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CLIENTS’ PERCEPTION ON SERVICE PROGRAM DESIGN

STUDENTS’ ENGLISH COURSE AND TEACHING SKILLS

IN SERVICE PROGRAM DESIGN COURSE

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Dian Khenissa Siwiputri

Student Number: 071214105

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ART EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2013

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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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 the

references, as a scientific paper should.

Yogyakarta, 18 July 2013

The Writer


071214105


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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH

UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Dian Khenissa Siwiputri

Nomor Mahasiswa : 071214105

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

CLIENTS’ PERCEPTION ON SERVICE PROGRAM DESIGN

STUDENTS’ ENGLISH COURSE AND TEACHING SKILLS

IN SERVICE PROGRAM DESIGN COURSE

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 royalti kepada saya selama tetap mencantumkan nama saya

sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 18 Juli 2013

Yang Menyatakan



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ABSTRACT

Siwiputri, Dian Khenissa (2013). Clients’ Perception on Service ProgramDesign

Students’ English Course and Teaching Skills in Service Program Design Course.

Yogyakarta: English Language Education Study Program, Sanata Dharma

University

Service Program Design (SPD) course requires the students of the English

Language Study Program Sanata Dharma University to have their teaching

practice as small companies of English courses. Conducting teaching and learning

process as designers and teachers to fulfill clients’ needs was students’ tasks.

Independent teaching practice requires SPD students to have good teaching skills.

Since there was no lecturer involved to give any suggestion and feedback,

therefore, this research intended to analyze clients’ perception on SPD students’

teaching skills in the class. The clients were viewed to be the only party who had

direct interaction with SPD students. It was concluded that the clients were the

only supervisors who were able to have certain perception on SPD students’

teaching skills. The formulated research questions were: (1) What are the clients’

perceptions on the English Course held by PBI Sanata Dharma University

Students for the clients’ needs? (2) What are the clients’ perceptions on the SPD

students’ teaching skills in teaching English during the process of learning?

To answer the research questions, the researcher used a survey as the

research method. This research was held in five learning groups. The instruments

used in this study were closed and open questionnaires and interviews. The

questionnaires were aimed to collect data on clients’ perception on the English

course and teachers’ teaching skills. The clients involved in filling the

questionnaire were 66 people. Five interviews were conducted to collect

supportive statements to be added to the research discussion.

The research findings showed that the clients had good perceptions on the

English course and SPD students’ teaching skills. The clients experienced

interesting, exciting and meaningful learning processes. They viewed their

teachers as good teachers. It was concluded that the clients were satisfied with the

English course as well as the SPD students’ teaching skills.

Keywords: perception, Service Program Design (SPD), teaching skills


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ABSTRAK

Siwiputri, Dian Khenissa (2013). Clients’ Perception on Service Program Design

Students’ English Course and Teaching Skills in Service Program Design Course.

Yogyakarta: Pendidikan Bahasa Inggris, Sanata Dharma University

Mata Kuliah Service Program Design (SPD) membutuhkan para

mahasiswa untuk melaksanakan praktek mengajar dengan mendirikan sebuah

perusahaan bimbingan belajar Bahasa Inggris. Mengadakan proses belajar

mengajar sebagai penyusun materi dan sebagai guru untuk memenuhi kebutuhan

para klien merupakan tugas para mahasiswa. Praktek mengajar mandiri tersebut

menuntut keterampilan mengajar yang baik dari para mahasiswa.

Karena pada pelaksanaan praktek mengajar tersebut tidak ada dosen

pembimbing yang dilibatkan untuk memberi saran maupun masukan kepada para

mahasiswa, penelitian ini dimaksudkan untuk menganalisa persepsi klien

terhadap keterampilan mengaja para mahasiswa SPD di dalam kelas. Para klien

dipandang sebagai satu-satunya pihak dan satu-satunya pengamat yang memiliki

interaksi langsung dengan para mahasiswa. Dengan demikian dapat disimpulkan

bahwa para klien merupakan satu-satunya pengawas yang dapat memberikan

persepsinya terhadap ketrampilan mengajar mahasiswa. Rumusan masalah

dalam penelitian ini antara lain: (1) Apa saja persepsi klien terhadap bimbingan

belajar Bahasa Inggris yang diselenggarakan oleh mahasiswa Sanata Dharma

terhadap kebutuhan klien? (2) Apa saja persepsi klien terhadap keterampilan

mengajar para mahasiswa SPD dalam mengajar Bahasa Inggris selama proses

belajar mengajar?

