i

ii

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PRONOUNCEMENT

This is to declare that I myself wrote this thesis, entitled “The

Implementation of Mastering System Pre-service Training for English Instructor”.

It neither contains plagiarism nor is written by others. Anything related to others’

work is quoted accordingly, the source of which is listed on the bibliography. If

then this pronouncement proves incorrect, I am ready to accept any academic

punishment including the withdrawal or cancellation of my academic degree.

Surakarta, August 2016

Fitri Rakhmawati

iv

ACKNOWLEDGEMENT

I would like to thank Allah SWT, for without his divine blessing, this

thesis would not have been completed. In addition, I would also like to express

my gratitude to the people who have massively contributed to the completion of

this thesis:

1. Rector of Sebelas Maret University.

2. Dean of Faculty of Teacher Training and Education of Sebelas Maret

University

3. Head of English Education Department of Graduate School of Sebelas Maret

University for the permission to conduct this research.

4. Prof. Dr. Joko Nurkamto, M.Pd. the first consultant and Dr. Sumardi, M.

Hum the second consultant for their insightful guidance throughout the whole

process of this study.

5. Dra. Dewi Rochsantiningsih, M. Ed. Ph.D. the English Language Teaching

Management lecturer for her assignment to make the profile of the English

course, East Java, that inspired this thesis.

6. Director, instructors, and students of the English course who have been the

informants in this research.

Lastly, I humble welcome any sort of criticism and suggestion for further

improvement. Hopefully, this thesis gives beneficial to the readers.

Surakarta, August 2016

Fitri Rakhmawati

v

MOTTO

“Surely Allah does not change the condition of a people until they change theirown condition”

(Ar-Rad: 11)

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DEDICATION

This thesis is dedicated to:

My parents, for always protecting with much love and prayer,

My husband for always comforts and supports me,

My brothers and sisters, the symbol of love and giving,

All my friends who support and encourage me,

vii

ABSTRACT

Fitri Rakhmawati. “The Implementation of Mastering System Pre-ServiceTraining for English Instructor. Thesis, English Education Department, GraduateSchool, Sebelas Maret University. 2016 Consultant I: Prof. Dr. Joko Nurkamto,M.Pd, Consultant II: Dr. Sumardi, M.Hum.

This study aims to describe the implementation of Mastering System pre-service training for English instructor at an English course in East Java and theprofessionalism of English instructor created through Mastering System pre-service training program. It specifically raises from two research questions: 1)What is the implementation of Mastering System pre-service training for Englishinstructor at an English course in East Java, 2) To what extent Mastering SystemProgram creates the professionalism of English instructor.

This is a qualitative research which employs case study. The data wascollected through interviewing the informants (the director, instructors, learners,and learners of Outdoor Class Training); observing the teaching learningactivities, distributing questionnaire, and analyzing the document.

In analyzing the data, this study employed two theories to answer theproblem formulated. The first problem regarding the implementation of pre-service training for English instructor at an English course in East Java wasanalyzed through the theory of components of pre-service teacher training byCochran-Smith & Zeichner (2005) while the second problem regarding theprofessionalism of English instructor created through the training was analyzedthrough the theory of characteristics of a good language teacher by Brown (2001).

The result shows that the components of pre-service training for Englishinstructor proposed by Cochran-Smith & Zeichner (2005) are not completelyapplied at the institution. The component which is applied best in MS Program isthe professional experience (practicum). On the other hand, the most prioritizingcomponents that still need some improvements are the curriculum and assessment.Furthermore, the researcher finds that the Mastering System pre-service traininghas not been able to create professional English instructors but has been able tocreate required English instructors, in case the learners have four characteristics ofpedagogical skill, technical knowledge, personal quality, and interpersonal skillbut the learners do not meet all aspects included in each characteristic proposed onBrown’s (2001) theory. Based on the analysis on the score list of Outdoor ClassTraining (PPL), it shows that 59 learners (98.3%) are categorized as requiredEnglish instructors. There is one learner (1.7%) categorized as unprofessional anddoes not fulfill the requirement to be an English instructor.

Keywords: pre-service training, English instructor, Mastering System Program

viii

ABSTRAK

Fitri Rakhmawati. “Implementasi Pelatihan Pra-mengajar Mastering Systemuntuk Instruktur Bahasa Inggris” Thesis, Pendidikan Bahasa Inggris. ProgramPasca Sarjana Universitas Negeri Sebelas Maret. 2016 Pembimbing I: Prof. Dr.Joko Nurkamto, M. Pd, Pembimbing II. Dr. Sumardi, M. Hum.

