Institutional Repository | Satya Wacana Christian University: An Analysis of Three Student-Teachers when Dealing with Critical Incidents in a Microteaching Class

An Analysis of Three Student-teachers when dealing with Critical Incidents in a
Microteaching Class
Annisa Liliyana
ABSTRACT
The paper aims to analyze student-teachers in a microteaching class when dealing with critical
incidents or unanticipated events that occur during a lesson and trigger insights about some
aspects of teaching and learning (Farrell, 2005, pp.114-115). A qualitative data based on
interviewing 3 participants who had passed a microteaching class shows three prominent themes:
language proficiency problem, the lack of class participation and classroom management issues.
Each theme has two items to be discussed: the reasons of having critical incidents and strategies
to cope with critical incidents. The result of this study is about some recommendations of critical
incidents‟ coping strategies such as resort back to the student‟s L1, use coercing English, use
teachers pauses, and eliminate some parts of the planning for dealing with critical incidents
caused by language proficiency problem. In addition, some strategies used to cope with the lack
of students‟ participation are reflecting on the students‟ interest, being more flexible with the
students, and giving more exposure to the students. However, adjusted the classroom condition
to the activity, attached the student‟s involvement, simplified the classroom activity, and
relocated the missing part to another time allocation used as critical incidents coping strategies
caused by classroom management issues.
Keywords: critical incidents, student-teacher, micro teaching.