 19 of 20 participants
explained that teaching reflection helped a lot to improve their skill in teaching and help the
student teachers to have the better teaching.
8. Observation
At the beginning of their TP program, the student teachers must observe their mentor
teacher. They also need to observe the other student teachers teaching at the same school
throughout the program. As stated in the introduction, the term “observation” means “looking
at something without influencing it and simultaneously recording it for later analysis” (True,
1983). The student teachers must observe their mentor teacher to get some information about
the class situation and obtain some characteristics of the students in the class so that they
handle the students based on their characteristics. Observation is basically done to help the
student to prepare their selves before teaching the students and to learn teaching a particular
class.
From the interview, 18 of the 20 participants admitted that by observing their friends
or other student teachers while teaching had helped them improve their strategies to teach and
to handle the students in the class, not only to teach the students. Below are some of the
participants‟ statements who did observation:
“Actually I more concerned about the material that the other student teachers used. They used many
interesting material and interesting activities, so I learn from them to produce the interesting materials
and activities.” (Lida, SMAN1 Salatiga)
“From observation to friends, I learnt the way they manage the class … I learnt how they kept the
attention of a student for active in the class.” (Prapti, SMAN1 Salatiga)
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“From observation, I got the strategy how to manage the classroom, and I got the way my friend taught
the student, the skill that my friend used, then I got their preparation to use the material.” (Angela,
SMPN2 Tuntang)
“By observing my partner, I learnt many things from my partner, because she explained the material
well and then she was very friendly to the students, so based on her teaching I get a little bit the way to
teach well.” (Wani, SMAN1 Salatiga)
From observation, the student teachers can get some knowledge about teaching on
how to transform understanding, performance skills or pedagogical action from other teachers
(Shulman, 1987). The student teachers could also improve their strategy or skill in managing
classroom, time and students.
9. Group Discussion
Group discussions help the student teacher to gather the ideas and information about
teaching. This theme actually relate to interaction. This was similar to Rotter‟s theory (Rotter,
1954) people can learn and sharing knowledge and information through interaction. To be
more specific, group discussion only done among the student teachers in the same TP site.
Same idea with interaction that has been explained before, in group discussion the student
teacher basically share about their experiences in teaching or share some knowledge and
strategies about teaching. Nevertheless, group discussion was more intensive and personal
because members of the group were in the same TP site and they knew each others. From
group discussion, the student teachers could help each other about the teaching strategy such
as the way they deliver the material or the way they handle and treat the students in a class.
From group discussion, the student teachers might gain some knowledge about how to act or
to be a good teacher from the other student teachers‟ experiences, so from that the student
teacher could develop and improve their skill based on the strategies they had:
“From group discussion I learnt about the strategies that I can use in the classroom and the type of the
students I would deal with and then the classroom condition” (Elba, SMA Kristen Satya Wacana)
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“I learnt from group discussion about teaching how to teach well, how to create the creative activities
and grab the students‟ attention and encouraging the students to learn” (Wardani, SMA Kristen Satya
Wacana)
“In group discussion, I learnt about how to prepare the material well, how to deliver the material
clearly and how to manage the class and the time” (Wani, SMAN1 Salatiga)
From interview, there were 16 of 20 participants stated that through group discussion,
they learn many strategies to teach the students well and they got some references to make
creative and good materials for the students. From my research, the strategy that they got
from their friend usually was the strategy to get the students‟ attention in a class or strategy to
build the students‟ enthusiasm to learn in a class.
10. Doing What Other Student Teachers Have Done in the Past
In some ways, to gain the pedagogical knowledge, the student teachers sometimes not
only learnt from mentor teachers‟ guidance or the other student teachers‟ suggestion, but also
they learnt from the previous student teachers teaching-related activities. From my research,
some student teachers stated that sometimes they learnt about teaching by doing what other
student teachers have done in the past, for example they use previous teaching materials and
activities or previous lesson plan. The student teachers actually did not exactly use the same
materials or activities or lesson plan, but they just used it for their references to teach.
Sometimes they modified previous material because at that time they had the same topic or
materials, so they might use the same materials but they modified with other activities. 9 of
20 participants stated that they had ever used the previous materials from the previous student
teachers who had done in TP as their references of their teaching materials and below are the
statements from those who used the previous student teachers‟ materials or activities:
“I ever take a look my friend‟s lesson plan that had done in TP in the same TP site, I picked the
activities because sometimes I feel busy to find the activities and I‟m not creative enough.” (Wardani,
SMA Kristen Satya Wacana)
16
“Actually I asked the previous student teacher in the same place with my practicum and than actually I
did not copy all the material, but I pick some interesting material that I think it is appropriate for my
teaching.” (Lida, SMAN1 Salatiga)
“I used the same materials, because we used some the same material but I modified with the interesting
activities.” (Garru, SMA Kristen Satya Wacana)
From my research, by doing what other student teachers have done in the past, the
student teachers could learn how to create a good material which is appropriate for teaching
and from the previous teaching materials. The student teacher could also gain some
information and knowledge about teaching the students in a class from the previous teaching
lesson plan or activities. This was similar to a study done by Ethell & McMeniman (2000)
who argue that student teachers can get more knowledge and experience from the previous
experience or failure to improve their learning of teaching.
11. Imitation
According to Oxford Dictionaries, imitation can be defined as “the action of using
someone or something as a model”. For some of the student teachers, TP is the time when
they first teach real students. Therefore, some of them may imitate some strategies that are
used by other student teachers in TP site. This was also evident in my research. The student
teachers mostly imitated the way the other student teachers explain and delivering material
and imitated the way the other student teachers provide and giving games in their teaching.
Here are some results of interview from the participants who imitated the other student
teachers‟ teaching:
“Sometimes I imitate the way my friend handle the students when students were talk too noisy or
behave uncontrollable” (Elba, SMA Kristen Satya Wacana)
“I imitate the way the other students encourage the students to get their attention by speaking louder so
they focus on my voice” (Wardani, SMA Kristen Satya Wacana)
“I imitated the materials from other student teachers, sometimes because the mentor teacher asked me
to teach when I do not have any preparation, so I just copy exercises from my friends to be given to my
students. I also would like to modify it.” (Fanti, SMPN1 Banyubiru)
17
Based on the interview, 8 of the 20 participants imitated what other student teacher did
when doing TP. They explained that imitation help them to deliver the materials well to the
students and sometimes by imitating their friends, it could help them to build their confidence
to teach the students. This was similar to Bandura‟s theory (Bandura, 1977) that people often
learn by imitating others.