Penelitian ini bertujuan untuk mendeskripsikan implementasi pelatihanpra-mengajar Mastering System untuk instruktur bahasa Inggris di sebuah kursusbahasa Inggris di Jawa Timur dan profesionalisme instruktur bahasa Inggris yangdibentuk melalui sistem pelatihan tersebut. Tujuan tersebut berasal dari dua pokokpermasalahan yaitu: 1) Implementasi apa yang berada pada pelatihan pra-mengajar Mastering System untuk instruktur bahasa Inggris pada sebuah kursusbahasa Inggris di Java Timur, 2) Sejauh mana pelatihan pra-mengajar MasteringSystem membentuk profesionalisme instruktur bahasa Inggris.

Penelitian ini merupakan penelitian kualitatif yang menggunakan studikasus. Pengumpulan data dilakukan melalui wawancara dengan beberapainforman (direktur, instruktur, peserta didik, dan peserta didik Outdoor ClassTraining); mengamati kegiatan belajar mengajar, penyebaran kuesioner, danmenganalisis dokumen.

Dalam menganalisis data, penelitian ini menggunakan dua teori untukmenjawab masalah yang dirumuskan. Masalah pertama tentang pelaksanaanpelatihan pra-mengajar Mastering System untuk instruktur bahasa Inggris disebuah kursus bahasa Inggris di Jawa Timur dianalisa melalui teori komponenpelatihan pra-mengajar dari Cochran-Smith & Zeichner (2005), sedangkanmasalah kedua tentang profesionalisme instruktur bahasa Inggris yang terciptamelalui training tersebut dianalisa menggunakan teori karakteristik-karakteristikseorang guru bahasa yang baik dari teori Brown (2001).

Hasil analisa menunjukkan bahwa komponen pelatihan pra-mengajaruntuk instruktur bahasa Inggris berdasarkan teori Cochran-Smith & Zeichnertidak sepenuhnya diterapkan di institusi tersebut. Komponen terbaik yangditerapkan adalah praktikum. Sedangkan komponen yang paling membutuhkanperbaikan adalah kurikulum dan penilaian. Selanjutnya, peneliti menemukanbahwa pelatihan pra-mengajar Mastering System belum mampu menciptakaninstruktur bahasa Inggris yang professional namun telah mampu menciptakaninstruktur bahasa Inggris yang memenuhi syarat dikarenakan para siswa memilikiempat karakteristik yaitu kemampuan pedagogik, pengetahuan teknis, kualitaspersonal, dan kemampuan interpersonal namun belum memenuhi semua aspekpada tiap karakteristik yang didasarkan dari teori Brown (2001). Berdasarkananalisis pada daftar skor Outdoor Class Training (PPL), menunjukkan bahwa 59(98,3%) peserta didik dikategorikan telah memenuhi syarat sebagai instrukturbahasa Inggris. Terdapat satu (1,7%) peserta didik yang dikategorikan sebagaiinstruktur bahasa Inggris yang tidak professional atau tidak memenuhi syaratsebagai instruktur bahasa Inggris.

Kata kunci: pelatihan pra-mengajar, instruktur bahasa Inggris, ProgramMastering System

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TABLE OF CONTENTS

APPROVAL ........................................................................................... i

LEGITIMATION FROM THE BOARD OF EXAMINERS ............ ii

PRONOUNCEMENT ............................................................................ iii

ACKNOWLEDGEMENT ..................................................................... iv

MOTTO ........................................................................................... v

DEDICATION ........................................................................................ vi

ABSTRACT ........................................................................................... vii

TABLE OF CONTENTS ....................................................................... ix

LIST OF TABLES ................................................................................. xii

LIST OF APPENDICES ....................................................................... xiii

CHAPTER I. INTRODUCTION.......................................................... 1

A. Background of the Study ................................................................... 1

B. Problem Statements .......................................................................... 12

C. Objectives of the Study ..................................................................... 13

D. Benefits of the Study ......................................................................... 13

CHAPTER II. REVIEW OF THE RELATED LITERATURE........ 15

A. Theoretical Review ............................................................................ 15

1. Pre-service Training for Teacher .................................................. 15

a. Definition of Pre-service Training for Teacher ..................... 16

b. Component of Pre-service Training for Teacher ................... 19

2. English Teacher’s Professionalism .............................................. 27

a. Definition of Teacher ............................................................ 27

