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STUDENTS’ PERCEPTION TOWARD MICROTEACHING SUBJECT IN
SUPPORTING THE STUDENTS TEACHING SKILL
(A Descriptive Research at the Sixth Semester Students of English Department in
Makassar Muhammadiyah University)
A Thesis
Submited to the faculty of Teacher Training and Education
Makassar Muhammadiyah University in partial fulfillment of the requirement
For degree of Education in English Department.
MUSYAWIRAH SALMAN
10535616714
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHERS TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2020
i
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULAS KEGURUAN DAN ILMU PENDIDIKAN
SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : Musyawirah Salman
NIM 10535 6167 14
Jurusan : Pendidikan Bahasa Inggris
Fakultas : Keguruan dan Ilmu Pendidikan
Judul Skripsi : Students’ Perception toward Microteaching Subject in
Supporting the Students’ Teaching Skill.
Dengan ini menyatakan
Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya
sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dengan penuh kesadaran.
Makassar, Januari 2020
Yang Membuat Pernyataan
MUSYAWIRAH SALMAN
NIM: 10535 6167 14
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULAS KEGURUAN DAN ILMU PENDIDIKAN
SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Nama : Musyawirah Salman
NIM 10535 6167 14
Jurusan : Pendidikan Bahasa Inggris
Fakultas : Keguruan dan Ilmu Pendidikan
Judul Skripsi : Students’ Perception toward Microteaching Subject in
Supporting the Students’ Teaching Skill.
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai selesai penyusunan skripsi ini, saya
akan menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing yang telah ditetapkan oleh pemimpin fakultas.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi.
4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3, saya bersedia
menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran
Makassar, Januari 2020
Yang Membuat Pernyataan
MUSYAWIRAH SALMAN
NIM: 10535 6167 14
MOTTO
Actually, after difficulty there is ease
(QS: Al-Insyirah)
DEDICATION
This thesis I dedicate to :
My beloved parents
My beloved brother and sisters
All my family and friends
ix
ABSTRACT
Musyawirah Salman, 2020. “Students’ Perception Toward Microteaching
Subject in Supporting the Students’ Teaching Skill”. A thesis of English
Education Department and Faculty of Teachers Training and Education.
Muhammadiyah University of Makassar. Guided by Ratna Dewi and Amar
Ma’ruf.
This research aimes to find out the students’ perception toward the
microteaching subject in supporting the students’ teaching skill.
The researcher used a descriptive method. The population was the sixth
semester students from English Education of Muhammadiyah University of
Makassar in the academic year of 2018/2019 which consist of 368 students. Each
of item consist about 35-38 students. Thus, the total numbers of participants are
50 students. It was used truly random sampling as the technique for selecting
sample. The data was collected through questionnaire. To collect the data, the
study employed the questionner with 12 items.
As a result of study, it shown that most of the students are categorized as
agree. The grand mean, total average divided by number of statement is 3.25 it
means that the students’ perception toward the microteaching subject in
supporting the students’ teaching skill was positive perception and categorized
agree based on the interval scale.
Keywords: Perception, Microteaching, Teaching Skill
xi
ABSTRAK
Musyawirah Salman, 2020. "Persepsi Siswa Terhadap Mata Pelajaran
Microteaching dalam Mendukung Keterampilan Mengajar Siswa". Sebuah
skripsi jurusan Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu
Pendidikan. Universitas Muhammadiyah Makassar. Dibimbing oleh Ratna
Dewi dan Amar Ma’ruf.
Penelitian ini bertujuan untuk mengetahui persepsi siswa terhadap mata
pelajaran microteaching dalam mendukung keterampilan mengajar siswa.
Peneliti menggunakan metode deskriptif. Populasinya adalah siswa
semester enam dari Pendidikan Bahasa Inggris Universitas Muhammadiyah
Makassar pada tahun akademik 2018/2019 yang terdiri dari 368 siswa. Setiap item
terdiri sekitar 35-38 siswa. Dengan demikian, jumlah total peserta adalah 50
siswa. Penelitian ini menggunakan truly random sampling sebagai teknik untuk
memilih sampel. Data dikumpulkan melalui kuesioner. Untuk mengumpulkan
data, penelitian ini menggunakan kuesioner dengan 12 item.
Sebagai hasil penelitian, itu menunjukkan bahwa sebagian besar siswa
dikategorikan setuju. Besar rata-rata, total rata-rata dibagi dengan jumlah
pernyataan adalah 3,25 itu berarti bahwa persepsi siswa terhadap mata pelajaran
microteaching dalam mendukung keterampilan mengajar siswa adalah persepsi
positif dan dikategorikan setuju berdasarkan skala interval.
Kata kunci: Persepsi, Microteaching, Keterampilan Mengajar
xi
ACKNOWLEDGMENT
Alhamdulillahi Robbil Alamin, the writer express his gratitude to Allah
Subhanawataala the almighty God for the Mercy, Blessing and opportunity given
so that the writer was able to finish writing this thesis. Salawat and salam are
addressed to the prophet Muhammad Shallallahu Alaihi Wassalam for his
guidance. There were some handicaps and problems that the writer encountered
from the beginning to the end of writing this thesis, owing to help and invaluable
suggestion from numerous people, the writer could complete this thesis.
Thus, the writer would like to express his deepest and affection thanks to
my parents H. Salman,S.Si.,M.Kes.,Apt and Hj. Sulmiati, S.Si.,Apt for their
prayers, supports, advices, love, sacrifices, and continual understanding through
my life. The writer also would like to express his appreciation and sincere thanks
to all of the particularly:
1. Prof. Dr. H. Abd. Rahman Rahim S.E., M.M the rector of the
Muhammadiyah University of Makassar.
2. Erwin Akib, M.Pd.,Ph.D as the dean of Faculty Teachers Training
and Education.
3. Ummi Khaerati Syam, S.Pd.,M.Pd as the head of English
Education Department.
xiv
4. The writers’ high appreciation and great thankful are due to
consultant Dr. Ratna Dewi,S.S.,M.Hum and Amar Ma’ruf,
S.Pd.,M.Hum.,Ph.D who have given their valuable time and
guidance to finish this thesis.
5. All the lecturers of FKIP UNISMUH especially to the lecturers of
English Department and all staff of Muhammadiayah University
of Makassar for their guidance during the years of the writers’
study.
6. Thanks to the sixth semester English department students who
were willing to be the sample in this research.
7. The writer would like to express deepest and affectionate thank
also to my siblings Mufli Anugrah Salman and Nurhafizah Salman,
and also for all my family for their prayers, supports, advices, love,
sacrifices and continual understanding through my life.
