The Implementation of Mastering System Pre-service Training for English Instructor.
i
ii
PRONOUNCEMENT
This is to declare that I myself wrote this thesis, entitled “The
Implementation of Mastering System Pre-service Training for English Instructor”.
It neither contains plagiarism nor is written by others. Anything related to others’
work is quoted accordingly, the source of which is listed on the bibliography. If
then this pronouncement proves incorrect, I am ready to accept any academic
punishment including the withdrawal or cancellation of my academic degree.
Surakarta,
August 2016
Fitri Rakhmawati
iii
ACKNOWLEDGEMENT
I would like to thank Allah SWT, for without his divine blessing, this
thesis would not have been completed. In addition, I would also like to express
my gratitude to the people who have massively contributed to the completion of
this thesis:
1. Rector of Sebelas Maret University.
2. Dean of Faculty of Teacher Training and Education of Sebelas Maret
University
3. Head of English Education Department of Graduate School of Sebelas Maret
University for the permission to conduct this research.
4. Prof. Dr. Joko Nurkamto, M.Pd. the first consultant and Dr. Sumardi, M.
Hum the second consultant for their insightful guidance throughout the whole
process of this study.
5. Dra. Dewi Rochsantiningsih, M. Ed. Ph.D. the English Language Teaching
Management lecturer for her assignment to make the profile of the English
course, East Java, that inspired this thesis.
6. Director, instructors, and students of the English course who have been the
informants in this research.
Lastly, I humble welcome any sort of criticism and suggestion for further
improvement. Hopefully, this thesis gives beneficial to the readers.
Surakarta,
August 2016
Fitri Rakhmawati
iv
MOTTO
“Surely Allah does not change the condition of a people until they change their
own condition”
(Ar-Rad: 11)
v
DEDICATION
This thesis is dedicated to:
My parents, for always protecting with much love and prayer,
My husband for always comforts and supports me,
My brothers and sisters, the symbol of love and giving,
All my friends who support and encourage me,
vi
ABSTRACT
Fitri Rakhmawati. “The Implementation of Mastering System Pre-Service
Training for English Instructor. Thesis, English Education Department, Graduate
School, Sebelas Maret University. 2016 Consultant I: Prof. Dr. Joko Nurkamto,
M.Pd, Consultant II: Dr. Sumardi, M.Hum.
This study aims to describe the implementation of Mastering System preservice training for English instructor at an English course in East Java and the
professionalism of English instructor created through Mastering System preservice training program. It specifically raises from two research questions: 1)
What is the implementation of Mastering System pre-service training for English
instructor at an English course in East Java, 2) To what extent Mastering System
Program creates the professionalism of English instructor.
This is a qualitative research which employs case study. The data was
collected through interviewing the informants (the director, instructors, learners,
and learners of Outdoor Class Training); observing the teaching learning
activities, distributing questionnaire, and analyzing the document.
In analyzing the data, this study employed two theories to answer the
problem formulated. The first problem regarding the implementation of preservice training for English instructor at an English course in East Java was
analyzed through the theory of components of pre-service teacher training by
Cochran-Smith & Zeichner (2005) while the second problem regarding the
professionalism of English instructor created through the training was analyzed
through the theory of characteristics of a good language teacher by Brown (2001).
The result shows that the components of pre-service training for English
instructor proposed by Cochran-Smith & Zeichner (2005) are not completely
applied at the institution. The component which is applied best in MS Program is
the professional experience (practicum). On the other hand, the most prioritizing
components that still need some improvements are the curriculum and assessment.
Furthermore, the researcher finds that the Mastering System pre-service training
has not been able to create professional English instructors but has been able to
create required English instructors, in case the learners have four characteristics of
pedagogical skill, technical knowledge, personal quality, and interpersonal skill
but the learners do not meet all aspects included in each characteristic proposed on
Brown’s (2001) theory. Based on the analysis on the score list of Outdoor Class
Training (PPL), it shows that 59 learners (98.3%) are categorized as required
English instructors. There is one learner (1.7%) categorized as unprofessional and
does not fulfill the requirement to be an English instructor.
Keywords: pre-service training, English instructor, Mastering System Program
vii
ABSTRAK
Fitri Rakhmawati. “Implementasi Pelatihan Pra-mengajar Mastering System
untuk Instruktur Bahasa Inggris” Thesis, Pendidikan Bahasa Inggris. Program
Pasca Sarjana Universitas Negeri Sebelas Maret. 2016 Pembimbing I: Prof. Dr.
