MICROTEACHING STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF TEACHING LOWER SEMESTER STUDENTS IN DEVELOPING THEIR TEACHING SKILLS A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Educ
MICROTEACHING STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF TEACHING LOWER SEMESTER STUDENTS IN DEVELOPING THEIR TEACHING SKILLS A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Aloysius Febryanto
Student Number: 071214055
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA
MICROTEACHING STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF TEACHING LOWER SEMESTER STUDENTS IN DEVELOPING THEIR TEACHING SKILLS A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Aloysius Febryanto
Student Number: 071214055
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA
A Thesis on
We never know how high we are Till we are called to rise; And then, if we are true to plan, Our statures touch the skies.
(Emily Dickinson)
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and references, as a scientific paper should.
th
Yogyakarta, 24 November 2011 Aloysius Febryanto
071214055
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertandatangan dibawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Aloysius Febryanto Nomor Mahasiswa : 071214055 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
MICROTEACHING STUDENTS’ PERCEPTION
ON THE IMPLEMENTATION OF TEACHING LOWER SEMESTER
STUDENTS IN DEVELOPING THEIR TEACHING SKILLS
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya. Di buat di Yogyakarta Pada tanggal: 24 November 2011 Yang menyatakan (Aloysius Febryanto)
ABSTRACT
Febryanto, Aloysius. 2011. Microteaching Students’ Perception on the
Implementation of Teaching Lower Semester Students in Developing Their
Teaching Skills. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.In English Language Education Study Program (ELESP) of Sanata Dharma University, teaching lower semester students is a part of teaching skills trainings in Microteaching subject. Microteaching students are expected to learn teaching skills by teaching students directly in the real situation. In addition, the perception may affect the learning behavior of students toward the development of their teaching skills.
There were three problems formulated in this study: 1) How is teaching lower semester class in Microteaching class of ELESP implemented? 2) What are the Microteaching students’ perceptions on the implementation of teaching lower semester class in developing their teaching skills? 3) What are the students’ suggestions toward the implementation of teaching lower semester class in Microteaching class?
To answer those questions, the researcher did a survey. The researcher chose two lecturers who ever being coordinators in Microteaching subject to be interviewees to find out the implementation of teaching lower semester in Microteaching subject. The researcher selected the sixth semester students from 4 Microteaching classes in academic year of 2010/2011 to be respondents because it was considered to represent all microteaching students’ population in answering the second and the third questions of the research. Instruments used in this study were questionnaire and interview. The questionnaire consisted of 24 closed-ended questions and 3 open-ended questions. Based on data questionnaire, the researcher interviewed 8 students of 48 participants, representing 4 positive and 4 negative perceptions, to gain deeper information. Afterwards, researcher triangulated the interviews data with the data obtained from the questionnaire.
Based on data gathered, the researcher found that Microteaching students must perform the first teaching practice with the other microteaching students in the laboratory before conducting teaching lower semester. There were several steps in teaching lower semester. First, Microteaching students contact the lecturers of lower semester classes individually to ask permission for teaching in their class. Second, Microteaching students conduct observation in the lower semester class at least once. Third, Microteaching students make lesson plan to be consulted with the lecturer of lower semester class. Fourth, Microteaching students apply the lesson plan into the real teaching in lower semester class which is observed and scored by the lecturer of lower semester class. At last, Microteaching students obtain feedback or comment orally or in written form from the lecturer of lower semester class toward their teaching. Furthermore, the data analysis showed that students had positive perceptions on the implementation of teaching lower semester students in developing their teaching skills. The researcher found that the real students and the real teaching learning situation indeed created their positive perceptions. The positive perception affected the behavior of Microteaching students in teaching lower semester students including the stages of planning, performance, and perception. Microteaching students were more challenged in teaching to develop every teaching skill. To improve the implementation of the teaching lower semester, Microteaching students also shared some suggestions toward the procedure, Microteaching lecturers, lecturers of lower semester classes Microteaching students, and lower semester students.