8. The writer very grateful to have some close friends who always
help and support me. The appreciation goes to Yuliani, Hilman,
and Surniati they are always good listener for every problem I
faced, especially when I had revise this thesis and re-start over and
over again. The next appreciation also for Jusni, Andi Ira,
Islamiyah, Haritha, Musdalifah, Tina, Rismala Dewi, Nurul
Khaeriyah, Kurni, Kak Mila, Anhar, Kak Akhsan, and WRU
members who always encourage and motivate me to finish this
thesis.
xiv
9. Thanks also the writers’ frineds in JAGUAR 2014 (class J) and
Dama XX who have give their energy and motivation during the
writer arranging this thesis.
Makassar, Januari 2020
Musyawirah Salman
xiv
TABLE OF CONTENTS
TITLE PAGE .................................................................................................... i
APPROVAL SHEET ........................................................................................ ii
COUNSELING SHEET.................................................................................... iii
SURAT PERNYATAAN .................................................................................. vii
SURAT PERJANJIAN ..................................................................................... viii
MOTTO ............................................................................................................. ix
ABSTRACT ....................................................................................................... x
ACKNOWLEDGEMENT ................................................................................ xii
TABLE OF CONTENTS .................................................................................. xv
LIST OF FIGURE............................................................................................. xviii
LIST OF TABLES ............................................................................................ xix
LIST OF APPENDICES................................................................................... xxi
CHAPTER I : INTRODUCTION
A. Background ............................................................................................. 1
B. Problem Statement .................................................................................. 3
C. Objective of the Study ............................................................................. 3
D. Significance of the Researh ..................................................................... 4
E. Research Scope ....................................................................................... 5
CHAPTER II: REVIEW OF LITERATURE
A. Previous Related Research Findings… ................................................... 6
B. Some Partinent Ideas ............................................................................... 8
xvii
1. The Concept of Teaching Skill ......................................................... 8
a. The Definition of Teaching Skill ................................................ 8
b. Kinds of Teaching Skill .............................................................. 9
2. The Concept of Microteaching .......................................................... 12
a. Definition of Microteaching ........................................................ 13
b. The Cycle of Microteaching ........................................................ 14
3. The Concept of Perception ................................................................ 15
a. Definition of Perception .............................................................. 15
b. Indicators of Perception .............................................................. 16
c. The Types of Perception ............................................................. 16
A. Conceptual Framework ........................................................................... 18
CHAPTER III: RESEARCH METHODOLOGY
A. Research Design ...................................................................................... 20
B. Variable ................................................................................................... 20
C. Population and Sample ............................................................................ 21
1. Population .......................................................................................... 21
2. Sample ............................................................................................... 21
D. Research Instrument ................................................................................ 22
E. Data Colletion Technique ....................................................................... 23
F. Data Analysis Technique ........................................................................ 24
CHAPTER IV: FINDING AND DISCUSSION
A. Findings ................................................................................................... 26
B. Findings on Research Question ............................................................... 27
C. Discussions .............................................................................................. 39
CHAPTER V: CONCLUSION
A. Conclusion .............................................................................................. 41
B. Suggestion ............................................................................................... 42
xvii
BIBLOGRAPHY ............................................................................................... 43
APPENDICES
CURRICULUM VITAE
xvii
LIST OF FIGURE
Figure 2.1 Conceptual Framework ...................................................................... 17
xvii
LIST OF TABLES
Tabel 3.1 Number of Population ...................................................................... 20
Tabel 3.2 A Likert Scale .................................................................................. 23
Table 3.3 The Interval Scale ............................................................................ 24
Table 4.1 Table of mean items 1 ..................................................................... 27
Table 4.2 Table of mean items 2 …................................................................. 28
Table 4.3 Table of mean items 3 ..................................................................... 29
Table 4.4 Table of mean items 4 ...................................................................... 30
Table 4.5 Table of mean items 5 ..................................................................... 31
Table 4.6 Table of mean items 6 ..................................................................... 32
Table 4.7 Table of mean items 7 ................................................................. .... 33
Table 4.8 Table of mean items 8...................................................................... 34
Table 4.9 Table of mean items 9 ..................................................................... 35
Table 4.10 Table of mean items 10 ................................................................. 35
Table 4.11 Table of mean items 11 ................................................................. 36
Table 4.12 Table of mean items 12 ................................................................. 37
Table 4.13 The Interval Scale .......................................................................... 39
xvii
LIST OF APPENDICES
APPENDIX 1 Questionnaire
APPENDIX 2 The Result of the Students’ Responses on their Questionnaire
APPENDIX 3 Students’ Name of A-J Class in Sixth Semester English Department
APPENDIX 4 Documentation
xvii
CHAPTER I
INTRODUCTION
This chapter present about background, problem statement, objective of
the study, research significance and research scope.
A. Background
There were some supported components that can lead to successful education.
There are teachers, students, curriculum, facilities and infrastructure. One of the
components is teacher. Pullias, Young, and Weinstein (as cited in Daud, 2006)
argued that a teacher have some roles, there are as a teacher, as an educator, as
adviser and supervisor, and also as a student model. Teacher’s responsibilities are
not only come and teach the students, but also educate, supervise, facilitate, and
become a good model for their student. Furthermore it is explained by Syaodih (as
cited in Mudri, 2010) that teacher has important roles in planning and implementing
of teaching and learning process.
The good quality in teaching is needed in order to get a good quality of
students at the end of the teaching process. To achieve good quality in teaching, a
prospective teacher needs to have special knowledge and competencies to complete
their work in teaching. Before starting their profession, they must be taught with
special training. There are many ways that can be done to create professional
1
2
teacher for instance Practicum, Microteaching, and Teaching Practice program. In
this research the researcher will focus on microteaching as a new subject in
Makassar Muhammadiyah University.
According to Sudjoko (2001), Microteaching is chance to be a teacher in
environmental class. Student teacher will try to be a teacher from the preparation,
learning process and evaluation. The goal of this chance is to prepare, develop and
improve the quality of graduate student teachers who meet the standards of
professional competence. Knight (as cited in Hasibuan et.al, 2010) argued that
trough Microteaching students will be trained in some basic skills, which are: Skill
in the opening and closing lessons, asking skills, delivering material, skills in using
a variety of learning, giving feedback, managing class, discuss development and
skills in using the media.
To make good quality teacher candidates, one way is to take microteaching
class. Microteaching is an opportunity to become a teacher in an environmental
class. Microteaching is the imitation of the real class, it helps the teacher candidates
simulate teaching learning activities like in a real class. The students will try to be
a teacher from preparation, learning process, and evaluation. The purpose of this
opportunity is to prepare, develop, and improve the quality of postgraduate teachers
who meet professional competency standards.
The purpose of the present research is to find out the students perception
toward the microteaching subject in supporting the students' teaching skill.
Students' perceptions need to know on the basis that students are objects of the
learning process. Based on the explanation above, the researcher was interested in
3
conducting a reserach entitled: "Students' Perception Toward Microteaching
Subject in Supporting the Students Teaching Skill in Sixth Semester Students of
English Department FKIP Unismuh Makassar".