Untuk menjawab rumusan masalah di atas, metode yang digunakan

adalah survey. Penelitian diselenggarakan di lima kelompok belajar (klien).

Instrument yang digunakan adalah kuesioner dan wawancara. Kuesioner

ditujukan untuk mengumpulkan persepsi klien terhadap keterampilan mengajar

mahasiswa. Klien yang di libatkan di dalam penelitian ini adalah 66 klien yang

merupakan murid di bimbingan belajar mahasiswa. Wawancara dengan lima

klien dilakukan untuk mendapatkan poin pendukung yang nantinya akan

ditambahkan di diskusi.

Hasil dari analisa penelitian menunjukkan bahwa para klien memiliki

persepsi yang baik terhadap bimbingan belajar Bahasa Inggris demikian juga

dengan keterampilan mengajar para mahasiswa SPD. Para klien memiliki


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pengalaman belajar yang menarik, menyenangkan dan berharga. Mereka melihat

para mahasiswa sebagai sosok guru yang baik. Dengan demikian dapat

disimpulkan bahwa para klien puas terhadap bimbingan belajar Bahasa Inggris

dan juga terhadap keterampilan mengajar para mahasiswa SPD.

Kata kunci: perception, Service Program Design (SPD), teaching skills


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AKNOWLEDGEMENTS

My biggest gratitude goes to Father Almighty, Jesus, and Holy Spirit for

their never ending blessings for me. It would be impossible for me to finish my

long journey of finishing my thesis without Him. Jesus has become by biggest

power to conquer all of the despair and difficulties.

The second gratitude would be for my dearest advisor, Ag. Hardi

Prasetyo, S.Pd., M.A. I thank him for being the most patient advisor for me. He

would have put me in his blacklisted students because of my laziness and my

ignorance, but he saved me once again and helped me finish my thesis. I realize

that I am not a brilliant student and sometimes I drove him crazy because of

countless mistakes I made in writing my thesis. Finally, with his assistance I

could finish this masterpiece of mine, my precious thesis report. I would also like

to thank all the 2008 SPD students who had let me conduct my research on them.

Even though I did not know them at the beginning, they still cooperated and

helped me willingly.

My mother is my biggest motivation ever. I dedicate this work to my

dearest mom Lucia Andri Susintowati, A. Md., for her never ending support,

prayers and motivation. She is the best mom in the world. She struggles her life

for her children and this is one of the gifts from a daughter for her mother. I thank

my mom for being there for me every day, for not complaining, for not doubting

me. That means the whole world for me. This is also dedicated to my late father,


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Witono, S.E,. Even though he has passed away since a long time ago, I believe

that he is watching me and praying for me every day. I would also like to thank

my sisters, Dewi Ratna Suhita, S.Pd., Vinny Deviana and all my family for all the

support and motivation for me.

I also dedicate this work to my beloved boyfriend, Nicolas Ivan Evani, S.T.,

for his love, support and presence in my every night and day. I thank him for

being my funny and humorous boyfriend who can light up my darkest day. I am

so grateful that he has become my motivation in finishing my thesis as one of the

paths of reaching our future.

My best friends are my mood booster. I thank my best friends, Krengstiko

gang: Wendy, Midhud, Coro, Rarangs, and Trek; Fendi and Gwen for every thing

they have given to me. I am proud to have friends like them, especially for Triana

Sari who has walked with me in laughs and tears together. She accompanied me

everywhere I need her to be, she helped me with everything she could do and

cheer me up with all her ridiculous behavior. She is my best buddy ever.

Last but not least, I would like to thank all of the people who have given

their contribution to me to finish my thesis. I would like to thank Mbak Tata

Fendi, Gwen, Lindsay Little, and Wendy for being my proof readers and gave me

their feedback. May God bless them all.



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TABLE OF CONTENTS

Page

TITLE PAGE ....................................................................................................... i

APPROVAL PAGES .......................................................................................... ii

STATEMENT OF WORK’S ORIGINALITY ..................................................... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ...................................................... v

ABSTRACT .......................................................................................................... vi

ABSTRAK ............................................................................................................ vii

ACKNOWLEDGEMENTS .................................................................................. ix

TABLE OF CONTENTS ...................................................................................... xi

LIST OF TABLES .............................................................................................. xiii

LIST OF APPENDICES ..................................................................................... xiv

CHAPTER I. INTRODUCTION

A. Research Background................................................................................ 1

B. Problem Formulation ................................................................................. 5

C. Problem Limitation ................................................................................... 5

D. Objectives of the Study ............................................................................. 5

E. Benefits of the Study ................................................................................. 6

F. Definition of Terms ................................................................................... 7

CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical Description ............................................................................. 10