ABSTRAK
Febryanto, Aloysius. 2011. Microteaching Students’ Perception on the
Implementation of Teaching Lower Semester Students in Developing Their
Teaching Skills. Yogyakarta: Program Studi Pendidikan Bahasa Inggris,
Universitas Sanata Dharma.Di lingkup Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma, Pengajaran Adik Tingkat telah menjadi salah satu bagian dalam pelatihan keterampilan mengajar di mata kuliah Mikroteaching. Dengan itu, para mahasiswa diharapkan belajar keterampilan mengajar secara langsung dengan mengajar siswa dan di dalam situasi yang nyata. Selain itu, persepsi dapat mempengaruhi perilaku belajar siswa terhadap perkembangan belajar mereka dalam perkembangan keterampilan mengajar.
Ada 3 permasalah yang dirumuskan dalam penelitian ini: 1) Bagaimana pelaksanaan Pengajaran Adik Tingkat dilaksanaakan pada mata kuliah Microteaching di Program Studi Pendidikan Bahasa Inggris? 2) Bagaimana persepsi mahasiswa Microteaching mengenai pelaksanaan Pengajaran Adik Tingkat berkaitan dengan pengembangan keterampilan mengajar mereka? 3) Saran-saran apa saja yang mahasiswa Mikroteaching berikan terhadap pelaksanaan Pengajaran Adik Tingkat pada kelas Microteaching?
Untuk menjawab pertanyaan-pertanyaan di atas, peneliti melakukan survei. Peneliti mewawancara dua dosen yang pernah menjadi koordinator mata kuliah Microteaching untuk mengetahui pelaksanaan pengajaran semester bawah pada matakuliah Mikroteaching. Selanjutnya, peneliti memilih mahasiswa semester enam dari 4 kelas mikroteaching pada tahun akademik 2010/2011 untuk menjadi responden karena dianggap dapat mewakili seluruh populasi mahasiswa Mikroteaching dalam menjawab pertanyaan kedua dan ketiga dari penelitian. Instrumen penelitian yang digunakan adalah kuesioner dan wawancara. Kuesioner terdiri dari 24 pertanyaan tertutup dan 3 pertanyaa terbuka. Dari data kuesioner tersebut, peneliti mewawancarai 8 siswa dari 48 partisipan yang mewakili 4 persepsi positif dan 4 persepsi negatif untuk mendapatkan informasi mendalam. Selanjutnya, peneliti mentrianggulasi data wawancara dengan data yang diperoleh dari kuesioner.
Berdasarkan data yang dikumpulkan, Sebelum melakukan pengajaran adik tingkat, mahasiswa mikroteaching harus melakukan praktek mengajar pertama dengan rekan-rekan mikroteaching yang lain di laboratorium. Ada beberapa langkah dalam pengajaran adik tingkat. Pertama, para mahasiswa mikroteaching harus menghubungi dosen kelas semester bawah secara individual untuk meminta izin melaksanakan pengajaran adik tingkat. Kedua, mahasiswa microteaching melakukan pengamatan di kelas semester bawah setidaknya sekali. Ketiga, mahasiswa microteaching membuat rencana pelaksanaan pengajaran (RPP) sesuai topik yang ditentukan untuk dikonsultasikan dengan dosen kelas semester bawah. Keempat, mahasiswa microteaching mempraktekkan RPP dalam pengajaran di kelas semester bawah yang diamati dan dinilai oleh dosen kelas semester bawah. Pada tahap akhir, mahasiswa microteaching akan mendapatkan umpan balik atau komentar secara lisan atau dalam bentuk tertulis dari dosen kelas semester bawah berkenaan dengan pengajaran mereka. Hasil data analisis menunjukkan bahwa secara umum mahasiswa mikroteaching memiliki persepsi positif akan pelaksanaan pengajaran adik tingkat dalam pengembangan keterampilan mengajar. Peneliti menemukan bahwa siswa dan situasi belajar mengajar yang real pada pengajaran adik tingkat telah membentuk persepsi positif. Selanjutnya persepsi positif tersebut membentuk perilaku positif mahasiswa dalam menjalankan pengajaran adik tingkat yang meliputi perencanaan, pengajaran, dan balikan. Mahasiswa menjadi lebih tertantang dalam mengajar untuk mengembangkan setiap keterampilan mengajar. Untuk mengembangkan pelaksanaan pengajaran adik tingkat mahasiswa memberikan beberapa saran menyangkut prosedur pengajaran adik tingkat, dosen kelas angkatan bawah, dosen mikroteaching, mahasiswa mikroteaching, dan mahasiswa angkatan bawah.