B. Problem Statement
Based on the background above, the researcher formulated the following
problem statement : How is the students’ perception toward the microteaching
subject in supporting the students teaching skill at the Sixth Semester Students of
English Department in Muhammadiyah University of Makassar?
C. Objective of the Study
Based on the research problem above, the objective of the study was to find
out the students’ perception towards the microteaching subject in supporting the
students’ teaching skill.
D. Research Significance
In this part the researcher was going to discuss about the advantages of this
research. The advantages are classifying to the researcher, student, lecturer and
institution.
1. Researcher
For researcher, the results of this study will be useful, give an understanding
for the researcher and giving information related with the students perception
toward microteaching subject.
4
2. Students
For the students, the result of this study can be as information to help the
students English Education Department (especially English Education
Department of Makassar Muhammadiyah University) in order to prepare the
student teacher as a professional teacher. Also to minimize the mistakes
when doing teaching practice program.
3. Lecturer
The result of this research can be as information to improve their teaching
strategy and to know what is the students perception in microteaching
subject. So it can be help the lecturer to make an effective classroom activity
in teaching and learning process.
4. Institution
For institution, the result of this study can be as information related to
microteaching subject in order to prepare the students' teacher as a
professional teacher.
E. Research Scope
This research limited in knowing the students’ perception toward the
microteaching subject, included classroom management ( the way to opening the
calss, delivering the material, use of method and media, to evaluate and the way to
end the teaching) & lesson plan preparation. The current participants that researcher
will take only the students of English Education Department academic year 2018 at
FKIP Muhammadiyah university of Makassar who have learned microteaching
subject in their sixth semester which consist of 10 classes.
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter present about previous related research finding, theoretical and
conceptual framework.
A. Previous Related Research Findings
There are several studies related to this research; it is done by Manis (1973).
Manis found that microteaching was useful for preparing prospective teachers in
leading their true teaching. Lau (2014) in her journal investigated the relationship
between perception of microteaching and their teaching skill in learning. He found
that students perception related to students teaching skills because the students
tought that if prospective students want to practice teaching they must practice
teaching first. The findings indicated that most of the students perception of
microteaching were correlated significantly with students teaching skill because in
microteaching the microteaching instructur taught all methods in the microteaching
courses.
Wambugu (2014) in her journal, investigated the students’ perceptions toward
teaching practice assessment. The result showed that the students’ perception
towards teaching practice assessment were favorable, because they argued that
students’ attitudes toward teaching practice and microteaching instructur important
in determining the extent to which the trainees get involved in the teaching process.
Darwis (2016) investigated the microteaching impact on students’ performance.
5
6
The result of this study show that some students’ and teachers’ opinion stated the
microteaching lead the students to be more conscious to develop their classroom
behavior. Through the microteaching sessions, they hope the students are able to
organize their classroom.
Setiawan (2014) do research about students perception toward the effectiveness
of microteaching class support the teaching skill. He found that microteaching is an
effective way to increase students ability in teaching. It is proven that in this study,
students who are doing microteaching, will given a some basic skills, they are : skill
in opening and closing lessons, asking skill, delivering material, skill in using a
variety of learning, giving feedback, managing class, and practicing interact with
teachers in the school. So in this study showed that microteaching is very effective
to help prospective teachers.
Zarina (2010) revealed that the findings is related to a research done by Haziah
(2003) whereby most of the respondents agreed that their attitude towards teaching
changed after taking microteaching course. The respondents agreed that after taking
microteaching course, they are more interested in teaching and became more
confident. Her research clearly indicated that microteaching prepared the students
for their teaching practice especially in building self-confidence when teaching.
This is especially true since a teacher needs to appear confident and comfortable to
attract the students to learn and participate in classroom. Given a suitable time and
chances, these skills can successfully be learned in microteaching
class.Microteaching provides the students with the elements of “preparation,
application, feedback, evaluation, modification and reapplication”. All these are
7
important parts of microteaching which enable the students to improve their
teaching skills.
From some of the related studies above, the researchers conclude that
microteaching is a program that really helps students to practice teaching before
they do the real teaching. Microteaching has important aspects for prospective
teachers before they have experiences in teaching. There are many ways that can be
done to create professional teacher. In this research the researcher will focus on
investigating microteaching as a course in supporting the students’ teaching skill at
FKIP Unismuh Makassar.
B. Some Pertinent Ideas
1. The Concept of Teaching Skills.
a. The Definition of Teaching Skill.
A professional teacher should have teaching skills and responsibility to transfer
the knowledge, develop the knowledge itself, and develop the technology. It relates
to the act of Undang-Undang Republik Indonesia number 14 year 2005 Chapter IV
Verse 10 on teacher and lecturer, a professional teacher should have basic
competences as requirements to be a teacher.
Teaching skill is required to the teacher in order to be able to teach students
appropriately. Wragg (2005) sees teaching skills as strategies that teacher’s use
which facilitate pupils’ learning. He also argued that the skill should be capable of
being repeated. It means that teaching skill is not a skill that is used for one time
but it is used repeatedly. Studies of teaching skills have typically focused on how
8
such skills are developed and displayed by beginning teachers and how student
teachers differ from experienced teachers.
b. Kinds of Teaching Skill
Kyriacou (2007) argued that there are three factors in teaching skills. The first
is knowledge which consists of the teacher’s knowledge on a subject, students,
curriculum, teaching method, and also the knowledge of teaching skills itself. The
second is decision-making which consists of thinking and decision-making before
the class, during the class, the end of the class, and how the best way to achieve the
educational goal. The third is actions which consist of teacher’s effort to support
students learning process.
According to Widyawati (2010) a teacher should have the teaching skill such
as delivering the material to the student appropriately. Furthermore teacher should
have pedagogical competence such as teaching method, classroom management,
technology using, evaluating technique then reflecting in teaching learning process.
There are some kinds of teaching skill according to British Council (2011).
First, Learning technologies which is defined as an ability to integrate technology
in teaching learning process to improve the learning quality. According to
Kurniawan (2011), learning technologies is needed to deliver the material, to
improve students’ understanding, and to motivate the students. Pearson (2012) said
that Learning technologies refers to the instrument that can be used to support
teaching learning process and also assessing such as: computer, laptop, internet,
audio, screen, and projector. This skill is veryuseful for the teacher to make teaching
learning process funnier.
9
Second, is classroom management. According to Scrivener (as sited by
Rahman, 2011) classroom management is defined as a method and strategies that
is used to manage the teaching learning process so that the teaching learning process
will be conducive.
Majid (2006) argued that a conducive learning process is supporting factors to
make students interested in learning process, otherwise if learning process does not
conducive the students will be bored. Specifically, classroom management will
involve what the teacher do in order to manage students, time, and subject so that
the content instruction and learning process will be run well (Wong & Rosemary,
2001).