12. Other Strategies
In addition, based on the interview result there were 2 participants added other
strategies to gain the pedagogical knowledge. There were classroom management, time
management, and relationship among the students. Below is the sample interview excerpt
from Mocca who have done TP at SMP Kristen Satya Wacana:
I think want to share to you strategies how to teach, how to handle students, how to manage class and
time management. I think the first one is that you have to know with your students. That's the first one:
knowing your students. If you know the students well, I think you can treat them according to their
characteristic and the second one is that you have to build a close relation not only with your mentor
teacher, with your students teachers, but you have also to build close relation with your students. By
doing so, it can help you to increase the first point. So the two are related one another. So I can know
about the teaching or how to teach well by doing those two points.
From the interview above, Mocca (SMP Kristen Satya Wacana) stated that he gained
the pedagogical knowledge by having teaching strategies, like managing classroom and have
a good relation with the students. To be a good teacher, it is not enough only to teach the
students or deliver the materials in a class, but also have a good relation to their students,
because a good relationship is one of mutual respect (Hawk & Hill, 1998). Having a good
relation with the students will help the teachers to teach and share knowledge effectively.
Students are more likely to be more enthusiastic and understanding in the classes in which
they have positive relationships with their teachers.
18
CONCLUSION
This study investigated the way student teachers acquired pedagogical knowledge to
teach English during their TP program. Twenty ED students who have done their TP in
several secondary schools were interviewed. The results show that during TP, the student
teachers acquired pedagogical knowledge in some ways, like: actively participating in
teaching, learning from error, designing and making the teaching materials, solving the
problems, interaction, guidance from mentor teacher, teaching reflection, doing observation,
group discussion, doing what other student teachers have done in the past, imitation, and
there are also other strategies about managing classroom and having a good relationship with
the students. From those ways, the student teacher would learn about the way or strategies on
how to teach effectively and also as the knowledge about teaching approaches (Timotius,
2011, p.182).
As a teacher, the student teacher must actively participate in the class, like: taking a
class, having some strategies or method to teach the students, and improving teaching skills
(Tuli & File, 2009). To get knowledge about teaching, the student teacher could observe the
other teachers. From the observation, the student teacher also might gain the pedagogical
knowledge by imitating the way other student teachers‟ teaching from what they have seen
from other teachers (Shulman, 1987). Mentor teacher as an experience teacher, also took a
part to guide the student teachers to gain the knowledge about teaching by giving suggestion
or advice like: managing classroom, improving skills in teaching from previous mistakes,
solving problem in teaching and making an appropriate materials for the students (e.g., Altan,
1995; Dunbar, 2004; Garvey, 1996-98; Hawk & Hill, 1998; Orange, 2008).
Furthermore, to gain the pedagogical knowledge, the student teachers could learn
from teaching reflection to improve their weaknesses in teaching to have the better teaching
(Moon, 2004). Through interaction to other teacher or group discussion, the student teacher
19
could enrich the knowledge about teaching by sharing experiences, ideas, and strategies about
teaching.
From the study, the author hopes that the study on the student teacher‟s pedagogical
knowledge will give a general overview about how the student teacher gains pedagogical
knowledge in TP. Because of limited time, this study could only interview twenty
participants who taught in secondary level. For future research, the author hopes there will be
another research about the same topic, but in a different context of the study. For instance the
future researchers could get many student teacher participants in primary schools, because
this study investigated about the student teachers who taught in secondary schools.
Hopefully, this study will give contribution to the other studies of the student teachers‟
pedagogical knowledge in the same or different context and level of school. Therefore, there
will be many data that explore the student teachers‟ pedagogical knowledge in TP.
20
Acknowledgement
This thesis would not have been possible without the support of many people. The
biggest thanks go to Jesus Christ who always guides me in my life. I wish to express my
deepest gratitude to my supervisor, Anne I. Timotius, M.Ed. who was abundantly helpful and
offered invaluable assistance, support and guidance. I wish also want to thankful to Victoria
Usadya Palupi M.A. ELT. for the assistance to help this study done. Thanks also go to my
participants, the ED students for their contribution for this study. Special thanks for someone
special for his support and accompanying me all this time. I also thanks to all of my best
friends for their supports. I also wish to express my love and gratitude to my beloved families
for their understanding & endless love, through the duration of my study.
21
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Block, D. (1991). Some thoughts on DIY materials design. ELT Journal, 45(3), 211-217.
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Burgess, R. G. (1984). In the field. London: Allen and Unwin.
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practitioner. Journal of Teacher Education, 87.
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Garvey, D. J. (1996-1998). Mentoring Beginning Teachers. the Alberta Teachers‟
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Harmer, J. (2001). Coursebooks. A human, cultural and linguistic disaster? MET, 8(4), 5-10.
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teacher/student relationship for Maori and Pasifika students. A paper presented to
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Hawk, K. and Hill, J. (1998) “Teaching students under stress: Implications for schools and
teachers in multi-cultural schools”. A paper presented to NZARE Conference,
Dunedin, December, 1998.
Korthagen, F., Vasalos, A. (2005) Levels in reflection: core reflection as a means to enhance
professional growth. Teachers and Teaching: theory and practice, 11 (1), 47-71.
Little, J., & Nelson, L. (1990). A leader’s guide to mentor training. Far West Laboratory for
Educational Research and Development.
Loughran, J. (2006). Developing a Pedagogy of Teacher Education: Understanding teaching
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McKay, S. L. (2006). Researching second language classrooms. Mahwah, NJ: Lawrence
Erlbaum Associates, Inc.
Moon, J. (2004). A Handbook ofreflective and experiential learning: Theory and practice.
London: Routledge.
Olson, M. H., & Hergenhahn, B. R. (2009). An introduction to theories of learning (Eight
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Orange, C. (2008). 25 Biggest Mistakes Teacher Make and and How to Avoid Them. United
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Patton, M . Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA:
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Podromou, L. (2002). The great ELT textbook debate. MET 11(4), 25-33.