ACKNOWLEDGEMENTS
First of all, I would like to express my greatest gratitude to Jesus Christ for His endless Love. I will never step thus far without His grace. I thank Him for giving me wonderful life with great parents and friends.
I would like to express my gratitude to my sponsor, Ag. Hardi Prasetyo,
S.Pd., M.A. I thank him for spending his time to give me beneficial feedback,
correction, suggestion and encouragement from beginning until the end of my thesis. I also thank him for his willingness so I could do research in his Microteaching class.
I also would like to express my since thankfulness to C. Tutyandari,
S.Pd., M.Pd., Christina Kristiyani, S.Pd., M.Pd., and Carla Sih Prabandari,
S.Pd., M.Hum., who gave me permission to conduct my research in their
Microteaching class. I really appreciate their cooperation. I would also like to give my gratitude to Microteaching students of 2010/2011 academic year who became my research participants for filling questionnaire and being my interviewees.
I dedicate this thesis especially for my parents, Alfonsius Katkirik and
Lucia Partinah. I thank them for their pray and motivation in finishing this
thesis. I also give my thankfulness to my uncle, Antonius Jemono, and his family who gave me support and attention while I was studying in Yogyakarta.
I would also like to express my gratitude to all friends in PBI 2007 especially my classmates for the togetherness which is full of joy and inspiration.
My gratefulness also goes to my friends in boarding house, Totok, Andre, Eman,
Lito, Rendy and Betu, for beautiful brotherhood and adventure. My gratitude also goes to my friends, Eko, Tommy, and all Perseftim Football Club players, for helping me to refresh my mind for all stressful activities with playing football together
Finally, I would like to thank anyone who I cannot mention one by one, who helped me in finishing my thesis.
Aloysius Febryanto
TABLE OF CONTENTS Page
TITLE PAGE ................................................................................................... i
APPROVAL PAGES ....................................................................................... ii
DEDICATION PAGE ...................................................................................... iv STATEMENT OF WORK’S ORIGINALITY .............................................. v LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ............................ viABSTRACT ...................................................................................................... vii
ABSTRAK .......................................................................................................... ix
ACKNOWLEDGEMENTS ............................................................................. xi
TABLE OF CONTENTS ................................................................................. xiii
LIST OF TABLES ........................................................................................... xvi
LIST OF APPENDICES ................................................................................. xviii
CHAPTER I. INTRODUCTION A. Research Background....................................................................... 1 B. Problem Formulation ....................................................................... 4 C. Problem Limitation .......................................................................... 4 D. Research Objectives ......................................................................... 4 E. Research Benefits ............................................................................. 5 F. Definition of Terms .......................................................................... 6 CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description .................................................................... 9
1. Perception ......................................................................................... 9
2. Microteaching .................................................................................. 12
3. Teaching Lower Semester Class ...................................................... 22
B. Theoretical Framework .................................................................... 23
CHAPTER III. METHODOLOGY A. Research Method .............................................................................. 25 B. Research Participants ....................................................................... 26 C. Research Instruments ....................................................................... 27 D. Data Gathering Technique ............................................................... 29 E. Data Analysis Technique ................................................................. 30 F. Research Procedure .......................................................................... 31 CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS A. The Implementation of Teaching Lower Semester Class
in English Language Education Study Program of Sanata Dharma University .......................................................... 33 B. The Students’ Perception on the Teaching Lower Semester in Developing Their Teaching Skills .............................................. 36
1. Perception on the Teaching Lower Semester in Developing Their Teaching Skills Based on Questionnaire ............................................................. 37
2. Perception on the Teaching Lower Semester Process Based on Interview ..................................................................... 48
3. Discussion .................................................................................. 53