1. Perception .............................................................................................. 10

2. Factors Affecting Perception ................................................................. 12

3. Teaching ................................................................................................ 14

a. Teacher .............................................................................................. 15

b. The Characteristics of a Good Teacher ............................................. 15


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4. Teaching Skills ...................................................................................... 18

5. The Overview of Service Program Design (SPD) Course .................... 22

B. Theoretical Framework ............................................................................. 23

CHAPTER III. METHODOLOGY

A. Research Method ....................................................................................... 25

B. Research Participants ................................................................................ 26

C. Research Setting ........................................................................................ 26

D. Research Instruments and Data Gathering Technique .............................. 27

E. Data Analysis Techniques ......................................................................... 31

F. Research Procedure.................................................................................... 32

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION

A. Perceptions on the Service Program Design Students’

English Course .......................................................................................... 33

B. Clients’ Perception on the SPD Students’ Teaching Skills in

Teaching English During the Process of Learning ......................................... 39

1. Teaching Skills .................................................................................... 39

2. Teachers’ Characteristics .................................................................... 58

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions ................................................................................................ 60

B. Recommendations ...................................................................................... 61

REFERENCES ...................................................................................................... 63


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LIST OF TABLES

Table. 3.1. Research Setting .................................................................................. 27

Table. 3.2. Sample of the Questionnaires ............................................................. 28

Table. 3.3. Questionnaire Blueprint ...................................................................... 29

Table. 3.4. A List of Interview Questions ............................................................. 30

Table. 3.5. Table of Closed Type Questionnaire Analysis ................................... 32

Table. 4.1. Clients’ Perceptions on the English course ......................................... 34

Table. 4.2. Clients’ Perceptions on SPD Students’ Set Induction and Closure

Skills ...................................................................................................................... 40

Table. 4.3. Clients’ Perceptions on SPD Students’ Delivery Skills and Stimulus

Variation Skills...................................................................................................... 44

Table. 4.4. Clients’ Perceptions on SPD Students’ Questioning Skills and

Reinforcement Skills ............................................................................................. 47

Table. 4.5. Clients’ Perceptions on SPD Students’ Ability of Conducting

Integrated Teaching Skills..................................................................................... 52

Table. 4.6. Clients’ Perceptions on SPD Students’ Characteristics ...................... 59

Page


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LIST OF APPENDICES

Appendix 1: Questionnaire ................................................................................... 66

Appendix 2: Questionnaire Result ........................................................................ 73

Appendix 3: The Result of Open-ended Questions............................................... 77

Page


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CHAPTER I

INTRODUCTION

This research investigates clients‟ perception of the Service Program

Design students‟ teaching skills in the classroom. To make the information more

detailed, there were six sections, namely, the research background, problem

formulation, problem limitation, research objectives, research benefits and

definition of terms.

A. Research Background

Teaching is a noble profession for those who want to dedicate their life to

the educational world and educate people. Being a teacher requires devotion of

knowledge, heart, and passion. It is said that in recently teaching as a profession

was increasingly discussed (Labaree, 2005; Neville, Sherman, & Cohen, 2005).

This leads to the possibility that being a professional teacher is highly demanded.

There are higher standards and expectations for a teacher as the result of better

preparation and bigger trusts for teachers. As the seventh semester students in the

English Language Education Study Program, students are required to have

sufficient teaching skills. They have been learning in the English Language

Education Study Program for more than six semesters, and that was time for

students to prove they are qualified enough to be professional teachers. English

Language Education Study Program of Sanata Dharma University has designed


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the learning in such a way in order to well train students during the process of

gaining knowledge of becoming teachers.

The teacher-training courses are offered to students since they are in the

sixth semester when they take Micro Teaching. In the Micro Teaching course

students are trained and prepared how to teach and how to be a good teacher. The

subject is where they could integrate what they have received in previous

semesters to be a proper set of teaching approach. In this Micro Teaching course,

the students were practicing their teaching skills for the first time. They were

given some indicators of being a good teacher by learning the several points of

basic teaching skills. For example, they are introduced with the teacher basic

teaching skills of opening and closing the learning process, delivering learning

materials, behave properly, and many other things. The learning and training

process in Micro Teaching class gives students a good base of becoming teachers.