Pollard, A. (ed) (2010) Professionalism and Pedagogy: A contemporary opportunity A
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Timotius, A.I. (2011, November 21-22). teachers' social pedagogical knowledge acquisition
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Wenger, E. C., & Synder, W. M. (2000). Communities of practice: The organizational
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Wilson, S. M., Shulman, L. S., & Richert, A. E. (1987). '150 different ways' of knowing:
Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring
teachers' thinking (pp. 104-124). London: Cassell.
http://oxforddictionaries.com/definition/english/imitation
25
Appendixes
APPENDIX 1
Personal Background of the Participants
NO
PSEUDONYMS
GENDER
TP SITE
1
Mocca
M
SMP Kristen Satya Wacana
2
Lida
F
SMA Negeri 1 Salatiga
3
Dudu
F
SMP Negeri 2 Tuntang
4
Gabriel
F
SMP Kristen Satya Wacana
5
Dewi
F
SMA Kristen Satya Wacana
6
Prapti
F
SMA Negeri 1 Salatiga
7
Elba
F
SMA Kristen Satya Wacana
8
Wardani
F
SMA Kristen Satya Wacana
9
Villa
F
SMP Kristen Satya Wacana
10
Sabat
F
SMP Kristen Satya Wacana
11
Loda
F
SMA Negeri 1 Salatiga
12
Wani
F
SMA Negeri 1 Salatiga
13
Wati
F
SMA Kristen Satya Wacana
14
Garru
F
SMA Kristen Satya Wacana
15
Yong
F
SMA Kristen Satya Wacana
16
Setya
F
SMP Kristen Satya Wacana
17
Angela
F
SMP Negeri 2 Tuntang
18
Maytri
F
SMP Kristen Satya Wacana
19
Fanti
F
SMP Negeri 1 Banyubiru
20
Yani
F
SMP Kristen Satya Wacana
26
APPENDIX 2
Interview Questions
Interview Questions:
I. Pr
ACQUIRED PEDAGOGICAL KNOWLEDGE TO TEACH ENGLISH
IN SECONDARY SCHOOLS
THESIS
Submitted in Partial Fulfillment
Of the Requirements for the Degree of
Sarjana Pendidikan
Eko Winarsih
112008016
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2013
i
ii
PUBLICATION AGREEMENT DECLARATION
As a member of the (SWCU) Satya Wacana Christian University academic community,
I verify that:
Name
: Eko Winarsih
Student ID Number
: 112008016
Study Program
: English Language Teaching Department
Faculty
: Language and Literature
Kind of Work
: Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free
right for my intellectual property and the contents there in entitled:
An Analysis of How Teaching Practice Students acquired pedagogical knowledge to Teach
English in Secondary Schools
along with any pertinent equipment.
With this non-exclusive royalty free right, SWCU maintains the right to copy, reproduce,
print, publish, post, display, incorporate, store in or scan into a retrieval system or database,
transmit, broadcast, barter or sell my intellectual property, in whole or in part without my
express written permission, as long as my name is still included as the writer.
This declaration is made according to the best of my knowledge.
Made in
: Salatiga
Date
: 11 February 2013
Verified by signee,
Eko Winarsih
Approved by
Thesis Supervisor
Thesis Examiner
Anne I. Timotius, M.Ed.
Victoria Usadya Palupi, M.A. ELT.
iii
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or
accepted for the fulfillment of any degree or diploma in any university. To the best of my
knowledge and my belief, this contains no material previously published or written by any
other person except where due reference is made in the text.
Copyright@ 2013. Eko Winarsih and Anne Indrayanti Timotius M.Ed
All rights reserved. No part of this thesis may be reproduced by any means without the
permission of at least one of the copyright owners or the English Department, Faculty of
Language and Literature, Satya Wacana University, Salatiga.
Eko Winarsih:
iv
AN ANALYSIS OF HOW TEACHING PRACTICE STUDENTS ACQUIRED
PEDAGOGICAL KNOWLEDGE TO TEACH ENGLISH
IN SECONDARY SCHOOLS1
Eko Winarsih
Abstract
This study will share about the experience on how Teaching Practice (TP) students
learn and obtain the knowledge about teaching English to students in several secondary
schools in Salatiga (Junior High Schools and Senior High Schools). TP, as a compulsory
subject in the English Department of Satya Wacana Christian University, is the time where
the students can apply the learning theories they have learnt before. However, for many of
them, TP was their first experience to teach „real‟ students in a formal academic institution.
As a result, there might be many things that were still new when they started to do the TP.
Because of this issue, the research attempted to answer the question: How do student
teachers acquire pedagogical knowledge in their Teaching Practice? To answer the research
question, a qualitative research was done through some interviews with twenty ED students
who have done TP in some secondary schools. The result of this paper shows that the
participants develop their pedagogical knowledge during their TP program in some ways, like
by participating actively in teaching, learning from mentor teachers, doing observation,
interacting with other student teachers, imitating their mentor teacher and other student
teachers, and learning from their teaching reflection.
Keywords: pedagogical knowledge, Teaching Practice
INTRODUCTION
Faculties in the field of education in Indonesia must have the teaching practice subject
in the curriculum. The writer of this study also experience TP as one of the requirements to
graduate from the faculty or department. However, there are some requirements before taking
TP and they must have passed it before they were allowed to take TP. Those requirements are
1
Part of this paper has been published in the FBS-LTC UKSW 6th International Seminar- Research in Teacher
Education: What, How and Why?”
1
subjects related to learning theories that help the students to obtain pedagogical knowledge
through the materials and mini practice in the class.
Teaching Practicum (TP) is the process where the students apply the learning theories
and also can teach other students from gaining pedagogical knowledge while they do TP. TP
is also the time when students learn how to manage a classroom or manage students in real
schools. As Nasa (2002) stated, TP is a process when the student teacher who is doing TP
will have some experiences in their teaching or how they manage the students in the
classroom. During TP, the students will gain pedagogical knowledge related to the way they
know and learn about teaching. TP is a tool to build the student‟s pedagogical knowledge and
to explore their ability and creativity to teach and handle the students while teaching in some
schools or institutes.