C. Students’ Suggestions to Improve and to Maximize the Implementation of Teaching Lower Semester in Microteaching Class .................................................................... 59
1. Students’ Suggestions on the Teaching Lower Semester Process Based on Open-Ended Questions .................................. 60
2. Students’ Suggestions on the Teaching Lower Semester Process Based on Interview ........................................................ 63
3. Discussion................................................................................... 64
CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ....................................................................................... 67 B. Suggestions ........................................................................................ 72 REFERENCES ................................................................................................. 76
LIST OF TABLES
TABLES Page
TABLE 4.1. The Questionnaire Result of the Students’Perception on the Implementation on Teaching Lower Semester Program in General ................................................. 37
TABLE 4.2. The Questionnaire Result of the Students’Perception on the Implementation on Teaching Lower Semester Program in Planning Stage ........................... 38
TABLE 4.3. The Questionnaire Result of the Students’Perception on the Implementation on Teaching Lower Semester Program in Classroom Management Skills ............. 40
TABLE 4.4. The Questionnaire Result of the Students’Perception on the Implementation on Teaching Lower Semester Program in Performing the Set Induction and Set Closure Skills ............................................................. 41
TABLE 4.5. The Questionnaire Result of the Students’Perception on the Implementation on Teaching Lower Semester Program in Performing the Explaining and Stimulus Variation Skills ................................................. 42
TABLE 4.6. The Questionnaire Result of the Students’Perception on the Implementation on Teaching Lower Semester Program in Performing the Questioning and Giving Reinforcement Skills ............................................ 43
TABLE 4.7. The Questionnaire Result of the Students’Perception on the Implementation on Teaching Lower Semester Program in Perception Stage ........................ 45
LIST OF APPENDICES APPENDICES Page
APPENDIX 1 Permission Letter ................................................................. 78 APPENDIX 2 Questionnaire Sheet ............................................................. 82 APPENDIX 3 Blueprint of the Questionnaire ............................................. 85 APPENDIX 4a Blueprint of the Questionnaire Result (Closed-Ended Questions) ................................................... 88 APPENDIX 4b Students’ Responses on the Open - Ended
Questionnaire Questions ...................................................... 90 APPENDIX 5 Interview Guide with Microteaching Students .................... 97 APPENDIX 6 The Students’ Responses on the Interview .......................... 98 APPENDIX 7 Interview Guide with Microteaching Lecturers ................... 104 APPENDIX 8 The Lecturers’ Responses on the Interview ......................... 105
CHAPTER I INTRODUCTION This chapter presents background of the research, problem formulation,
problem limitation, objectives of the research, benefits of the research, and definition of terms.
A. Research Background
Since it was introduced in 1963, Microteaching has played a crucial role in preparing student teachers. Thus, this program is integrated in the curriculum of Faculty of Teacher Training and Education which is aimed to train teacher candidates the teaching skills. In practice, Microteaching, which is defined as a program for students teacher candidates to have practice in managing the class structurally for the first time and gradually have some teaching skills required before facing the real class (Puji, Catur, Domi and Rohandi, 2008), places the essential role for student teachers learning the skills to teach. Allen and Ryan (1969) also added that Microteaching reduces the complexities of normal classroom teaching dealing with its time and number of students, thus allowing the teacher to concentrate on the acquisition of teaching skills. In other word, Microteaching provides the controllable situations which minimize anxiety in the term of place, size of the class and the students for learning how to teach effectively.
On the other hand, English Language and Education Study Program (ELESP) of Sanata Dharma University has taken one step ahead than other teacher education programs by integrating the real classroom teaching in Microteaching scheme in which the students are expected to teach one of the lower semester classes in ELESP of Sanata Dharma University.
The implementation of teaching lower semester student as a variation in Microteaching class is designed for gaining the competence standard or the goal of the course which is to develop and to improve students’ knowledge and skills in teaching English in Indonesia EFL context as mentioned in Lesson Unit Plan of Microteaching of ELESP (2010/2011).
Teaching lower semester is not merely teaching because it involves the same phases as in Microteaching such as making lesson plan (planning phase), teaching (performance phase), and having feedback (perception phase) (Gilarso, 1986). However, because the students in lower semester are new for the student teachers, they need to add one activity in planning phase namely observation in the class.