After students took the Micro Teaching subject, they had to be ready to face the

real class and the real teaching situation through Program Pengalaman Lapangan

(PPL) where they have to be in a real official school to teach real students. This is

also the place where they are able to apply their experience and knowledge

obtained from Micro Teaching class.

Concerning the teaching system, a higher step in the teacher training

process is through the Service Program Design course. In this course, students are

required to be more independent. Students are treated professionally as if they are

working in a real company; as a result, the students finally will be involved in the

real working world with the real rules and requirements.


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Students are required to create an independent mini company which

provides English Course service for the clients. They have to find at least one

client; the company that will use their English Course service to learn English.

The next thing is the students as the English instructors have to teach the clients

appropriate English based on the client‟s need.

The teaching practice is a big step for the students because they will face

the real working world by themselves. There will be no assistance from the

university like what they had in PPL. There are no supervising teachers or

lecturers to guide them like what they had in Micro Teaching and PPL. There is

no feedback from lecturers, no material or lesson plan consultation. They have to

prepare everything and have to be professional because they are expected to be

professional. There will be more complicated things such as preparing the

modules, materials, class management, and so forth. A set of teaching materials

and teaching approaches for the clients are created by Service Program Design

students as the company service for the clients.

Being a teacher and material designer at one time is the first real teaching

experience for most of the students in the real company with their own efforts.

They have to sell their set of materials to the clients and teach the materials. That

is why this course is difficult for them to accomplish. Because teaching some

companies‟ employees is a relatively new experience for the students, there will

be a lot of things to be considered carefully, including: the materials they will

teach, whether the materials are suitable for the learners‟ needs or not, the class

management; how they have to manage a class for relatively older learners, and so


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on. That is why SPD students have to study and comprehend the client‟s needs on

the language for clients will learn.

In academic year of 2011/2012, the SPD students were given the

opportunity to have the cooperation with Sanata Dharma University especially

with some students from different study programs and faculties. Since there was a

new regulation for student of non-English departments to follow English

proficiency tests of TKBI (Tes Kemampuan Bahasa Inggris) as the prerequisite

test of graduation requirements. Therefore, the SPD students were encouraged to

recommend themselves to assist students from different study programs to learn

English.

As the new experience for SPD students to teach the real clients, their

performance will also be important for the clients. Are the clients satisfied? Do

the teachers teach well? Do the teachers explain well? Do the clients get the

advantage of learning English? Those questions will be the guidance for the SPD

students on their achievements after they have taught their clients. Whether or not

they need more preparation or more teaching improvements will depend on the

clients‟ opinion.

It can be seen that clients‟ feeling about the SPD students‟ skills in the

class will be the biggest consideration of how successfully their duty is. That is

why the researcher will conduct a study of the clients‟ perception on SPD

students‟ skills in teaching English in teaching English as the requirement of

Service Program Design course.


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B. Problem Formulation

In this study, the researcher would like to address two questions related to

the clients‟ perception on SPD students‟ skills in teaching English. The research

questions are as follows.

1. What are the clients‟ perceptions on the English Course held by PBI Sanata

Dharma University Students for the clients‟ needs?

2. What are the clients‟ perceptions on the SPD students‟ teaching skills in

teaching English during the process of learning?

C. Problem Limitation

The study was limited to clients‟ perceptions on the SPD students‟ skills in

teaching English during the process of learning. Related to the second research

questions, there are so many characteristics proposed by the experts and some of

them cannot be seen by the clients. The characteristics of a good teacher in this

study are limited to the characteristics which are visible to the clients.

D. Objectives of the Study

The study will find out the answers to the problems stated on the problem

formulation. The objectives of the study are as follows.

1. To find out the clients‟ perceptions on the SPD students‟ English Course.

2. To find out the clients‟ perception on the SPD students‟ teaching skills in

teaching English during the process of learning.


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E. Benefits of the Study

The researcher expects that this research will be for the students and study

program.

1. The Students of the Study Program

The students will also gain the benefits. They will get feedback in their

own teaching skills. They can also know whether they have already been good

teachers or not. They also can be motivated by knowing how successful their

performance is and more, they can develop their teaching skills by the time they

know their weaknesses.

2. The Researcher

The researcher will also receive the advantages by conducting this study.

When the researcher succeeds in answering the research problems, the researcher

can also find out how good teachers should be and apply the knowledge to their

future experiences especially in teaching. The researcher could attempt to reflect a

good feature of a teacher.


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F. Definition of Terms

The following terms are need clarifying to assist readers to understand this

study.