From my research, TP helped the student teachers to socialize with others. In other
words, the student teachers who are doing TP would interact with the other TP students in the
schools where they taught, and also with the mentor teachers, and other teachers in the
schools. Throughout the program, the student teachers may also interact with other student
teachers, to share about their experience while teaching the students or to share some
problems and try to solve them with each other. Since TP was the first time for many of the
student teachers to teach the students in a formal school, it may be a little bit difficult for the
student teachers to know how to teach the students well or to manage the classroom well.
This is probably because some of the student teachers had no teaching experience before.
Therefore, it is while doing TP that the student teachers may get or acquire pedagogical
knowledge to help them to teach the students in schools.
Based on the above reason, I wanted to investigate how TP students gain the
pedagogical knowledge to teach English during TP. Therefore, the study attempted to answer
the question: how do TP students acquire pedagogical knowledge in their Teaching Practice?
2
This study tried to analyze how the student teachers (Teaching Practicum students) gain the
pedagogical knowledge in their TP. I hope that this study will be very useful for the students
in education faculties, especially those who are going to do or doing TP in secondary to
acquire the pedagogical knowledge in their teaching and learning theories through TP in
several schools by knowing some strategies in doing teaching practice.
Some basic theories that become the foundation of the research will be presented
below. They are related to pedagogical knowledge and community of practice.
Pedagogical Knowledge
As cited by Billet (2001, p.xv1), the term of the word pedagogy is “the science and art
of teaching, but it is often used to describe an approach to how learning should proceed.”
Therefore, the term pedagogical knowledge may be described as the knowledge about the
way or strategies on how to teach effectively and also as the knowledge about teaching
approaches (Timotius, 2011, p.182). Pollard (2010) also describes pedagogy as “the practice
of teaching framed and informed by a shared and structured body of knowledge”. According
to Timotius (2011), pedagogical knowledge highlights the „teaching skills‟ and the teaching
content that contain “knowledge of lesson structure” and “knowledge of subject matter”
(Leinhardt and Smith, 1985, in Timotius, 2011).
The student teacher taking TP may gain Pedagogical knowledge from some sources
that in the end will help them teach the students in the schools. The first source may be the
mentor teacher. The mentor teachers‟ guidance can be very helpful for the student teachers to
get some teaching strategies or to help them to improve their skill in teaching the students in
class. As Little and Nelson (1990) explained, “By establishing teacher mentoring programs
that serves two important purposes: novice teachers are given a strong start at the beginning
of their careers, and experienced classroom teachers serving as mentors receive recognition
3
and incentives.” In other words, the mentor teachers helped the student teachers to teach well.
They would always monitor the student teachers while teaching the students in class. The
mentor teacher‟s function not only as mentors, but also as motivators, to improve the student
teachers‟ skill and to help them to face and handle the students in the real situation in the
formal schools.
Pedagogical knowledge can also be acquired from observation – that is by observing
the other student teachers or their mentor teacher. The term “observation” means “looking at
something without influencing it and simultaneously recording it for later analysis” (True,
1983). From observation, the student teacher will be able to know the situation in the class
and the students‟ characteristics. By doing observations, the student teacher as „a trainee
teacher‟ will be able to recognize the situation in the class or the characteristics of the
students before they teach. Other researcher, Wajnryb (1991) also quoted that “A trainee
teacher with the freedom to observe teaching is allowed time and space to become familiar
with the culture of the classroom … before having to try on any active aspects of the
teacher‟s role.” Through observation, the student teachers may think of some strategies to
teach the students and it will simultaneously help the student teachers to obtain the
pedagogical knowledge they need to teach a certain class.
Community of Practice
It cannot be denied that while the student teachers are doing their TP, they are being
in a community of practice (CoP), that is the TP CoP. According to Wenger (1998):
A community of practice (CoP) is any group of people whose members have a common interest in a
subject, problem or goal; through collaboration, negotiation and sharing of ideas, they find solutions
and new ideas.
Therefore, TP could be defined as a community of student teachers who are learning
to teach the students in certain schools. In a TP site, they can interact, share ideas,
4
information, or strategies in the teaching and learning process in the class. They also have
some feedback or evaluation to each others in the CoP.
Ali (2001) argued that CoP is very important to create development in informal
learning and working groups in some organizations. The student teachers are the member of
CoP itself that worked together in the same TP site. He also explained that the student
teachers might have group discussions for each member in TP sites. In fact, TP helps the
student teacher to cooperate with each other by helping each other to solve problem and to
manage the class or the students; for example by sharing their ideas to each other to get some
strategies to teach the students in the class.
CoP has also been introduced as a new organizational form, which according to its
proponents “promises to complement existing structures and radically galvanize knowledge
sharing, learning, and change” (Wenger & Snyder, 2000, p.139). Through CoP, the students
can share and transfer knowledge to other people in some institutions or schools, formally or
informally.
THE STUDY
Context of the study
The setting of the study was English Language Teaching Program of a private
University where located in a small town of Salatiga, Central Java, Indonesia. English
Department was chosen because it offers the TP programs with various TP sites. Like in
other education program, TP must be done by the students because it is the one of the
requirements to graduate. The students must teach in certain schools to fulfill the
requirements. Through TP, the students are supposed to teach their students in certain
schools. TP also helps the student teacher to acquire their pedagogical knowledge in their
Communities of Practice (CoP) from their socialization in the certain schools or institutes.
5
Participants of the Study
The participants of the study were twenty ED students who have done TP in
secondary schools located in Salatiga, Central Java, Indonesia. Twenty participants were
chosen because I hope to get enough data within the limited time we had to collect the data.
A purposive sampling or “criterion-based” selection (Blackedge, 2001, p.57) was used in
choosing the participants. The participants were selected to meet the criteria were the ED
students who are in the 2nd semester at the end of the academic year (2011/2012) who have
done TP since they were just finished TP.
Data Collection Instrument
In attempting to answer the research question, the data was collected through semistructured interview to allow the participants to answer the questions flexibly. The flexibility
provides the sub questions that would provide follow-up questions and addition questions to
make the data became richer (Patton, 1990). The questions for interviews focused on the TP
students‟ pedagogical knowledge in their teaching practice to teach English in certain schools
or institutions.. From the interview, richer data from the participants was hoped to be
gathered, because we could ask and explore the answer or data that we need to know to help
the data collection.