Observation is aimed to help the Microteaching students to understand the lower semester students and the situation in lower semester class which is useful in designing lesson plan. Teaching lower semester students in Microteaching subject is the first teaching experience held outside the laboratory where they are able to practice their teaching skills theory directly to the real class and the real students. It also influences their psychological factor such as confidence and motivation in doing the teaching before they plunk into the schools for Program
.
Pengalaman Lapangan (PPL)
Therefore, the researcher considers that it is necessary to know the Microteaching students’ perception on implementation of teaching lower semester students in Microteaching for developing their teaching skills. Altman, Valenzi, and Hadgetts (1985) stated that the way student perceives something, whether it is positive or negative, influences the students’ behavioral responses. If the students perceive the implementation of teaching lower semester students positively, their behavioral responses will be positive too which will support the teaching learning activities and the course goal achievement. On the other hand, if the students perceive the implementation of teaching lower semester students negatively, the students’ behavioral responses will also be negative. If the students’ behavioral responses are negative, it will hamper the teaching learning activities and the goal of achievement. In addition, Biggs (1989) as cited in Campbell, David, Lewis, Brownlee, Burnett, Carrington, and Purdie (2001) included that student’ perceptions of a given learning situation and specific learning strategies that they consequently adopt for that learning task is one of components to produce particular learning outcome. Students’ perception is known as process factor.
As cited in Tartwijk, Brekelmans, Wubbels, Fisher, and Fraser (1998), Walberg also emphasizes the importance of the students’ perceptions, because they mediate the influence of the learning environment on student outcomes.
Thus, through the research, the researcher would like to discover and analyze the students’ perceptions on the implementation of teaching lower semester students in influencing their teaching skills development.
B. Problem Formulation
Based on the background, there are three problems formulated in this research:
1. How is teaching lower semester students in Microteaching class of ELESP implemented?
2. What are the Microteaching students’ perceptions on the implementation of teaching lower semester students in developing their teaching skills?
3. What are the students’ suggestions toward the implementation of teaching lower semester students in Microteaching class?
C. Problem Limitation
The researcher would like to conduct research in Microteaching students’ perception on implementing teaching lower semester students in Microteaching class. The research focus is on the way Microteaching students of English Language Education Study Program (ELESP) of Sanata Dharma University in the academic year of 2010/2011 perceive the implementation of teaching lower semester students in second and fourth semester classes.
D. Research Objectives
In relation to the questions in problem formulation, there are three objectives in this research. Those objectives are to describe the implementation of teaching lower semester students held in English Language Education Study Program (ELESP) of Sanata Dharma University, to investigate the students’ perception on the implementation of teaching lower semester students and to collect some recommendations to improve the implementation of teaching lower semester in Microteaching class.
E. Research Benefits
The findings of this research are expected to provide valuable contributions to:
1. Microteaching Students
By identifying the benefits of teaching lower semester students in Microteaching which is the first place for the Microteaching students to practice teaching in the real classroom, this study is aimed to develop their teaching skills which coincidentally build their motivation in teaching itself. Then teaching lower semester can be a good process to prepare them before carrying out Program
Pengalaman Lapangan (PPL) in the school environment.
2. Microteaching Lecturers
For the microteaching lecturers, the study is expected to give the contribution for them in creating effective and efficient Microteaching class to evaluate and to develop students’ teaching skills. It helps Microteaching lecturers to identify the Microteaching students’ teaching competence as consideration for the students’ placement in Program Pengalaman Lapangan (PPL) .
3. English Teaching Field
It is expected that the research is able to give input for English teaching innovation in Microteaching program for producing professional teacher who are able to conduct effective English teaching.
4. Lower Semester Students
This research is aimed to give real description of implementation of Microteaching for lower semester students before they involve in Microteaching subject later. By having good teaching lower semester from Microteaching students, it enables the lower semester students to have meaningful teaching in which they can comprehend the material learnt even though they are not taught by their lecturer.
F. Definition of Terms
For the sake of avoiding misuderstanding, the researcher provides some definition of the terms used in this study. They are stated as follow.