Joko Nurkamto, M. Pd, Pembimbing II. Dr. Sumardi, M. Hum.
Penelitian ini bertujuan untuk mendeskripsikan implementasi pelatihan
pra-mengajar Mastering System untuk instruktur bahasa Inggris di sebuah kursus
bahasa Inggris di Jawa Timur dan profesionalisme instruktur bahasa Inggris yang
dibentuk melalui sistem pelatihan tersebut. Tujuan tersebut berasal dari dua pokok
permasalahan yaitu: 1) Implementasi apa yang berada pada pelatihan pramengajar Mastering System untuk instruktur bahasa Inggris pada sebuah kursus
bahasa Inggris di Java Timur, 2) Sejauh mana pelatihan pra-mengajar Mastering
System membentuk profesionalisme instruktur bahasa Inggris.
Penelitian ini merupakan penelitian kualitatif yang menggunakan studi
kasus. Pengumpulan data dilakukan melalui wawancara dengan beberapa
informan (direktur, instruktur, peserta didik, dan peserta didik Outdoor Class
Training); mengamati kegiatan belajar mengajar, penyebaran kuesioner, dan
menganalisis dokumen.
Dalam menganalisis data, penelitian ini menggunakan dua teori untuk
menjawab masalah yang dirumuskan. Masalah pertama tentang pelaksanaan
pelatihan pra-mengajar Mastering System untuk instruktur bahasa Inggris di
sebuah kursus bahasa Inggris di Jawa Timur dianalisa melalui teori komponen
pelatihan pra-mengajar dari Cochran-Smith & Zeichner (2005), sedangkan
masalah kedua tentang profesionalisme instruktur bahasa Inggris yang tercipta
melalui training tersebut dianalisa menggunakan teori karakteristik-karakteristik
seorang guru bahasa yang baik dari teori Brown (2001).
Hasil analisa menunjukkan bahwa komponen pelatihan pra-mengajar
untuk instruktur bahasa Inggris berdasarkan teori Cochran-Smith & Zeichner
tidak sepenuhnya diterapkan di institusi tersebut. Komponen terbaik yang
diterapkan adalah praktikum. Sedangkan komponen yang paling membutuhkan
perbaikan adalah kurikulum dan penilaian. Selanjutnya, peneliti menemukan
bahwa pelatihan pra-mengajar Mastering System belum mampu menciptakan
instruktur bahasa Inggris yang professional namun telah mampu menciptakan
instruktur bahasa Inggris yang memenuhi syarat dikarenakan para siswa memiliki
empat karakteristik yaitu kemampuan pedagogik, pengetahuan teknis, kualitas
personal, dan kemampuan interpersonal namun belum memenuhi semua aspek
pada tiap karakteristik yang didasarkan dari teori Brown (2001). Berdasarkan
analisis pada daftar skor Outdoor Class Training (PPL), menunjukkan bahwa 59
(98,3%) peserta didik dikategorikan telah memenuhi syarat sebagai instruktur
bahasa Inggris. Terdapat satu (1,7%) peserta didik yang dikategorikan sebagai
instruktur bahasa Inggris yang tidak professional atau tidak memenuhi syarat
sebagai instruktur bahasa Inggris.
Kata kunci: pelatihan pra-mengajar, instruktur bahasa Inggris, Program
Mastering System
viii
TABLE OF CONTENTS
APPROVAL ...........................................................................................
i
LEGITIMATION FROM THE BOARD OF EXAMINERS ............
ii
PRONOUNCEMENT ............................................................................
iii
ACKNOWLEDGEMENT .....................................................................
iv
...........................................................................................
v
DEDICATION ........................................................................................
vi
ABSTRACT ...........................................................................................
vii
TABLE OF CONTENTS .......................................................................
ix
LIST OF TABLES .................................................................................
xii
LIST OF APPENDICES .......................................................................
xiii
CHAPTER I. INTRODUCTION..........................................................
1
A. Background of the Study ...................................................................
1
B. Problem Statements ..........................................................................
12
C. Objectives of the Study .....................................................................
13
D. Benefits of the Study .........................................................................
13
CHAPTER II. REVIEW OF THE RELATED LITERATURE........