1. Perception

The definitions of perception are gathered from some experts. According

to Huffman and Vernoy (1997), perception is a process of selecting, organizing,

and interpreting sensory data into usable mental representation of the world.

While according to Worchel and Shebilske (1998), perception is like the process

of interpreting something. From the definitions above it can be concluded that

perception is an activity which a person do to interpret some information or

something that they get from the outside world. The information that they get is

processed in their mind and become meaningful information.

In this study, the perception refers to the clients‟ perception on the

students‟ teaching skills in the class room. The clients will also give the opinions

and impressions to the students‟ teaching skills as well.

2. Service Program Design (SPD)

According to Buku Panduan Akademik (2006), SPD or Service Program

Design Course (KPE 477) is a course where the students are trained to have the

ability to understand how to have a good habit in the working world, how to

design a proposal, and how to market the program proposed. When its main

assignment is to apply the real English course service program to authorized

organizations or company and after that they have to apply the materials they have

proposed in the real classroom.


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In this study, SPD (Service Program Design) course is the course followed

by the 7th semester students of PBI in the academic year 2011-2012.

3. Teaching

“Teaching in the Foundation Stage is based upon the premise that positive,

respectful relationships between children and adults are essential for children‟s

well being now and success in the future” (Pascal, 2011). On the other hand,

according to Hough and Duncan (1970), teaching is an activity, a unique

professional, rational, and humane activity where he is creatively using himself

and his knowledge to promote learning and welfare of others. Hough and Duncan

also define teaching as the activity of four phases those are planning phase,

instructing phase, measuring phase and evaluating phase. From the experts‟

definitions toward teaching, it is apparent that teaching is the activity which

relates to parties; the teacher and the students. Teaching requires relationship

between humans to create the learning process which is essential for students and

their future.

This study defines teaching as the learning activity which involves

teachers and students in positive interactions and beneficial relationships to

promote the effective learning in mastering English. The teachers were using

themselves as the learning media and supporting students learning.

4. Teaching Skills


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Teaching skills is viewed as teacher‟s abilities of „knowing and doing‟ in

the classroom which involve three main elements of knowledge, decision

making and action to support and foster students‟ learning (Kyriacou, 2007, p.

1). The similar definition of teaching skills is stated by Uppsala University,

saying that teaching skills are teacher activity during teaching and leaning

process to promote student achievements. In this study, teaching skills is

defined as teachers‟ ability to conduct teaching and learning process to

support and facilitate students‟ learning to maximize students‟ achievements.


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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses all theories related to the study. Those theories will

be divided into two parts. The first discussion deals with the theoretical

description. In this section the researcher will present the theories related to the

study. The theory description covers the concepts of (1) perceptions (2) factors

affecting perception (3) teaching (4) teaching skills and (5) the overview on SPD

course. In this section, the researcher would discuss the explanation on how those

theories will be used to solve the research problems.

A. Theoretical Description

1. Perception

Conducting research on perception, some related theories were compiled

to present a complete view on perception itself. Some theories on perception were

taken from some experts. Perception is defined as organisms’ awareness of certain

objects brought by their sense organs stimulation (Bootzin, Loftus & Zajonc

1983). Bootzin et al. claimed perception is different from sensation. From the

definition above, perception defined as ‘someone’s awareness’ of certain objects

in his/her environment which is processed into a meaningful interpretation.

Perception is said as the result of having a more complex process compared to

sensation which occurred without any awareness of the organisms’ sense.

Huffman and Vernoy (1997) revealed the same image between sensation and


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perception where they described the sensation as the raw data before it is

processed in someone’s brain to produce perception. Aiken (1969) mentioned

when someone perceived some objects in his interactions, the influence of

organismic states and his learned background is affecting the process of making

the perception. This means that perception involves all brain sensors activity to

process the stimuli in organisms’ environment.

Another description on perception brought by Huffman and Vernoy (2000)

stated that the perception is the process of selecting, organizing and interpreting

raw sensory data (sensation) into complex and useful representation of the

environment. It is apparent that perception is the way people interpret something

which is received by people’s sensory organs. When people see, feel, hear, taste

and smell something from their environment and then they select, organize and

interpret the stimuli it is called perception.

Perception is also related to organisms’ experience. Bootzin et al. (1979)

claim that experience and expectation shaping someone’s perception on his

sensory events. People who experience the same sensory events at the same time

might have different perceptions since they might have different experience and

expectation. As what Mouly (1973) has stated that people might have different

perceptions of the same thing even they have experienced the same event. In line

with Bootzin et al. and Mouly, Wick and Pick (1978) also had the same idea that

there was a connection between perception and experience.