1. Perception
In this study, perception is an active process in which a person views a stimulus together with his experiences, motivation, and attitudes (Suparinah, 1986). Whether it is positive or negative students’ perceptions on something influences students’ behavioral responses (Altman, et al., 1985). Walberg (1976) also emphasizes the importance of the students’ perceptions because they mediate the influence of the learning environment on student outcomes. In this research, the researcher perception defined as students perceives, see and interpret on the implementation of teaching lower semester class in their teaching skill development.
2. Microteaching
Microteaching is a program for teacher candidates to have practice in managing the class structurally for the first time and gradually have some teaching skills required before facing the real class (Puji, et al., 2008).
In Faculty of Teacher Training and Education, Microteaching includes to
MKB: Matakuliah Keahlian Berkarya (KPE 361) which is to prepare the students
skills working in the society by their study program specification. In ELESP, Microteaching class opens every semester. Then, only for the student who passed some required subjects can take the course after students such as Approaches, Methods, and Techniques, Curriculum and Materials Development, Language Learning Assessment and Instructional Design.
The main objective of the Microteaching course is to provide the participants with an environment for practice-based teaching to encourage self- evaluative skills. The course is conducted in the Microteaching laboratory with the maximum of 20 - 21 participants from within the English Language and Education Study Program (ELESP) of Sanata Dharma University.
In this study, the Microteaching is specified on teaching lower semester students in which the Microteaching students will have teaching practice in the real class and with the real students.
3 Teaching Skills
In this study, teacher is expected to have three basic teaching skills for being a good teaching. Those are opening and closing skills, explaining and stimulus variation skills, and questioning and reinforcement skills (Puji, et al.,
2008). In addition, the researcher also added classroom management as teaching skill to elaborate in this study.
CHAPTER II REVIEW OF RELATED LITERATURE This chapter will present you two major discussions. They are theoretical and framework descriptions. A. Theoretical Description In this section, the researcher will review the description of perception, the
description of microteaching and the description of teaching lower semester deliberately.
1. Perception
According to Suparinah (1986), perception is an active process in which a person views a stimulus together with his experiences, motivation, and attitudes.
Whether it is positive or negative, students’ perceptions on something influences their behavioral responses (Altman, et. al, 1985).
Walberg (1976) also emphasizes the importance of the students’ perceptions because they mediate the influence of the learning environment on students’ outcomes. In this research, the researcher perception was defined as students perceive, see and interpret on the implementation of teaching lower semester class in their teaching skill development.
There are four factors which can affect someone’s perception on something (Altman, et. al, 1985: 86).
1. Selection of stimuli Every one selects certain stimuli and each of them may focus only on a small number of all the stimuli surrounding him so that someone may select the stimuli differently. Warga (1983) presented six factors which influence someone to select the stimuli. Those factors are: 1) Size
Warga considers that size influences someone’s in selecting stimuli. This is because the size really grabs someone’s attention. For example, the advertiser writes message in bold letters to grab people’s attention. 2) Change
Changes always grab someone’s attention. Consider an orator who changes volume of the voice. The changes of the loudness can keep audiences’ attention from the beginning to the end of the speech. In addition, it is because the changes have avoided people to boredom.
3) Repetition After hearing repetition of the same stimulus, someone will be forced to pay attention. For instance, a student is talking to his or her friends while teacher is explaining. In order to grab the students’ attention, the teacher will usually call his or her name once. However, if he or she does not pay attention yet, the teacher will call his or her name for several times until he or she pays attention to the teacher.
4) Intensity The loudness of voice determines whether people to pay more attention or not in the speaking as Warga explains: “Up to a point, the louder you shout, the better you will be heard. The intensity of the stimulus-your voice-makes it stand out above other stimuli, so that listeners are forced to pay attention to you.” (Warga. 1983: 209) However, if people shout too loud every time, the listeners will ignore the voice as the voice is annoying. Therefore, it is better if people do not speak too loud but with tolerable volume, rhythm, articulation, and intonations (Purnomo, et al. 2005) 5) Movement
Moving things are more interesting than unmoving things. People will notice a car moving in a small parking lot when the other cars do not move. This is clear that movement will suddenly attract our attention to the things which move. However, unnecessary movements should be avoided as they would bother the viewer. (Purnomo, et al., 2005). Moreover, people will tend to ignore the movements as those movements are considered not important.