15
A. Theoretical Review ............................................................................
15
1. Pre-service Training for Teacher ..................................................
15
MOTTO
a.
Definition of Pre-service Training for Teacher .....................
16
b.
Component of Pre-service Training for Teacher ...................
19
2. English Teacher’s Professionalism ..............................................
27
a.
Definition of Teacher ............................................................
ix
27
b.
The Nature of English Teacher’s Professionalism …............
30
3. Non-formal Education .................................................................
43
a.
Definition of Non-formal Education ....................................
43
b.
Role, Function, and Purpose of Non-formal Education ........
45
c.
Classification of Non-formal Education ..............................
46
4. The Nature of Mastering System (MS) Program .........................
48
B. Review of Related Study .................................................................
49
CHAPTER III. RESEARCH METHODOLOGY ..............................
59
A. Research Ethic ...................................................................................
59
B. Research Setting.................................................................................
60
1. Place .............................................................................................
60
2. Time ............................................................................................
61
C. Research Design ................................................................................
63
D. Data Resources ..................................................................................
64
1. Informant ......................................................................................
64
2. Documents.....................................................................................
66
3. Activities ......................................................................................
67
E. Data Collecting Technique ...............................................................
68
1. Interview .......................................................................................
68
2. Observation ..................................................................................
70
3. Document Analysis ......................................................................
71
4. Questionnaire ...............................................................................
71
F. Validity .............................................................................................
72
1. Triangulation ................................................................................
73
x
2. Member Checking ........................................................................
74
3. Clarifying Researcher’s Bias ........................................................
74
G. Data Analyzing Technique ...............................................................
75
1. Preparing and Organizing the Data ..............................................
75
2. Reducing the Data through a Process of Coding ..........................
75
3. Representing the Data ..................................................................
76
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ........
77
A. Research Findings .............................................................................
77
1. The Implementation of Mastering System Pre-service Training for
English Instructor at an English Course in East Java ...................
77
2. The Professionalism of English Instructor Created through Mastering
System Pre-service Training Program .........................................
114
B. Discussion .........................................................................................
127
C. Weaknesses of the Research .............................................................
137
CHAPTER V. CONCLUSION, IMPLICATION AND SUGGESTION 139
A. Conclusion ........................................................................................
139
B. Implication ........................................................................................
142
C. Suggestion .........................................................................................
143
REFERENCES .........................................................................................
145
APPENDICES .........................................................................................
150
xi
LIST OF TABLES
Table 3.1. The Research Schedule ...........................................................
62
Table 3.2. Categorization of the English Instructor .................................
76
Table 4.1. Arising Issues based on the First Curriculum Design, 9th March
2000 in MS Program ...............................................................
83
Table 4.2. Arising Issues based on the Second Curriculum Design, 6th June
2000 in MS Program ...............................................................
83
Table 4.3. Arising Issues Based on the Third Curriculum Design ...........
85
Table 4.4. Arising Issues Based on the Fourth Curriculum Design .........
86
Table 4.5 The Course Programs, Subject Matters, and Time Allocation in
MS Program .............................................................................
88
Table 4.6. The Result of Questionnaire Related to Teacher Educator .....
100
Table 4.7 Arising Issues Based on the Learning Materials Used in MS
Program ....................................................................................
102
Table 4.8 The Result of Questionnaire Related to Teaching and Learning
Strategies .................................................................................
111
Table 4.9 The MS Program Learners’ Criterion in Pedagogical Skills ...
115
Table 4.10 The MS Program Learners’ Criterion in Personal Qualities ..
120
Table 4.11 The MS Program Learners’ Criterion in Technical Knowledge 122
Table 4.12 The MS Program Learners’ Criterion in Interpersonal Skill .
xii
124
LIST OF APPENDICES
Appendix 1 : The Transcript of Interview with Director of the Institution …. 150
Appendix 2 : The Transcript of Interview with Instructors of the Institution …165
Appendix 3 : The Transcript of Interview with Mastering System Students … 204
Appendix 4 : The Transcript of Interview with Outdoor Class Training
Students ………………………………………………………...232
Appendix 5 : Score List of Outdoor Class Training ………………………… 238
Appendix 6 : Figures of Some Books Used in Mastering System Matters ......239
Appendix 7 : Figures of Professional Experience Activities of MS Students ..240
Appendix 8 : Figures of Teaching Media and Teaching Learning Activities....241
xiii
ii
PRONOUNCEMENT
This is to declare that I myself wrote this thesis, entitled “The
Implementation of Mastering System Pre-service Training for English Instructor”.