For the study, qualitative data was gathered. According to McKay (2006, p.6)
qualitative study begin with the assumption that the research topic must be understood
“holistically”. The study is done by taking into account a variety of factors that might affect
the participants. For the data collection, I took twenty ED students who have done their TP.
The interview took about 20-30 minutes which conducted in English and it was recorded and
transcribed to get the participants‟ comment on their pedagogical knowledge to teach English
6
(Brown & Rodgers, 2002; Nunan, 1989). The interview focused on how the students‟ teacher
acquires their pedagogical knowledge in their TP to teach English.
DISCUSSION
Before I came to the data analysis, I would like to give the general information about
the personal background of the participants. All the participants taught in several secondary
schools in Salatiga, Tuntang and Banyubiru (Junior High Schools and Senior High Schools).
The more specific personal background information about the participants was attached in the
appendixes.
Since this study is aimed to share about how the student teachers gain the pedagogical
knowledge, were 12 themes that I found after I collected the data. These themes were based
on the interview results. The themes were based on the majority answers from the interview
questions.
1. Participating Actively in Teaching-Related Activities
It has been the obligation for student teacher to participate actively in teaching
activities. According Tuli & File (2009):
“Knowing what to teach, how to teach it, and what methods to use with particular topics, particular
kinds of students and in particular settings … should aim to develop the knowledge, skills and
attributes of pre-service teachers‟ in order to prepare them to teach effectively.” (p.110)
By participating actively in teaching, the student teachers would learn about teaching.
Participating actively means the student teachers had to prepare teaching materials, prepare a
lesson plan, taking a class, and teach the students. Below were the interview excerpts from
some student teacher who stated that by participating actively would help them to gain the
knowledge about teaching:
7
“Yes I learnt about teaching by participating in teaching, because from lesson plan we have to know
about teaching, we have to imagine about teaching. If I make the activities like this, is it suitable for the
students? Is it appropriate for our students? So I also learn from it, too.” (Dewi, SMA Kristen Satya
Wacana)
“It can build my knowledge more about teaching.” (Mocca, SMP Kristen Satya Wacana)
All the participants explained that they had participated in teaching by making lesson
plans before they teach, making the materials for the students and teaching the students in a
class. In line with previous study done by Ferber & Nillas (2010) that the student teachers
should prepare material for teaching. By participating actively, the student teachers would
learn about how to teach well and it will prepare the student teachers to teach the students.
Without participating actively, the student teachers could not have preparation to teach or
they could not teach the student maximally.
2. Errors
As the new teacher in formal schools, it is inevitable for student teachers to make
errors. This is true especially for those who have not known about the school situation and
about the students‟ characteristics yet. This finding was similar to the result founded by
Orange (2008) that “all teachers make mistakes. Teachers make mistake because they are
unaware of the impact and long-term effects of their words and actions.” One of the participants‟
mistakes was mispronouncing as quoted below:
“I have ever done in errors in my TP. So I will try to be better. Like the missing pronunciation and
missing grammar. Because I think I nervous in the first teaching so it very messy in my pronunciation
and my grammar” (Maytri , SMP Kristen Satya Wacana)
“I have done many mistakes because it is my first time to do my TP, so it‟s my big problem. For the
next teaching I will do better than before. The error maybe about my pronunciation and then
grammar”” (Yong, SMA Kristen Satya Wacana)
“It was not about my teaching material, but it was about me. My voice was not clear and louder, so on
the next teaching I tried to make it louder.” (Wani , SMAN1 Salatiga)
All the participants reported that they experienced making errors or mistakes while
teaching. Since it was the first time to teach the students in schools, so maybe the student
8
teachers felt nervous then they made mistakes in their teaching. Mostly the errors that the
student teachers made was miss-pronouncing the words or sometimes the made grammatical
error in their teaching. Errors could improve the student teachers‟ awareness for not to make
the same mistake in their teaching. It also could help the student teachers to improve some
skills that might not maximal before. That was one of the ways for student teachers to gain
pedagogical knowledge from their errors during doing TP. From the mispronouncing some
words in English, they learnt about how to pronounce words better and clearer for next
teaching.
3. Designing and Making the Teaching Materials
To teach the students, the student teachers should design and create their own
materials. The materials should be interesting and creative so it would attract the students‟
attention to learn the materials and help the students to get the knowledge from the materials
given. The mentor teacher usually demand the student teacher to make their own materials
based on the topics given from mentor teachers.
All the participants stated that they looked for idea from the Internet to design the
materials or to create the activities to teach the students by modifying it. Moreover, some of
them also use books or students handouts to help them to make activities in their teaching.
These were what some participants mentioned related to material development:
“I used electronic book and printed book provided in the library in that school and also I tried to find
additional material from the Internet.” (Dudu, SMPN2 Tuntang)
“I usually based on the book or I found the material in internet, but sometimes I made the questions
myself for reading passages.” (Wati, SMA Kristen Satya Wacana)
“For the material, especially for the grammar, I used from the book from the mentor teacher. But for
the games, I used from the internet.” (Garru, SMA Kristen Satya Wacana)
Student teachers producing and developing their own materials because of some
purposed: contextualization, individual needs, personalization, and timeliness. (e.g., Altan,
1995; Block, 1991; Harmer, 2001; Podromou, 2002; Thornbury & Meddings, 2001, 2002).
9
As a teacher, they have to give an appropriate material to be taught, so that they can share the
knowledge by giving the materials related to the topic they taught.