6) Set Warga defines set as an emotional disposition that influences perception.
The set causes someone to interpret sensation into a meaning that is based on what he or she expects to perceive. For example, if you are invited to have dinner at your friend’s house whose father is a successful car businessman, then you expect that your friend’s house is big, beautiful, and stylish. Then you will dress as beautiful as possible in order to fit the dinner invitation.
2. Organization of stimuli The selected stimuli should be organized. Altman, et al. (1985) stated that the perceptual organization of information could help us categorize sensory inputs. By organizing the stimuli in simpler categories, people are able to interpret the complex information to be meaningful.
3. Situation The situation which influences someone to perceive can be in the form of someone’s familiarity with, expectation about, and his or her past experience
(Altman, et al, 1985) stated that. It can be concluded that situation may be the combination between someone’s past experience with his/her expectations. If someone had bad experience or something in the past, he or she will tend to perceive negatively when acquiring the same stimuli in advance and vise versa.
4. Self-concept Altman, et al. (1985: 86) defined the self concept as “the way someone perceive him or herself affects his or her perception on environment surrounding, whether to like or dislike.” If someone considers himself or herself are incapable in learning something, he or she will select the negative response that set him or her being incapable.
2. Microteaching
Microteaching is designed for the students to learn and to practice the basic teaching skills. There are three stages linking each other to achieve the effectiveness in mastering teaching skills as stated by Gilarso (1986). Three principles underlying teaching practice are:
1. Planning In this stage, every teaching should be planned to achieve the stated teaching goals including the materials, the methods, the teaching goals/aims, the teaching learning activities, the media, the behavior, and the performances. Systematic planning almost always yields better result in teaching (Peck and Tucker, 1973; Waimon, 1972) cited in Stones & Morris. (1977)
2. Performance After planning, teaching learning practice is conducted. It will be observed by friends and supervised by teachers/lecturers.
3. Perception Then, objective feedback, evaluation and analysis about teaching practice, including willingness to learn from experience and from mistakes are revealed.
Feedback is “a prime factor in learning skills” (Borg, Kelly, Langer & Gall, 1970: 40). Besides, the feedback has a role as a motivation as stated by Lewis (2002: 4) that “feedback is a form of motivation, and feedback can lead students toward autonomy”. As a result, it can encourage students to study better. According to Lewis there are three kinds of feedback, namely teacher feedback, peer feedback, and self-correction. In this research, the teacher is lecturer of lower semester class who observes Microteaching students’ teaching in lower semester class.
Puji, et al., (2008) noted that Microteaching as a program for teacher candidates to have practice in managing the class structurally for the first time and gradually have some teaching skills required before facing the real class. Allen and Ryan (1969) stated that Microteaching can provide trainees with a practice setting for instruction which reduces the complexities of the normal classroom while, at the same time, enabling the generation of a great deal of feedback on the trainee’s performance.
Afterward, they added that there are five main propositions of Microteaching: 1. Microteaching is real teaching.
2. Microteaching lessens the complexities of normal classroom teaching. Class size, scope of content, and time are all reduced.
3. Microteaching focuses on training for the accomplishment of specific task.
4. Microteaching allows for the increased control of practice.
5. Microteaching greatly expands the normal knowledge of result or feedback dimension in teaching.
Microteaching is one of the teaching practice forms. Teaching practice itself has some objectives according to University of Exeter Institute of Education as cited in Stones & Morris (1977: 23). The objectives proposed were:
1. To enable the students to acquire an understanding of the children in the classroom situation: to find out how their minds work and to learn how to make contact with them and to communicate with them.
2. To adjust their minds to the practical situation and to relate what they had learned in child development lecturers to it. To learn to be clear about their own aims in a lesson or series of lessons.