It neither contains plagiarism nor is written by others. Anything related to others’
work is quoted accordingly, the source of which is listed on the bibliography. If
then this pronouncement proves incorrect, I am ready to accept any academic
punishment including the withdrawal or cancellation of my academic degree.
Surakarta,
August 2016
Fitri Rakhmawati
iii
ACKNOWLEDGEMENT
I would like to thank Allah SWT, for without his divine blessing, this
thesis would not have been completed. In addition, I would also like to express
my gratitude to the people who have massively contributed to the completion of
this thesis:
1. Rector of Sebelas Maret University.
2. Dean of Faculty of Teacher Training and Education of Sebelas Maret
University
3. Head of English Education Department of Graduate School of Sebelas Maret
University for the permission to conduct this research.
4. Prof. Dr. Joko Nurkamto, M.Pd. the first consultant and Dr. Sumardi, M.
Hum the second consultant for their insightful guidance throughout the whole
process of this study.
5. Dra. Dewi Rochsantiningsih, M. Ed. Ph.D. the English Language Teaching
Management lecturer for her assignment to make the profile of the English
course, East Java, that inspired this thesis.
6. Director, instructors, and students of the English course who have been the
informants in this research.
Lastly, I humble welcome any sort of criticism and suggestion for further
improvement. Hopefully, this thesis gives beneficial to the readers.
Surakarta,
August 2016
Fitri Rakhmawati
iv
MOTTO
“Surely Allah does not change the condition of a people until they change their
own condition”
(Ar-Rad: 11)
v
DEDICATION
This thesis is dedicated to:
My parents, for always protecting with much love and prayer,
My husband for always comforts and supports me,
My brothers and sisters, the symbol of love and giving,
All my friends who support and encourage me,
vi
ABSTRACT
Fitri Rakhmawati. “The Implementation of Mastering System Pre-Service
Training for English Instructor. Thesis, English Education Department, Graduate
School, Sebelas Maret University. 2016 Consultant I: Prof. Dr. Joko Nurkamto,
M.Pd, Consultant II: Dr. Sumardi, M.Hum.
This study aims to describe the implementation of Mastering System preservice training for English instructor at an English course in East Java and the
professionalism of English instructor created through Mastering System preservice training program. It specifically raises from two research questions: 1)
What is the implementation of Mastering System pre-service training for English
instructor at an English course in East Java, 2) To what extent Mastering System
Program creates the professionalism of English instructor.
This is a qualitative research which employs case study. The data was
collected through interviewing the informants (the director, instructors, learners,
and learners of Outdoor Class Training); observing the teaching learning
activities, distributing questionnaire, and analyzing the document.
In analyzing the data, this study employed two theories to answer the
problem formulated. The first problem regarding the implementation of preservice training for English instructor at an English course in East Java was
analyzed through the theory of components of pre-service teacher training by
Cochran-Smith & Zeichner (2005) while the second problem regarding the
professionalism of English instructor created through the training was analyzed
through the theory of characteristics of a good language teacher by Brown (2001).
The result shows that the components of pre-service training for English
instructor proposed by Cochran-Smith & Zeichner (2005) are not completely
applied at the institution. The component which is applied best in MS Program is
the professional experience (practicum). On the other hand, the most prioritizing
components that still need some improvements are the curriculum and assessment.
Furthermore, the researcher finds that the Mastering System pre-service training
has not been able to create professional English instructors but has been able to
create required English instructors, in case the learners have four characteristics of
pedagogical skill, technical knowledge, personal quality, and interpersonal skill
but the learners do not meet all aspects included in each characteristic proposed on
Brown’s (2001) theory. Based on the analysis on the score list of Outdoor Class
Training (PPL), it shows that 59 learners (98.3%) are categorized as required
English instructors. There is one learner (1.7%) categorized as unprofessional and
does not fulfill the requirement to be an English instructor.
Keywords: pre-service training, English instructor, Mastering System Program
vii
ABSTRAK
Fitri Rakhmawati. “Implementasi Pelatihan Pra-mengajar Mastering System
untuk Instruktur Bahasa Inggris” Thesis, Pendidikan Bahasa Inggris. Program
Pasca Sarjana Universitas Negeri Sebelas Maret. 2016 Pembimbing I: Prof. Dr.