Third, is lesson planning. Lesson planing is an ability to prepare the material
and what method that will be used in teaching learning process. Lesson planning is
very needed by the teacher and also the student. For the teacher, lesson planning is
needed to anticipate the problem that may be happened in teaching learning process
(Council, 2011).
Fourth, is Subject knowledge, according to French (2005) subject knowledge
is an ability teacher that should have in accordance with the students need.
Sometimes, students expect that the teacher become an expert and implement their
knowledge in teaching learning process. Knowledge on content can make teacher
to analyze student’s problem.
Meanwhile Jones, et.al (2006) argued that there are seven skills that need to be
prepared by the student teachers. First, is Preparation and planning, for example,
choosing purpose of learning related to guidelines of school curriculum and use the
10
appropriate of resources. Second, is classroom management, for example, using
time settings and space to ensure the smooth running of the learning activities.
Third, is communication skill, for example, using questions and explain effectively.
Fourth, is learning setting for student, such as working in accordance with the age
and ability.
Fifth, assessment of student learning, such as providing a feedback for students
to help them improve their work in the future. Sixth, knowledge of the relevant
materials, for example, using knowledge of the topic to guide and develop students
understanding appropriate with their ability. Seventh, relation with students, for
example, indicates a genuine concern to providing motivation the development of
students.
Based on some definition of teaching skills proposed, this study will focus on
two kind of teaching skills which student teachers must have for the future.
1. The skill in classroom management, which includes the skill in opening the
class, delivering the material, using method and media, evaluating students
until end the teaching.
2. The skill in making lesson plan, it is the way the teacher prepare the lesson
plan before started the teaching process.
Teaching skill is one of the important aspect to support the teacher in teaching
learning process. There are
some ways to develop the teaching skills. Perrott( as cited in Kyriacou 2007:15
) explains his analysis on how the teacher get and develop the teaching skills. It will
focus on three steps.
11
The first step is cognitive focus on developing and identifying element and the
step in achieving the skill, knowing the aim in using the skills, and knowing how
the skills prospers in order the teaching method which is used in environmental
class.
The second step is practice. It is usually used in class but sometimes it is used
in the course outside class to develop teaching skills.
The third step is feedback, which allows teachers to improve performance skills
with evaluate the relative success of the performance.
Perrott sees the third steps as a circle, where the third steps feedback is back in
the first step as a part in developing skills continuously. Beside that Kyriacou (2007)
explain that to develop teaching skills is depend on the teacher’s motivation itself.
Teacher should be ready to spend of time, energy, and effort to evaluate their
teaching skills.
2. The Concept of Microteaching
The act of Undang-UndangRepublik Indonesia number 14 year 2005 Chapter
IV Verse 10 on teacher and lecturer, explain that a teacher has to have a competence
which is reliable. It refers to the teaching context and teacher in society context.
That competence includes pedagogical competence, personal competence,
professional competence, and social competence. It indicates that to be a
professional teacher, student teacher should have enough preparation. In order to
create a professional teacher, it can be developed by Practicum, Microteaching then
will be continue with Teaching Practice Program (Yusuf, 2010).
12
Microteaching is usually applied before student teachers do the teaching
practice program to examine theory readiness of student teachers so that it reduces
the student teachers nervous in real teaching. According to Remesh and Memorial
(2013), Microteaching is a teachers exercise to learn a teaching skills. It employs
real teaching situation for developing skills and help to get knowledge in teaching
process. Besides that, Kilic (2010) argued that microteaching can develop the
ability of making a lesson plan, decide a teaching’s purposes, teach in front of the
students, and try to evaluate teaching learning process. It can be done in a small
group of students.
a. Definition of Microteaching
Allen & Eve (2000) define microteaching as “A system of controlled practice
that makes it possible to concentrate on specific teaching behavior and to practice
teaching under controlled conditions”. Microteaching method offers new and
different opportunities to pre-service teachers about the planning and
implementation of new teaching strategies. Microteaching has an important place
in preparation for the teaching profession because of its potential to emphasize the
relationship between theory and practice (Ajayi-Dopemuet,al, 2001).
Microteaching is a technique in teacher education which provides a transition
from theory to real teaching situations (Çelik, 2001)In microteaching, pre-service
teachers find opportunities to develop skills to prepare lesson plans, choose
teaching goals, take students’ attention, speak in front of group, ask questions,
managing time effectively, and assessment techniques (Kılıç, 2010).
13
In summary, microteaching is an instrument for teacher training. If offers the
student the opportunity to practice teaching activities under controlled and simulate
circumstances such that the complexity of the real teaching situation is simplified
in terms of the number of students, the amount of teaching time and the amount of
teaching activities to which particular attention can be given.
b. The Cycle of Microteaching
The Microteaching cycle starts with planning. In order to reduce the
complexities involved in teaching, the student teacher is asked to plan a "micro-
lesson" i.e a short lesson for 5-10 minutes which he will teach in front of a "micro-
class” i.e a group consisting 3-4 students, a supervisor and peers if necessary. There
is scope for projection of model teaching skills if required to help the teacher
prepare for his session. The student teacher is asked to teach concentrating one or
few of the teaching skills enumerated earlier. His teaching is evaluated by the
students, peers and the supervisor using checklists to help them. Video recording
can be done if facilities permit. At the- end of the 5 or 10 minutes session as planned,
the teacher is given a feedback on the deficiencies noticed in his teaching
methodology. Feedback can be aided by playing back the video recording. Using
the feedback to help himself, the teacher is asked to re-plan his lesson keeping the
comments in view and reteach immediately the same lesson to another group. Such
repeated cycles of teaching, feedback and re-teaching help the teacher to improve
his teaching skills one at a time. Several such sequences can be planned at the
departmental level.
3. The Concept of Perception
14
a. Definition of Perception
There are some definitions that are given by several expert as follows :
According to Robbin in Thahir (2018) perception is the process taken by
individuals to govern and to interpret perception of sensory to give significance
in their environment. Perception can be defined as poeple recognition and
interpretation of sensory information. Perception also includes how poeple
respond the information. Poeple can think of perception as a process where they
take in sensory information from environment and used the information in order
to interact with environment. Perception allows people to take the sensory
information in make into something meaningful.
Leavit (2002) found that definition of perception in the narrow sense is right,
how to see something. While generallt perception is opinion, how to define
something. Barry (1998;48) state that perception is the set of process by which
recognize, organize, and make stimuli in our environment. The key distinction
between the two main theories of perception is emphasizing each gives to the
role of sensation and higher cognitive process perception.
Slameto in Sulastiani (2013) found that perception is process to input
message or information to human brain by the human perception that continously
make relation with envorinment. This relation is done by the five senses those
were senses of sight, sense of feeling, sense of smell, and sense of touch.