4. Problem Solving
During TP, the student teacher would face different situation in teaching and different
characteristics of the students in a class. Since most participants stated that it was the first
time to teach, sometimes it was crucial to face and solve some problems that appeared and
happened in teaching. As the student teachers, they were not only teaching the students, but
also they were compulsory to solve and handle some problems that might happened in their
TP. From problem solving, the student teachers would learn about the things related to
teaching, because they would get some knowledge on how they can handle and solve the
problem in teaching. All the participants stated that when solve the problem which sometimes
happened in their TP, they would ask for other student teachers‟ help because some of them
could not handle the situation by themselves. However, some of the participants stated that
they sometimes could handle the problem by themselves, because they had their own
strategies to handle and solve the problem. By problem solving, the student teachers learnt
how they should face and handle the situation in their TP and they would learn how to have a
good practice in teaching and below are the statements from the participants stated that by
problem-solving they learnt how they teach well:
“I learn with others, for example when in office hour, we share our problem together and solve it
together., the better way to deal with the students, the better ways to use this kind of strategies or to use
the material” (Sabat, SMP Kristen Satya Wacana)
“Sometimes I used my own ability to handle the students, but it is also possible for me to have the
problem solving by asking my friends and also the mentor teacher.” (Dudu, SMPN2 Tuntang)
“I learn with others, because my perception is not really deeper than the other thinking maybe. I can
share only with my friends and my mentor teacher and sometimes with my lecture in ED.” (Angel,
SMPN2 Tuntang)
10
From the interview, mostly the participants found problem about managing the
classroom since the students had different characteristics and treatments. To be a good
teacher, the teacher must be having their own style to handle the students and situation in a
class (Dunbar, 2004). So had the student teachers, they had their own style to manage the
classroom and the students.
5. Interaction
During their TP program, the student teachers inevitably socialize or interact with
other teachers or student teachers. Interaction here means that the student teachers meet and
talk with others by sharing their experiences in teaching or just to talk about what they have
done in class. One of the benefits of doing this is to learn from each other about the way they
can teach or manage classrooms well. Through the interaction, the student teachers could
exchange ideas, information, knowledge, experiences, situation or even feeling of teaching.
This was similar to a study done by (Hawk, Cowley, Hill, & Sutherland, 2001) who argued
that an effective teachers are people who have a lot of interactions with their environment.
The result of the interview shows that 19 of 20 participants interacted with other
student teachers to share their ideas during their TP program. Some statements below show
that from interaction, they exchanged some ideas and information about teaching and from
the interaction they learnt about teaching:
“I always talk to my friends and sharing what should I teach and what should I manage the class and I
also ask some suggestions to make good teaching” (Yong, SMA Kristen Satya Wacana)
“I interacted with then when there is office hours, and I can share a lot of experiences that I could grab
something that maybe can improve my skill” (Yani, SMP Kristen Satya Wacana)
“From interaction, I asked whether my activity was appropriate or not and which activity is the best in
my teaching” (Sabat, SMP Kristen Satya Wacana)
“Sometimes I asked my friend, the other student teacher about the classroom situation, what they had
done before in the teaching in that in the specific class and then ask about their suggestion what kind of
games that I can use.” (Elba, SMA Satya Wacana)
11
From my research, during the TP program, student teachers usually have office hours
to have consultation with mentor teachers or just being on duty to stay in the office as other
teachers in the school do. It is usually during the office hour when the student teachers are
able talk to each other about their materials or their experiences in TP. As a result, they can
discuss about some ideas to teach the students. From interaction, the student teacher might
learn how to handle the certain students in the same class, or to create the same games or
activity in different class to make their teaching more fun. Interaction actually helped them to
create or to develop the same or even new ideas in their teaching.
6. Mentor Teachers’ Guidance
Mentor teachers are the teachers who teach English to the students in certain schools
and when there are TP student teachers placed in their schools, they also guide the student
teachers before and during their TP. Some of the mentor teacher‟s responsibilities are to help
the student teachers to teach and suggest some strategies in teaching the students. Basically,
mentor teachers guide the student teachers in doing their TP. They help the student teachers
by giving advice about developing & delivering the materials and monitoring the student
teachers while they are teaching the students. This was similar to the study done by Little and
Nelson (1990) that the mentor teachers function as the guide to monitor the student teachers
behavior and action in teaching and help the student teacher to improve their skill in teaching
the students. As an experienced teacher, the mentor teacher can help the student teacher to
develop their teaching skill, especially in speaking, listening, reading and writing since they
were English teachers.
From the result of interview, 19 of 20 participants stated that the mentor teacher
helped them to acquire the pedagogical knowledge, because mentor teacher helped them to
make good and creative materials for teaching and also helped the student teacher to have
some strategies to manage the students and classroom. Two of the participants even stated
12
that the mentor teacher‟s guidance was very helpful for them to decide of the teaching
strategies in teaching. The guidance could be suggestions to deliver the materials or tricks to
handle some students in a class from the feedback. As reported in The Program Handbook:
Mentoring Beginning Teachers (Garvey, 1996-98), one of the mentor teacher‟s
responsibilities is to model and demonstrate effective teaching strategies, to observe and
provide feedback. Below was what two of the participants stated related to the help of the
mentor teacher in their teaching during TP:
“I learnt how to teach, how to handle the students because the context is in the real Teaching
Practicum. I had to face a lot of students and their characteristics are different in some classes, there are
serious students and then there are calm students. So, I know a lot from my mentor teacher, actually.”
(Mocca, SMP Kristen Satya Wacana)
“Yes, he gives me explanation about the situation of the students, the type of students that I was going
to teach and he told me about some useful strategies that I might use in my teaching.” (Elba, SMA
Kristen Satya Wacana)
“From my mentor teacher, I learnt how the handle the naughty students, talkative students, and I learnt
how to make the class attractive and not boring.” (Maytri, SMP Kristen satya Wacana)
7. Teaching Reflection
Reflection is a main idea in teacher education (Korthagen & Vasalos, 2005;
Loughran, 2006; Moon, 2004) During the TP program, student teachers must write
reflections after each teaching. The refection reflected on how they teach the students in the
class, and to know the strengths and weaknesses in teaching in certain classes. From
reflection, they are able to measure their knowledge about they way they to teach the
students. The reflection may also help the student teachers to improve their teaching skills
and strategies for the next teaching. Below were the statements from student teachers who
stated that by making reflection, it would help them to improve their teaching skills:
“I think by reflecting my experience it made me know what mistakes I made, the lack of my teaching,
the good of my teaching, so I believe that by doing reflection on my teaching it makes me better in
teaching skill.” (Sabat, SMP Kristen Satya Wacana)
“I wrote reflections after teaching the students. By making the reflection, the problems that I‟ve made
in the previous teaching will not appear again in my next teaching.” (Mocca, SMP Kristen Satya
Wacana)
13
“I always reflect to my teaching at that time, about my strengths and my weaknesses when I teach the
class, and what about the students and what about my AVA and also about my activities that I gave to
my students, is it interesting or not.” (Yong, SMA Kristen Satya Wacana)
Through reflection, there could be new knowledge and conceptions about teaching,
continuous professional development on a personal level, an awareness of learning, new ideas
and solutions and the creation to teach the students (Moon, 2004). 19 of 20 participants
explained that teaching reflection helped a lot to improve their skill in teaching and help the
student teachers to have the better teaching.