Joko Nurkamto, M. Pd, Pembimbing II. Dr. Sumardi, M. Hum.
Penelitian ini bertujuan untuk mendeskripsikan implementasi pelatihan
pra-mengajar Mastering System untuk instruktur bahasa Inggris di sebuah kursus
bahasa Inggris di Jawa Timur dan profesionalisme instruktur bahasa Inggris yang
dibentuk melalui sistem pelatihan tersebut. Tujuan tersebut berasal dari dua pokok
permasalahan yaitu: 1) Implementasi apa yang berada pada pelatihan pramengajar Mastering System untuk instruktur bahasa Inggris pada sebuah kursus
bahasa Inggris di Java Timur, 2) Sejauh mana pelatihan pra-mengajar Mastering
System membentuk profesionalisme instruktur bahasa Inggris.
Penelitian ini merupakan penelitian kualitatif yang menggunakan studi
kasus. Pengumpulan data dilakukan melalui wawancara dengan beberapa
informan (direktur, instruktur, peserta didik, dan peserta didik Outdoor Class
Training); mengamati kegiatan belajar mengajar, penyebaran kuesioner, dan
menganalisis dokumen.
Dalam menganalisis data, penelitian ini menggunakan dua teori untuk
menjawab masalah yang dirumuskan. Masalah pertama tentang pelaksanaan
pelatihan pra-mengajar Mastering System untuk instruktur bahasa Inggris di
sebuah kursus bahasa Inggris di Jawa Timur dianalisa melalui teori komponen
pelatihan pra-mengajar dari Cochran-Smith & Zeichner (2005), sedangkan
masalah kedua tentang profesionalisme instruktur bahasa Inggris yang tercipta
melalui training tersebut dianalisa menggunakan teori karakteristik-karakteristik
seorang guru bahasa yang baik dari teori Brown (2001).
Hasil analisa menunjukkan bahwa komponen pelatihan pra-mengajar
untuk instruktur bahasa Inggris berdasarkan teori Cochran-Smith & Zeichner
tidak sepenuhnya diterapkan di institusi tersebut. Komponen terbaik yang
diterapkan adalah praktikum. Sedangkan komponen yang paling membutuhkan
perbaikan adalah kurikulum dan penilaian. Selanjutnya, peneliti menemukan
bahwa pelatihan pra-mengajar Mastering System belum mampu menciptakan
instruktur bahasa Inggris yang professional namun telah mampu menciptakan
instruktur bahasa Inggris yang memenuhi syarat dikarenakan para siswa memiliki
empat karakteristik yaitu kemampuan pedagogik, pengetahuan teknis, kualitas
personal, dan kemampuan interpersonal namun belum memenuhi semua aspek
pada tiap karakteristik yang didasarkan dari teori Brown (2001). Berdasarkan
analisis pada daftar skor Outdoor Class Training (PPL), menunjukkan bahwa 59
(98,3%) peserta didik dikategorikan telah memenuhi syarat sebagai instruktur
bahasa Inggris. Terdapat satu (1,7%) peserta didik yang dikategorikan sebagai
instruktur bahasa Inggris yang tidak professional atau tidak memenuhi syarat
sebagai instruktur bahasa Inggris.
Kata kunci: pelatihan pra-mengajar, instruktur bahasa Inggris, Program
Mastering System
viii
TABLE OF CONTENTS
APPROVAL ...........................................................................................
i
LEGITIMATION FROM THE BOARD OF EXAMINERS ............
ii
PRONOUNCEMENT ............................................................................
iii
ACKNOWLEDGEMENT .....................................................................
iv
...........................................................................................
v
DEDICATION ........................................................................................
vi
ABSTRACT ...........................................................................................
vii
TABLE OF CONTENTS .......................................................................
ix
LIST OF TABLES .................................................................................
xii
LIST OF APPENDICES .......................................................................
xiii
CHAPTER I. INTRODUCTION..........................................................
1
A. Background of the Study ...................................................................
1
B. Problem Statements ..........................................................................
12
C. Objectives of the Study .....................................................................
13
D. Benefits of the Study .........................................................................
13
CHAPTER II. REVIEW OF THE RELATED LITERATURE........