From the definitions above, the writer can conclude perception is the
process when poeple express their sense and experience or when poeple organize
their interpretation to prodece a menaningfull experience.
b. Indicators of Perception
15
According to Robbins (2003) there are two indicators of perception:
1) Acceptance/Reabsorption
The process of acceptance or reabsorption is indicator of perception in
phsyology stage, it is about the function of the five sense in grasping
external stimulus.
2) Understanding/Evaluation
The external stimulus that have been grasped evaluate. It is a subjective
evaluation. It be different perception of each person in environment.
c. The Types of Perception
Zanden in Udrus (2015) devides perceptioon in three types as follows :
1) Person Perception
Person perception refers two those process by which we come to know and
think about other. Their characteristic, qualities, and inner state. We
construct image of those others in ways that serve to satbilize, make
predictible, and render our manageble view of the social world extend to
which we attribute stable straits and enduring disposition to the other
poeple.
We feel that we are better able to understand their behavior and
predict their future actions and we used these nations to guide our
interaction which them.
2) Social Perception
Social perception means that trying to understand poeple whether they were
professional athletes, political, leaders, criminal defendants, entertainer, or
loved one closer to home is not easy task.
16
Perception does not occur in vacuum instead we bring to bear prior
knowladge that we have structure and stored in our heads for the processing
of new information about individuals. Social life dictates that we do
something more than creatures of the moment. Sustained patterns of
interaction or social relationship require us to retain information, as the
situation require. Without memory we should react to every events as if it
we unique, and if we did not remember the facts, we should be in capale of
thinking or reasoning.
3) Perception of Situation
Social psycholinguistic views a situation as all the social factors that
influence a person’s experience or behavior at a given time, and given a
place. It is an interaction of time and space within which we act in specific
ways.
The situational contest in which stimuli occur has consequences for
their interpretation. Any one of multiple words may emerge. Depending on
which stimuli we register. The linkage we make among these stimuli and
our interpretation of the stimuli.
17
C. Conceptual Framework
Figure 2.1. Conceptual Framework
The conceptual framework above describe the research conducted by the
researcher. This research is descriptive research which describe about the students’
perception toward the effectiveness of microteaching subject to support their
teaching ability in teaching practice program, in order to maximize the learning
process microteaching subject in classroom, knowing the students’ perception
toward the effectiveness of microteaching subject is important.
TEACHING SKILL
MICROTEACHING
SUBJECT
1.
2.
The way to opening the
class.
The way to delivering the
material
The use of method and
media of teaching
The way to evaluate
The way the students end
1. The way to prepare lesson
plan
3.
4.
5.
STUDENTS’ PERCEPTION TOWARD
MICROTEACHING SUBJECT
LESSON PLAN PREPARATION CLASSROOM MANAGEMENT
18
The conceptual framework also show that teaching learning process in
microteaching subject which is conducted by the lecturer it measure the students’
perception as the object of learning process, whether it is an effective subject to
support the students’ teaching skill in the teaching practice program or not.
The students’ perception can be used as a turning point to reflect on the process
and the strategic of implementation the microteaching subject by the lecturer.
CHAPTER III
RESEARCH METHOD
This chapter present about research design, variable, population and
sample, research instrument, data collection technique, and data analysis
technique.
A. Reserch Design
The method used in this research was quantitative descriptive method.
Descriptive research can be either quantitative or qualitative. Creswell (1994) has
given a very concise definition of quantitative descriptive method as a type of
research that is `explaining phenomena by collecting numrical data that are
analyzed using mathematically based methods (in particular statistics). Quantitative
descriptive studies are aimed at finding out "what is," so observational and survey
methods are frequently used to collect descriptive data (Borg & Gall, 1989).
B. Variable
The variables of the research were the students’ perception toward the
Microteaching subject in supporting their teaching skill in microteaching program.
C. Population and Sample
19
20
1. Population
The population of this research was the sixth Semester students of English
Educational department of Makassar Muhammadiyah University academic year
2018-2019 which consist of 10 classes . Obviously, described in the following table
Table 3.1. Number of Population
No. Class Number of Students
1. VI. A 37
2. VI. B 38
3. VI. C 35
4. VI. D 35
5. VI. E 40
6. VI. F 38
7. VI. G 38
8. VI. H 35
9. VI. I 37
10. VI. J 35
Total 368
(Source SIMAK of English Department 2019)
2. Sample
The researcher used Truly Random Sampling as the technique for selecting
sample. Truly Random sampling is, one of the most sampling that included in
random sampling. A truly random sampling is a type of sample that all members
who may be involved must have the same opportunity to use, come from an equal
21
background, be assigned individually through a random process, and all complete
the study. Based on the criterion of truly random sampling the researcher decided
to take samples in each class of sixth semester english students Muhammadiyah
University of Makassar and take 5 people based on the order of absence. So, the
number of sampling of this research are 50 students.
D. Research Instrument
A questionnaire is simply tool for collecting and recording information
about a particular issue of interest. The researcher mainly makes up of a list of
questions. There are two types of questionnaire there are open-ended question and
closed-ended question, in this research the researcher used close-ended question.
Close ended questions were defined as a type of question that asked
respondents to choose from a series of different pre-definition responses, such as
"yes / no" or provide a checklist or among a set of multiple choice questions. In a
typical scenario, closed questions are used to collect quantitative data from
respondents.Questions are ideal for calculating statistical data and percentages, as
the answers set is known. Closed ended questions can also be asked to different
groups at different intervals to efficiently track their opinion about a
product/service/company over time.
The questionnaire is a technique of data collection will be done by giving a
set questions or a written statement to the respondent to answer (Sugiyono, 2016).
In this study using an instrument with a Likert scale. Likert scale is used to measure
22
attitudes, opinion, someone or some people perceptions about social phenomena
(Sugiyono, 2016).
The answer for every item of instrument that use Likert scale have gradation
from Strongly Agree (SA), Agree (A), Disagree (D), And Strongly Disagree (SD)
(Sugiyono, 2012). In this study the instrument, respondents are ask to choose their
report to signify one of the numbers from 1 to 4 based explanation for the numbers,
that are:
1. Strongly Agree, respondents get score (4)
2. Agree, respondents get score (3)
3. Disagree, respondents get score (2)
4. Srongly disagree, respondents get score (1)
E. Data Collection Technique
The research relied heavily on the questionnaires. The researcher applied
questionnaire in this research by doing these following procedures:
1. The researcher used questionnaires and the statements are directed to the
English students who had learn the microteaching subject.
2. The researcher gave the explanation to the students’ about the purpose of
the questionnaire and how to answer the questionnaire.
3. The researcher informs the objectives of the questionnaire after distributing
to the participants.
23
4. The participants of the research answer the questionnaire in the answer
sheet and they have 30 minutes to answer the statements.
F. Data Analysis Technique.
To analysis the data, quantitative data analysis techniques is employ
carefully and sistematically. The data is collected from students through question.