8. Observation
At the beginning of their TP program, the student teachers must observe their mentor
teacher. They also need to observe the other student teachers teaching at the same school
throughout the program. As stated in the introduction, the term “observation” means “looking
at something without influencing it and simultaneously recording it for later analysis” (True,
1983). The student teachers must observe their mentor teacher to get some information about
the class situation and obtain some characteristics of the students in the class so that they
handle the students based on their characteristics. Observation is basically done to help the
student to prepare their selves before teaching the students and to learn teaching a particular
class.
From the interview, 18 of the 20 participants admitted that by observing their friends
or other student teachers while teaching had helped them improve their strategies to teach and
to handle the students in the class, not only to teach the students. Below are some of the
participants‟ statements who did observation:
“Actually I more concerned about the material that the other student teachers used. They used many
interesting material and interesting activities, so I learn from them to produce the interesting materials
and activities.” (Lida, SMAN1 Salatiga)
“From observation to friends, I learnt the way they manage the class … I learnt how they kept the
attention of a student for active in the class.” (Prapti, SMAN1 Salatiga)
14
“From observation, I got the strategy how to manage the classroom, and I got the way my friend taught
the student, the skill that my friend used, then I got their preparation to use the material.” (Angela,
SMPN2 Tuntang)
“By observing my partner, I learnt many things from my partner, because she explained the material
well and then she was very friendly to the students, so based on her teaching I get a little bit the way to
teach well.” (Wani, SMAN1 Salatiga)
From observation, the student teachers can get some knowledge about teaching on
how to transform understanding, performance skills or pedagogical action from other teachers
(Shulman, 1987). The student teachers could also improve their strategy or skill in managing
classroom, time and students.
9. Group Discussion
Group discussions help the student teacher to gather the ideas and information about
teaching. This theme actually relate to interaction. This was similar to Rotter‟s theory (Rotter,
1954) people can learn and sharing knowledge and information through interaction. To be
more specific, group discussion only done among the student teachers in the same TP site.
Same idea with interaction that has been explained before, in group discussion the student
teacher basically share about their experiences in teaching or share some knowledge and
strategies about teaching. Nevertheless, group discussion was more intensive and personal
because members of the group were in the same TP site and they knew each others. From
group discussion, the student teachers could help each other about the teaching strategy such
as the way they deliver the material or the way they handle and treat the students in a class.
From group discussion, the student teachers might gain some knowledge about how to act or
to be a good teacher from the other student teachers‟ experiences, so from that the student
teacher could develop and improve their skill based on the strategies they had:
“From group discussion I learnt about the strategies that I can use in the classroom and the type of the
students I would deal with and then the classroom condition” (Elba, SMA Kristen Satya Wacana)
15
“I learnt from group discussion about teaching how to teach well, how to create the creative activities
and grab the students‟ attention and encouraging the students to learn” (Wardani, SMA Kristen Satya
Wacana)
“In group discussion, I learnt about how to prepare the material well, how to deliver the material
clearly and how to manage the class and the time” (Wani, SMAN1 Salatiga)
From interview, there were 16 of 20 participants stated that through group discussion,
they learn many strategies to teach the students well and they got some references to make
creative and good materials for the students. From my research, the strategy that they got
from their friend usually was the strategy to get the students‟ attention in a class or strategy to
build the students‟ enthusiasm to learn in a class.
10. Doing What Other Student Teachers Have Done in the Past
In some ways, to gain the pedagogical knowledge, the student teachers sometimes not
only learnt from mentor teachers‟ guidance or the other student teachers‟ suggestion, but also
they learnt from the previous student teachers teaching-related activities. From my research,
some student teachers stated that sometimes they learnt about teaching by doing what other
student teachers have done in the past, for example they use previous teaching materials and
activities or previous lesson plan. The student teachers actually did not exactly use the same
materials or activities or lesson plan, but they just used it for their references to teach.
Sometimes they modified previous material because at that time they had the same topic or
materials, so they might use the same materials but they modified with other activities. 9 of
20 participants stated that they had ever used the previous materials from the previous student
teachers who had done in TP as their references of their teaching materials and below are the
statements from those who used the previous student teachers‟ materials or activities:
“I ever take a look my friend‟s lesson plan that had done in TP in the same TP site, I picked the
activities because sometimes I feel busy to find the activities and I‟m not creative enough.” (Wardani,
SMA Kristen Satya Wacana)
16
“Actually I asked the previous student teacher in the same place with my practicum and than actually I
did not copy all the material, but I pick some interesting material that I think it is appropriate for my
teaching.” (Lida, SMAN1 Salatiga)
“I used the same materials, because we used some the same material but I modified with the interesting
activities.” (Garru, SMA Kristen Satya Wacana)
From my research, by doing what other student teachers have done in the past, the
student teachers could learn how to create a good material which is appropriate for teaching
and from the previous teaching materials. The student teacher could also gain some
information and knowledge about teaching the students in a class from the previous teaching
lesson plan or activities. This was similar to a study done by Ethell & McMeniman (2000)
who argue that student teachers can get more knowledge and experience from the previous
experience or failure to improve their learning of teaching.
11. Imitation
According to Oxford Dictionaries, imitation can be defined as “the action of using
someone or something as a model”. For some of the student teachers, TP is the time when
they first teach real students. Therefore, some of them may imitate some strategies that are
used by other student teachers in TP site. This was also evident in my research. The student
teachers mostly imitated the way the other student teachers explain and delivering material
and imitated the way the other student teachers provide and giving games in their teaching.