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b. The Nature of English Teacher’s Professionalism …............ 30

3. Non-formal Education ................................................................. 43

a. Definition of Non-formal Education .................................... 43

b. Role, Function, and Purpose of Non-formal Education ........ 45

c. Classification of Non-formal Education .............................. 46

4. The Nature of Mastering System (MS) Program ......................... 48

B. Review of Related Study ................................................................. 49

CHAPTER III. RESEARCH METHODOLOGY .............................. 59

A. Research Ethic ................................................................................... 59

B. Research Setting................................................................................. 60

1. Place ............................................................................................. 60

2. Time ............................................................................................ 61

C. Research Design ................................................................................ 63

D. Data Resources .................................................................................. 64

1. Informant ...................................................................................... 64

2. Documents..................................................................................... 66

3. Activities ...................................................................................... 67

E. Data Collecting Technique ............................................................... 68

1. Interview ....................................................................................... 68

2. Observation .................................................................................. 70

3. Document Analysis ...................................................................... 71

4. Questionnaire ............................................................................... 71

F. Validity ............................................................................................. 72

1. Triangulation ................................................................................ 73

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2. Member Checking ........................................................................ 74

3. Clarifying Researcher’s Bias ........................................................ 74

G. Data Analyzing Technique ............................................................... 75

1. Preparing and Organizing the Data .............................................. 75

2. Reducing the Data through a Process of Coding .......................... 75

3. Representing the Data .................................................................. 76

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ........ 77

A. Research Findings ............................................................................. 77

1. The Implementation of Mastering System Pre-service Training for

English Instructor at an English Course in East Java ................... 77

2. The Professionalism of English Instructor Created through Mastering

System Pre-service Training Program ......................................... 114

B. Discussion ......................................................................................... 127

C. Weaknesses of the Research ............................................................. 137

CHAPTER V. CONCLUSION, IMPLICATION AND SUGGESTION 139

A. Conclusion ........................................................................................ 139

B. Implication ........................................................................................ 142

C. Suggestion ......................................................................................... 143

REFERENCES ......................................................................................... 145

APPENDICES ......................................................................................... 150

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LIST OF TABLES

Table 3.1. The Research Schedule ........................................................... 62

Table 3.2. Categorization of the English Instructor ................................. 76

Table 4.1. Arising Issues based on the First Curriculum Design, 9th March

2000 in MS Program ............................................................... 83

Table 4.2. Arising Issues based on the Second Curriculum Design, 6th June

2000 in MS Program ............................................................... 83

Table 4.3. Arising Issues Based on the Third Curriculum Design ........... 85

Table 4.4. Arising Issues Based on the Fourth Curriculum Design ......... 86

Table 4.5 The Course Programs, Subject Matters, and Time Allocation in

MS Program ............................................................................. 88

Table 4.6. The Result of Questionnaire Related to Teacher Educator ..... 100

Table 4.7 Arising Issues Based on the Learning Materials Used in MS

Program .................................................................................... 102

Table 4.8 The Result of Questionnaire Related to Teaching and Learning

Strategies ................................................................................. 111

Table 4.9 The MS Program Learners’ Criterion in Pedagogical Skills ... 115

Table 4.10 The MS Program Learners’ Criterion in Personal Qualities .. 120

Table 4.11 The MS Program Learners’ Criterion in Technical Knowledge 122

Table 4.12 The MS Program Learners’ Criterion in Interpersonal Skill . 124

xiii

LIST OF APPENDICES

Appendix 1 : The Transcript of Interview with Director of the Institution …. 150

Appendix 2 : The Transcript of Interview with Instructors of the Institution …165

Appendix 3 : The Transcript of Interview with Mastering System Students … 204

Appendix 4 : The Transcript of Interview with Outdoor Class Training

Students ………………………………………………………...232

Appendix 5 : Score List of Outdoor Class Training ………………………… 238

Appendix 6 : Figures of Some Books Used in Mastering System Matters ......239

Appendix 7 : Figures of Professional Experience Activities of MS Students ..240

Appendix 8 : Figures of Teaching Media and Teaching Learning Activities....241