The study used a modify likert scale in giving score on respondents to obtain
quantitative data in this research, in a likert scale modification the answer are given
by students
Table 3.2. A Likert Scale
Strongly Disagree 1
Disagree 2
Agree 3
Strongly Agree 4
(Sugiyono, 2012)
The data in the application aims to determine students 'perception of
Microteaching subject while the tools of data analysis used in this study to
determine the students' perception of Microteaching subject is mean.
Mean is used to determine or calculate the average value using arithmetic
calculations. The calculation of the mean is determined by combining the values
of each respondent's answer value SA = 4, A = 3, D = 2, SD = 1. If the majority of
respondents are strongly agree (SA), then the amount Mean will be close to 4 and
vice versa. If the majority of respondents Strongly disagree (SD), then the
magnitude of the mean will be close to 1 on the scale (1-4) based on the maximum
24
value and the minimum value can be known how the perception of respondents.
According to Arikunto (2005; 284) mean formula is as follows:
1. Mean (X) = ∑X
N
Information :
X = Mean
ΣX = Total Score
N = Total respondent
2. Grand Mean (X) = Total Average
Number of Statements
The grand mean of the students perception was total average divided by
number of statements.
Table 3.3. The Interval Scale
1,00-1,74 Strongly Disagree
1,75-2,50 Disagree
2,51-3,25 Agree
3,26-4.00 Strongly Agree
(Simamora (2004;220)
CHAPTER IV
FINDINGS AND DISCUSSIONS
In this chapter, the results of the study are presented. The chapter is divided
into two main sections. The first section presents the data description, followed by
findings on each statement aspects to answer research questions about students’
perceptions toward the microteaching subject in supporting the students’ teaching
skill, and lastly the discussion on findings from the questionnaire.
A. Findings
Students’ Perception Toward Microteaching in Supporting Students’
Teaching Skill
The definition of perception is the process when people express their sense and
experience or when poeple organize their interpretation to prodece a menaningfull
experience.
This research is descriptive research which describe about the students’
perception toward the effectiveness of microteaching subject to support their
teaching ability in teaching practice program, in order to maximize the learning
process microteaching subject in classroom, knowing the students’ perception
toward the effectiveness of microteaching subject is important.
25
26
The students’ perception can be used as a turning point to reflect on the
process and the strategic of implementation the microteaching subject by the
lecturer, whether it is an effective subject to support the students’ teaching skill in
the teaching practice program or not.
The data gained through quantitative questionnaire. The participants of this
study were 50 English Education’s students from year 2019 who were chosen by
using truly random sampling. This involved identifying and selecting individuals
or groups of individuals that are especially knowledgeable about or experienced
with aphenomenon of interest (Cresswell and Plano Clark 2011). In addition, those
students claimed that they have already taken the microteaching subject. They also
had experiences in teaching practice program.
B. Finding on Research Questions.
The data of students’ perceptions toward the microteaching subject in
supporting the students' teaching skill in teaching practice program covered by
questionnaire distributed to 50 participant then analyzed by using likert scale.
The result of this aspect analysed statement by statement which is consisted of
twelve statements and followed by the explanation and its category.
a. Contribution Microteaching subject in helping the students’ to develop
lesson plan.
Item Respondents’
Answers
Total respondents
(N)
Score Total score
(∑X)
1 SA 27 4 108
A 18 3 54
D 4 2 8
SD 1 1 1
27
Total 50 171
Table 4.1 ( Table of Mean Score of Item 1 )
Mean (X) = ∑X
N
X = 171
50
X = 3,42
Item 1 in the table above showed that students' perceptions of
microteaching can helps the students to develop the lesson plan during teaching
practice program. In general, the average score shows that respondents showed
positive perceptions of microteaching that can develop the lesson plan. For item 1,
27 students strongly agreed and 18 students agreed that the microteaching can helps
to develop the lesson plan, while 4 students did not agree and 1 student did strongly
disagree with the statement.
b. Contribution of Microteaching in determining method in teaching.
Item Respondents’
Answer
Total respondents
(N)
Score Total Score
(∑X)
2 SA 21 4 84
A 23 3 69
D 5 2 10
SD 1 1 1
Total 50 164
Table 4.2 ( Table of Mean Score of Item 2 )
Mean (X) = ∑X
N
X = 164
28
50
X = 3,28
Item 2 in the table above showed that the students acknowledged that in
microteaching helps them to determine the method that will be used in the teaching
and learning process. In general, the average score shows that respondents showed
positive perceptions. 21 students strongly agreed and 23 students agreed that in
microteaching helps them to determine the method that will be used in the teaching
and learning process, while 2 students did not agree and 1 student did strongly
disagree with the statement.
c. Contribution of microteaching subject in training students to do warming
up before starting the lesson plan.
Item Respondents’
Answer
Total Respondents (N) Score Total Score
(∑X)
3 SA 27 4 108
A 19 3 57
D 4 2 8
SD 0 1 0
Total 50 173
Table 4.3 ( Table of Mean Score of Item 3 )
Mean (X) = ∑X
N
X = 173
50
X = 3,46
29
Item 3 in the table above showed that the students acknowledged that in
microteaching they were trained to prepare students by warming up before the
lesson start. In general, the average score shows that respondents showed positive
perceptions. 27 students strongly agreed and 19 students agreed in microteaching
they were trained to prepare students by warming up before the lesson start, while
4 students disagreed to the statement.
d. Contribution of microteaching subject in training the students to attract the
students’ attention in starting the lesson
Item Respondents’
Answer
Total respondents (N) Score Total Score
(∑X)
4 SA 24 4 96
A 17 3 51
D 6 2 12
SD 3 1 3
Total 50 162
Table 4.4 ( Table of Mean Score of Item 4 )
Mean (X) = ∑X
N
X = 162
50
X = 3,24
Item 4 in the table above showed that 24 students strongly agreed, 17
students agreed that they were trained how to attract students attention before start
30
the lesson in microteaching, while 6 students disagreed and 3 student strongly
disagreed. The mean score indicated that the respondents showed positive
perception.
e. Contribution of Microteaching in teaching the students to delivering
material.
Item Respondents’
answer
Total Respondents
(N)
Score Total Score
(∑X)
5 SA 22 4 88
A 14 3 42
D 9 2 18
SD 5 1 5
Total 50 153
Table 4.5 ( Table of Mean Score of Item 5 )
Mean (X) = ∑X
N
X = 153
50
X = 3,06
Item 5 in the table above showed that 22 students strongly agreed, 14
students agreed that in microteaching they were trained to delivering the material
using knowledge of the topic and develop the students understanding appropriate
with the students abilities, while 9 students disagreed and 5 students strongly
disagreed. The mean score indicated that the respondents showed positive
perception.
31
f. Contribution of microteaching in helping the students to improve their
communication skill in delivering the material during teaching practice.