15
A. Theoretical Review ............................................................................
15
1. Pre-service Training for Teacher ..................................................
15
MOTTO
a.
Definition of Pre-service Training for Teacher .....................
16
b.
Component of Pre-service Training for Teacher ...................
19
2. English Teacher’s Professionalism ..............................................
27
a.
Definition of Teacher ............................................................
ix
27
b.
The Nature of English Teacher’s Professionalism …............
30
3. Non-formal Education .................................................................
43
a.
Definition of Non-formal Education ....................................
43
b.
Role, Function, and Purpose of Non-formal Education ........
45
c.
Classification of Non-formal Education ..............................
46
4. The Nature of Mastering System (MS) Program .........................
48
B. Review of Related Study .................................................................
49
CHAPTER III. RESEARCH METHODOLOGY ..............................
59
A. Research Ethic ...................................................................................
59
B. Research Setting.................................................................................
60
1. Place .............................................................................................
60
2. Time ............................................................................................
61
C. Research Design ................................................................................
63
D. Data Resources ..................................................................................
64
1. Informant ......................................................................................
64
2. Documents.....................................................................................
66
3. Activities ......................................................................................
67
E. Data Collecting Technique ...............................................................
68
1. Interview .......................................................................................
68
2. Observation ..................................................................................
70
3. Document Analysis ......................................................................
71
4. Questionnaire ...............................................................................
71
F. Validity .............................................................................................
72
1. Triangulation ................................................................................
73
x
2. Member Checking ........................................................................
74
3. Clarifying Researcher’s Bias ........................................................
74
G. Data Analyzing Technique ...............................................................
75
1. Preparing and Organizing the Data ..............................................
75
2. Reducing the Data through a Process of Coding ..........................
75
3. Representing the Data ..................................................................
76
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ........
77
A. Research Findings .............................................................................
77
1. The Implementation of Mastering System Pre-service Training for
English Instructor at an English Course in East Java ...................
77
2. The Professionalism of English Instructor Created through Mastering
System Pre-service Training Program .........................................
114
B. Discussion .........................................................................................
127
C. Weaknesses of the Research .............................................................
137
CHAPTER V. CONCLUSION, IMPLICATION AND SUGGESTION 139
A. Conclusion ........................................................................................
139
B. Implication ........................................................................................
142
C. Suggestion .........................................................................................
143
REFERENCES .........................................................................................
145
APPENDICES .........................................................................................
150
xi
LIST OF TABLES
Table 3.1. The Research Schedule ...........................................................
62
Table 3.2. Categorization of the English Instructor .................................
76
Table 4.1. Arising Issues based on the First Curriculum Design, 9th March
2000 in MS Program ...............................................................
83
Table 4.2. Arising Issues based on the Second Curriculum Design, 6th June
2000 in MS Program ...............................................................
83
Table 4.3. Arising Issues Based on the Third Curriculum Design ...........
85
Table 4.4. Arising Issues Based on the Fourth Curriculum Design .........
86
Table 4.5 The Course Programs, Subject Matters, and Time Allocation in
MS Program .............................................................................
88
Table 4.6. The Result of Questionnaire Related to Teacher Educator .....
100
Table 4.7 Arising Issues Based on the Learning Materials Used in MS
Program ....................................................................................
102
Table 4.8 The Result of Questionnaire Related to Teaching and Learning
Strategies .................................................................................
111
Table 4.9 The MS Program Learners’ Criterion in Pedagogical Skills ...
115
Table 4.10 The MS Program Learners’ Criterion in Personal Qualities ..
120
Table 4.11 The MS Program Learners’ Criterion in Technical Knowledge 122
Table 4.12 The MS Program Learners’ Criterion in Interpersonal Skill .
xii
124
LIST OF APPENDICES
Appendix 1 : The Transcript of Interview with Director of the Institution …. 150
Appendix 2 : The Transcript of Interview with Instructors of the Institution …165
Appendix 3 : The Transcript of Interview with Mastering System Students … 204
Appendix 4 : The Transcript of Interview with Outdoor Class Training
Students ………………………………………………………...232
Appendix 5 : Score List of Outdoor Class Training ………………………… 238
Appendix 6 : Figures of Some Books Used in Mastering System Matters ......239
Appendix 7 : Figures of Professional Experience Activities of MS Students ..240
Appendix 8 : Figures of Teaching Media and Teaching Learning Activities....241
xiii