3. To learn to be sensitive to the situation in the classroom and to learn how to structure it. To develop resourceful.
4. A major aim of teaching or study practice is to develop powers of observation.
5. Ability to make good relationship with children.
6. Interest in the learning process and ability to relate this to the learning situation.
7. An understanding of the need for organization and preparation in any situation, and the ability to analyze.
8. Personal maturity (e.g. social confidence).
9. To give a chance for students to assess themselves.
10. To give the students the opportunity of becoming more part of the normal teaching force as part of a teaching team.
11. To give the students awareness of and insights into the complex network of relationships involves in school and classroom, in particular recognizing and accepting that human relationships exist in depth.
12. Diagnosis. The first year’s teaching practice is a contribution towards a diagnostic year.
Furthermore, Purnomo, et al. (2008) proposed that there are 4 competencies to be performed by Microteaching students in their teaching practices which are trained with the other teaching skills in Microteaching class. Those are,
1. Mastering the material If the teacher does not master the material to teach, the objective of the teaching learning process will not be achieved. It gives a significant influence to overall the teacher’s performance in the class.
2. Appearances while teaching The Microteaching students should show proper appearance physically and non-physically in doing the teaching practice. Physical appearance includes the way of wearing clothes, cosmetics and accessories. Non-physical appearance includes the good attitudes such as friendly, enthusiastic and fun.
3. Classroom management To achieve the learning objectives, the Microteaching students should manage the class well. The classroom management includes the management of time and class situation. Cooper, et al. (1982) defined the classroom management as a complex set of behaviors the teacher uses to establish and maintain classroom conditions that will enable students to achieve their instructional objectives effectively them will enable them to learn.
Therefore managing the time and class situation are needed to create an effective teaching learning process.
4. The usage of standard language and writing Microteaching students have to speak and write in good grammar.
In addition, Purnomo, et al. (2008) also argued that Microteaching students are supposed to master three basic teaching skills for being good teacher through Microteaching program.
a) Set Induction and Set Closure Skills
Creating a good introduction in the beginning of the lessons has a great contribution toward teaching learning atmosphere in the class because it may arouse students’ motivation in learning materials and increase students’ active participation in the class activities. Therefore, induction skills should be mastered.
At the end of the lessons, before closing the activities, the teacher should review the lesson and give feedback in order to check students’ achievement about material that have been taught. Those are explained in following points:
(1) Attracting Students’ Attention and Interest
One of the ways is by showing high enthusiasm. It can be seen from appearance and voice performed while teaching. Usage of interesting media such as picture, newspaper or story also helps teacher to attract the students’ attention. Another one is that the interaction pattern conducted by the teacher with the students should be various. It means that the interaction between teacher and students is not all about explaining-listening and asking-answering but the interaction can be varied with, organizing group discussion.
(2) Motivate the Students to Learn
Looked fresh and energetic is important to influence students to learn and to take part in the class. Then, creating the curiosity in the students also motivates them to learn. Sometimes the students will be enthusiastic in learning if they are presented with converse ideas. Teacher should make use of the actual and update facts which attract their attentions.
(3) Giving the Learning Guideline
It includes stating the objectives and limitation of the assignment, giving instruction or suggestion about assignment’s steps, and giving guided questions.
(4) Showing the Connection
The teacher should refer to knowledge and experience that have been obtained by the students as stepping stone to the next topic.
(5) Reviewing
Teacher and students make summary and conclusion for the topic just being learnt in written form or orally.
(6) Giving Psychological and Social Encouragements
Teacher gives appreciation to anything done in learning process. Besides, the students are informed about the other supportive sources to deepen their understanding on the material.
(7) Giving Feedback
Teacher asks the students to answer the questions or to demonstrate the new knowledge that just being learnt. It is aimed to know the achievement of learning indicators.
b) Explaining and Stimulus Variation Skills
To explain and to give varied stimulus in teaching learning process are important to help students achieve the competences, which have been stated in the curriculum. Teacher should consider language, eye contact, body movement, gesture, appropriate illustration, media, feedback, etc while explaining the material so that the teaching learning activities become affective. Those are explained in following points:
(1) Orientation Teacher delivers students to the main topic which is going to be discussed. (2) Language
Teacher uses understandable language with appropriate grammar in explaining the lesson.
(3) Examples
The students will get better comprehension if the teacher presents the topic to the students with some suitable examples or illustrations.
(4) Clear Structure
The lesson should be arranged systematically to help the students in understanding the material.