Item Respondents’
Answer
Total respondents
(N)
Score Total Score
(∑X)
6 SA 27 4 108
A 17 3 51
D 4 2 8
SD 2 1 2
Total 50 169
Table 4.6 ( Table of Mean Score of Item 6 )
Mean (X) = ∑X
N
X = 169
50
X = 3,38
Item 6 in the table above showed that 27 students strongly agreed, 17
students agreed that Microteaching can helps to improve communication skill in
delivering the material during teaching practice, while 4 students disagreed and 2
student strongly disagreed. The mean score indicated that the respondents showed
positive perception.
g. Contribution of microteaching in teaching the students by using media.
Item Respondents’
Answer
Total respondents
(N)
Score Total Score
(∑X)
7 SA 24 4 96
A 16 3 48
D 8 2 16
SD 2 1 2
Total 50 162
Table 4.7 ( Table of Mean Score of Item 7 )
32
Mean (X) = ∑X
N
X = 162
50
X = 3,24
Item 7 in the table above showed that 24 students strongly agreed, 16
students agreed that microteaching make me easy to teach by using media such as
laptop, projector, internet, etc, to help students in learning process, while 8 students
disagreed and 2 students strongly disagreed. The mean score indicated that the
respondents showed positive perception.
h. Contribution of microteaching in helping to decide the approppriate
method in teaching.
Item Respondents’
Answer
Total respondents
(N)
Score Total Score
(∑X)
8 SA 21 4 84
A 21 3 63
D 7 2 14
SD 1 1 1
Total 50 162
Table 4.8 ( Table of Mean Score of Item 8 )
Mean (X) = ∑X
N
X = 162
50
33
X = 3,24
Item 8 in the table above showed that the students acknowledged that
microteaching make them trained in teach by using a good teaching methods so the
students interested in learning process. The mean score indicated that the
respondents showed positive perception. 21 students strongly agreed and 21
students agreed, while 7 students disagreed and a student strongly disagreed with
the statement.
i. Contribution of microteaching in doing a reflection.
Item Respondents’
Answer
Total respondents
(N)
Score Total Score
(∑X)
9 SA 20 4 80
A 19 3 57
D 10 2 20
SD 1 1 1
Total 50 158
Table 4.9 ( Table of Mean Score of Item 9 )
Mean (X) = ∑X
N
X = 158
50
X = 3,16
Item 9 in the table above showed that 20 students strongly agreed, 19
students agreed that in microteaching tells me how to do a reflection on my teaching
during teaching practice program, while 10 students disagreed and a students
34
strongly disagreed. The mean score indicated that the respondents showed positive
perception.
j. Contribution of microteaching in giving feedback to students.
Item Respondents’
Answer
Total respondents
(N)
Score Total Score
(∑X)
10 SA 29 4 96
A 21 3 48
D 7 2 14
SD 3 1 3
Total 50 161
Table 4.10 ( Table of Mean Score of Item 10 )
Mean (X) = ∑X
N
X = 161
50
X = 3,22
Item 10 in the table above showed that the students acknowledged that
microteaching helps me to give feedback for students to help them improve their
material during teaching practice program. The mean score indicated that the
respondents showed positive perception. 24 students strongly agreed and 16
students agreed, while 7 students disagreed and 3 students strongly disagreed
about the statement.
35
k. Contribution of microteaching in closing the teaching and learning.
Item Respondents’
Answer
Total respondents
(N)
Score Total Score
(∑X)
11 SA 14 4 56
A 29 3 87
D 7 2 14
SD 0 1 0
Total 50 157
Table 4.11 ( Table of Mean Score of Item 11 )
Mean (X) = ∑X
N
X = 157
50
X = 3,14
Item 11 in the table above showed that 14 students strongly agreed, 29
students agreed that in microteaching I was trained to end the lesson by giving
motivation in learning to students during teaching practice program, while 7
students disagreed. The mean score indicated that the respondents showed a
positive perception.
l. Contribution of microteaching in managing time during the lesson.
Item Respondents’
Answer
Total respondents
(N)
Score Total Score
(∑X)
12 SA 19 4 76
A 25 3 75
D 6 2 12
SD 0 1 0
Total 50 163
Table 4.12 ( Table of Mean Score of Item 12 )
Mean (X) = ∑X
36
N
X = 163
50
X = 3,26
Item 12 in the table above showed that 19 students strongly agreed, 25
students agreed that they see Microteaching can helps them to make time
management from opening to closing the lesson during teaching practice program,
while 6 students disagreed with that statement. The mean score indicated that the
respondents showed positive perception.
Grand Mean (X) = Total Average
Number of Statements
X = 3,42 + 3.28 + 3.46 + 3.24 +3.06 +3.38+ 3.24+3.24+3.16+3.22+3.14+3.26
12
= 3,25
The grand mean of the students perception is total average divided by number
of statements. From the data above, it showed that the mean score of each
statements were categorized as agree and strongly agree. The grand mean, total
average divided by number of statements is 3,25, it means that the students
perception toward the microteaching subject in supporting the students teaching
skill was categorized agree based on the interval scale or categorized that was a
positive perception.
37
The Interval scale
1,00-1,74 Strongly Disagree
1,75-2,50 Disagree
2,51-3,25 Agree
3,26-4.00 Strongly Agree
Table 4.13 ( The Interval Scale)
C. Discussions
As has been presented on findings, results in questionnaire show that students
had positive perception towards the microteaching subject in supporting the
students' teaching skill in teaching practice program. It can be seen from the mean
score of the data. This research question is meant to collect the students’ perception
toward their microteaching class. In the questionnaire that had been distributed, the
respondents were asked to respond to 12 items related to interest towards
microteaching and the effectiveness of microteaching to support their teaching skill
in teaching practice program. The students’ have positive perception toward
microteaching subject. The researcher assumed that these students regarded
microteaching as important. It is along with what Ismail (2007) revealed that
general students have a positive attitude towards microteaching.
The findings showed that most of the students agreed that their teaching skill
changed after taking microteaching subject. The findings is related to a research
done by Haziah (2003) whereby most of respondents agreed that their attitude
towards teaching changed after taking microteaching course. The students agreed
that after taking microteaching subject, their teaching skill especially classroom
management and lesson plan preparation were developed.
38
The findings clearly indicated that microteaching prepared the students for
their teaching practice program especially in managing the class and preparing the
lesson plan. All these are important parts of microteaching which enable the
students to improve their teaching skills.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of two sections, the first section dealt with the
conclusion of findings of the research and the other one deal with suggestion.
A. Conclusion
Based on the findings and discussion, it can be concluded that the students’
perception toward microteaching subject in supporting the students’ teaching skill
was positive perception. It was proved by the grand mean was 3,25 and that was
categorized agree based on the interval scale. The findings of the research showed
that the students perceived microteaching as important and they possesed positive
perception towards their microteaching class. The students agreed that
microteaching is an effective subject in preparing them for teaching practice
program, microteaching support their teaching skill especially classroom
management and lesson plan preparation.