Here are some results of interview from the participants who imitated the other student
teachers‟ teaching:
“Sometimes I imitate the way my friend handle the students when students were talk too noisy or
behave uncontrollable” (Elba, SMA Kristen Satya Wacana)
“I imitate the way the other students encourage the students to get their attention by speaking louder so
they focus on my voice” (Wardani, SMA Kristen Satya Wacana)
“I imitated the materials from other student teachers, sometimes because the mentor teacher asked me
to teach when I do not have any preparation, so I just copy exercises from my friends to be given to my
students. I also would like to modify it.” (Fanti, SMPN1 Banyubiru)
17
Based on the interview, 8 of the 20 participants imitated what other student teacher did
when doing TP. They explained that imitation help them to deliver the materials well to the
students and sometimes by imitating their friends, it could help them to build their confidence
to teach the students. This was similar to Bandura‟s theory (Bandura, 1977) that people often
learn by imitating others.
12. Other Strategies
In addition, based on the interview result there were 2 participants added other
strategies to gain the pedagogical knowledge. There were classroom management, time
management, and relationship among the students. Below is the sample interview excerpt
from Mocca who have done TP at SMP Kristen Satya Wacana:
I think want to share to you strategies how to teach, how to handle students, how to manage class and
time management. I think the first one is that you have to know with your students. That's the first one:
knowing your students. If you know the students well, I think you can treat them according to their
characteristic and the second one is that you have to build a close relation not only with your mentor
teacher, with your students teachers, but you have also to build close relation with your students. By
doing so, it can help you to increase the first point. So the two are related one another. So I can know
about the teaching or how to teach well by doing those two points.
From the interview above, Mocca (SMP Kristen Satya Wacana) stated that he gained
the pedagogical knowledge by having teaching strategies, like managing classroom and have
a good relation with the students. To be a good teacher, it is not enough only to teach the
students or deliver the materials in a class, but also have a good relation to their students,
because a good relationship is one of mutual respect (Hawk & Hill, 1998). Having a good
relation with the students will help the teachers to teach and share knowledge effectively.
Students are more likely to be more enthusiastic and understanding in the classes in which
they have positive relationships with their teachers.
18
CONCLUSION
This study investigated the way student teachers acquired pedagogical knowledge to
teach English during their TP program. Twenty ED students who have done their TP in
several secondary schools were interviewed. The results show that during TP, the student
teachers acquired pedagogical knowledge in some ways, like: actively participating in
teaching, learning from error, designing and making the teaching materials, solving the
problems, interaction, guidance from mentor teacher, teaching reflection, doing observation,
group discussion, doing what other student teachers have done in the past, imitation, and
there are also other strategies about managing classroom and having a good relationship with
the students. From those ways, the student teacher would learn about the way or strategies on
how to teach effectively and also as the knowledge about teaching approaches (Timotius,
2011, p.182).
As a teacher, the student teacher must actively participate in the class, like: taking a
class, having some strategies or method to teach the students, and improving teaching skills
(Tuli & File, 2009). To get knowledge about teaching, the student teacher could observe the
other teachers. From the observation, the student teacher also might gain the pedagogical
knowledge by imitating the way other student teachers‟ teaching from what they have seen
from other teachers (Shulman, 1987). Mentor teacher as an experience teacher, also took a
part to guide the student teachers to gain the knowledge about teaching by giving suggestion
or advice like: managing classroom, improving skills in teaching from previous mistakes,
solving problem in teaching and making an appropriate materials for the students (e.g., Altan,
1995; Dunbar, 2004; Garvey, 1996-98; Hawk & Hill, 1998; Orange, 2008).
Furthermore, to gain the pedagogical knowledge, the student teachers could learn
from teaching reflection to improve their weaknesses in teaching to have the better teaching
(Moon, 2004). Through interaction to other teacher or group discussion, the student teacher
19
could enrich the knowledge about teaching by sharing experiences, ideas, and strategies about
teaching.
From the study, the author hopes that the study on the student teacher‟s pedagogical
knowledge will give a general overview about how the student teacher gains pedagogical
knowledge in TP. Because of limited time, this study could only interview twenty
participants who taught in secondary level. For future research, the author hopes there will be
another research about the same topic, but in a different context of the study. For instance the
future researchers could get many student teacher participants in primary schools, because
this study investigated about the student teachers who taught in secondary schools.
Hopefully, this study will give contribution to the other studies of the student teachers‟
pedagogical knowledge in the same or different context and level of school. Therefore, there
will be many data that explore the student teachers‟ pedagogical knowledge in TP.
20
Acknowledgement
This thesis would not have been possible without the support of many people. The
biggest thanks go to Jesus Christ who always guides me in my life. I wish to express my
deepest gratitude to my supervisor, Anne I. Timotius, M.Ed. who was abundantly helpful and
offered invaluable assistance, support and guidance. I wish also want to thankful to Victoria
Usadya Palupi M.A. ELT. for the assistance to help this study done. Thanks also go to my
participants, the ED students for their contribution for this study. Special thanks for someone
special for his support and accompanying me all this time. I also thanks to all of my best
friends for their supports. I also wish to express my love and gratitude to my beloved families
for their understanding & endless love, through the duration of my study.
21
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25
Appendixes
APPENDIX 1
Personal Background of the Participants
NO
PSEUDONYMS
GENDER
TP SITE
1
Mocca
M
SMP Kristen Satya Wacana
2
Lida
F
SMA Negeri 1 Salatiga
3
Dudu
F
SMP Negeri 2 Tuntang
4
Gabriel
F
SMP Kristen Satya Wacana
5
Dewi
F
SMA Kristen Satya Wacana
6
Prapti
F
SMA Negeri 1 Salatiga
7
Elba
F
SMA Kristen Satya Wacana
8
Wardani
F
SMA Kristen Satya Wacana
9
Villa
F
SMP Kristen Satya Wacana
10
Sabat
F
SMP Kristen Satya Wacana
11
Loda
F
SMA Negeri 1 Salatiga
12
Wani
F
SMA Negeri 1 Salatiga
13
Wati
F
SMA Kristen Satya Wacana
14
Garru
F
SMA Kristen Satya Wacana
15
Yong
F
SMA Kristen Satya Wacana
16
Setya
F
SMP Kristen Satya Wacana
17
Angela
F
SMP Negeri 2 Tuntang
18
Maytri
F
SMP Kristen Satya Wacana
19
Fanti
F
SMP Negeri 1 Banyubiru
20
Yani
F
SMP Kristen Satya Wacana
26
APPENDIX 2
Interview Questions
Interview Questions:
I. Pr