Therefore, microteaching can be considered as an important subject to
prepare these students for their teaching practice. By going through a certain period
of microteaching session, students will be able to learn how to plan a lesson
properly and able to manage the class.
39
40
B. Suggestion
Based on the result of the data analysis and conclusion, the researcher
suggested that microteaching should be employed more as students have the chance
to improve their teaching skills in managing the class and preparing the lesson plan.
Assessment and feedback of microteaching should be given by the lecturer and the
classmates. This will also help the students get a more serious stand and role in their
own profession. For the next researcher this can be a reference about microteaching.
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melaksanakan PPL. Journal Pendidikan UNS
APPENDIX 1
QUESTIONNAIRE
Name :
Class :
No. Statement SA A D SD
1. Microteaching helps me to develop my
lesson plan during teaching practice
program.
(Microteaching membantu saya dalam
mengembangkan RPP saya selama
program praktik mengajar)
2. Learn how to make the lesson plan in
microteaching helps me to determine
what method will be used in the teaching
and learning process.
(Belajar cara membuat RPP di
microteaching membantu saya untuk
menentukan metode apa yang akan
digunakan dalam proses belajar
mengajar)
3. In microteaching I was trained to prepare
students by warming up before the lesson
start.
(Di microteaching saya dilatih bagaimana
cara menyiapkan siswa dengan warming
up (pemanasan) sebelum memulai
pelajaran)
4. In microteaching I was trained how to
attract students attention before start the
lesson.
(Di microteaching saya dilatih bagaimana
cara menarik perhatian siswa sebelum
memasuki pelajaran)
5. In microteaching I was trained to
delivering the material to students using
knowledge of the topic to guide and
develop the students understanding
appropriate with their abilities.
( Dalam microteaching saya dilatih untuk
menyampaikan materi kepada siswa
menggunakan pengetahuan topik untuk
memandu dan mengembangkan
pemahaman siswa sesuai dengan
kemampuan mereka.)
6. Microteaching helps me to improve my
communication skill in delivering the
material during teaching practice.
(Microteaching membantu saya dalam
meningkatkan keterampilan komunikasi
saya dalam menyampaikan materi selama program praktik mengajar)
7. Microteaching make me easy to teach
using media such as laptop, projector,
internet etc , to help students learning.
(Microteaching memudahkan saya untuk
mengajar dengan menggunakan media
seperti laptop, proyektor, internet, dll,
untuk membantu belajar siswa)
8. Microteaching makes me trained in
teaching using the teaching methods so
students interested in learning process.
(Microteaching membuat saya terlatih
dalam mengajar menggunakan metode
pengajaran sehingga siswa tertarik dalam
proses belajar)
9. Microteaching tells me how to do a
reflection on my teaching.
( Microteaching melatih saya cara
melakukan refleksi pada pengajaran saya)
10. Microteaching helps me to recognize the
way to give feedback for students to help
them improve their material.
( Microteaching membantu saya
mengenali cara memberi umpan balik
bagi para siswa untuk membantu mereka
meningkatkan materi mereka)
11. In microteaching i was trained to end the
lesson by giving motivation in learning to
students.
(Di microteaching saya dilatih untuk
mengakhiri pelajaran dengan
memberikan motivasi dalam belajar
kepada siswa)
12. Microteaching helps me to make time
management from opening to closing the
lesson.
(Microteaching membantu saya dalam
meningkatkan keterampilan manajemen
waktu dari membuka sampai menutup
pelajaran)
SA (Strongly Agree) : Sangat Setuju
A (Agree) : Setuju
D (Disagree) : Tidak Setuju
SD (Strongly Disagree : Sangat Tidak setuju
APPENDIX 2
The Result of the Students Responses on their Questionnaire
Items
Responses
SA A D SD
1 27 18 4 1
2 21 23 5 1
3 27 19 4 0
4 24 17 6 3
5 22 14 9 5
6 27 17 4 2
7 24 16 8 2
8 21 21 7 1
9 20 19 10 1
10 29 21 7 3
11 14 29 7 0
12 19 25 6 0
Total 275 239 77 19
APPENDIX 3
Students’ Name of A-J Class in Sixth Semester English Department
Name Sample
Andi Multa Syam S-1
Adelin Fii Dinillah S-2
Hendry S-3
Fitrianti S-4
Nur Faisah Haris S-5
Jusriandi S-6
Guruh Yusuf Putra S-7
Sri Wahyuni Amaliah S-8
Nurul Fadhilah Rauf S-9
Hasmila Mustafa S-10
Khusnul Khatimah Winda P S-11
Amaral Gibran S-12
Reski Putri S-13
Vicky Ananda Burki S-14
Tria Wahyuni S-15
Nurul Aulia S-16
Farid Arsyaf S-17
Nurul Annisa S-18
Safitrah S-19
Muh. Riskan Jafri S-20
Adelon Kambala S-21
A.Gina Alfiakarina S-22
Depika Pramadani. T S-23
Reski Amalia S-24
Jihadar Mentari Parura S-25
Nurul Anugrah S-26
Ilmawadda. A S-27
Ummul Mukminin S-28
Evi Ariana S-29
Risnawati S-30
Sri Aprilia A S-31
Nur Izzah Dinillah S-32
Suci Ma’alikul S-33
Asriana S-34
Ayu Viviani S-35
Meliyana Junaid S-36
Prilly Difana S-37
St. Khadijah Rajab S-38
Siti Nurkaya Basri S-39
Aisyah Asti S-40
Syamsul Bahri S-41
Gatri Raka Putri S-42
Sartika S-43
Meidina Nur Isnaini S-44
Muh. Asrul Arifin S-45
Suci Rahmayani S-46
Yahya Anugrah S-47
Kamsar S-48
Syamsul S-49
Disa Annisa S-50
APPENDIX 4
Documentation of Distributing Questionnaire
Picture 1. Collecting the Data
Picture 2. Collecting the Data
CURRICULUM VITAE
Musyawirah Salman was born on April 11th, 1997 in Ujung
Pandang. She is child of marriage between H. Salman and Hj.
Sulmiati. She has one brother and one sister (Mufli Anugrah
Salman and Nurhafizah Salman). In 2000, she started in
Kindergarden at TK Islam Al Ikhlas Antang, and graduated in
2002. Then, she continued her study at SD Inpres Mangga
Tiga in 2002 and graduated in 2008. After that, she continued her study at SMP
Buq’atun Mubarakah and graduated in 2011 then she continued her study again at
SMA Buq’atun Mubarakah and graduated in 2014. In 2014, she registered in
Muhammadiyah University of Makassar as a student in English Education
Department, Faculty of Teacher and Training Education. During her study at the
university, she joined organization, namely English Department Students
Association ( EDSA) . At the end of her study, she could finish her thesis with
title “ Students’ Perception Toward Microteaching Subject in Supporting the
Students Teaching Skill.”
Email: [email protected]