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2. Factors Affecting Perception

Since perceptions are diverse, some factors affecting someone’s

perception are described in this study. Some experts suggested some factors that

could affect someone’s perception. This research addressed six factors that could

affect someone’s perception on a certain thing or object in his environment. Those

factors are as follows.

a. Stereotype

According to Gibson, Ivanovich and Donnely (1985), stereotype was a

way of thinking of particular people or group on something which was

generalized. It means that someone or some people will already have a thought on

something about a certain object or people, and they will directly judge it even

without knowing the truth.

This factor might have influenced the process of perceiving SPD student

teachers’ teaching skills by the clients. The clients might have pre-judgment of the

SPD student teachers’ teaching ability. It could be positive judgment or even the

negative one. Clients’ pre-judgment brought some influence to their perceptions.

b. Selectivity

The next factor is selectivity. Selectivity refers to the stimuli processed in

our brain. It is impossible to accept all the stimuli from our environment, only

some of them which are enable to be processed in our brain. It is because our

interest to those stimuli. Perception is gained based on something that we select or

choose. The statement from Gibson at al. (1985) supports the idea that people tend


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to select the stimuli which are interesting for them. The similar idea was presented

by Huffman and Vernoy (1997). They stated that in the process of selection,

people’s interests and needs will affect the selection. People choose and select

certain objects because they give a positive impact for them. People also tend to

ignore the stimuli which make them feel uncomfortable. As people have various

interests in life, they may select stimuli which are able to fulfill their needs. This

factor makes people perceive something differently.

c. Object Frame and Context

Huffman and Vernoy (1997) mentioned people’s perception was affected

by the frame and context of the stimuli. People will perceive differently with their

previous perceptions when they are brought into a different context. Huffman and

Vernoy illustrated the phenomena by giving a slight description on how a man

will have a different perception than he had before after the object is put into a

broader context.

d. Self-concept

The way someone see him or her self will affect his way of seeing the

environment. How a person sees himself or herself can influence the process of

perceiving something that he faces. Gibson et al. (1985) stated that someone’s

self-concepts are often reflected in their attitudes based on the stimuli which are

often leading to the feeling of likes and dislikes about certain things.


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e. Motivation and Needs

People’s perception is affected by their self-motivation and needs for

certain thing. This theory was suggested by Huffman and Vernoy (1997). They

claimed that people tended to notice stimuli which have given them a state of

satisfaction in certain ways. If the stimuli bring the positive impacts in their early

experiences and when the stimuli are in line with their needs, they tend to

recognize and select the stimuli.

The similar thing will occur in this study since each client has a different

motivation and needs; it is possible for clients to have different perceptions of

SPD students on their teaching skills among each other.

f. Situation

Another factor which influences someone’s perception is situation.

According to Aftman, Valenzi and Hodgetts (1985) situation may refer to the

whole situation of someone’s condition, meaning that someone’s background,

experience, and habit can influence his perception on certain things. The concept

also supported by the idea originated from Huffman and Vernoy (2000) where

they said that early experience could significantly affect someone’s perceptual

responsiveness to the stimuli. While according to Gibson et al. (1985), situation

refers to someone’s condition in doing his or her activities which can influence

the perception of certain stimuli in their environment


15

3. Teaching

According to Hamachek (1990, p. 394), a good teaching is both an art and

science. In other words, good teaching is done by an artist who is able to utilize to

the fullest in a classroom the best scientific research to the human resources and

technological advances. While according to Hough and Duncan (1970), teaching

is an activity, a unique professional, rational, and humane activity of creatively

using himself and his knowledge to promote learning and welfare of others. Both

statements from the two experts have the same idea about the activity in the class

as process of learning, and also from the statements we can see that both experts

see it is the activity of learning that needs creativity, knowledge and facilities to

promote the best teaching and learning activity.

a. Teacher

According to Hough and Duncan (1970), teacher is a professional who is

capable of making rational, humane, and creative decisions regarding the teaching

act. It is clear that a teacher is someone who is in charge in the classroom to teach

the students something they are expected to learn. Teachers are the ones who are

responsible for the whole class, the whole teaching-learning process, the whole

students and even the classroom environment. According to Danielson’s

Framework of teaching (2007), classroom environment is the second important

domain which the teachers should pay attention to.

b. The Characteristics of Good and an Effective Teacher

We often hear about these two words, a good teacher and an effective

teacher. Both seem different because usually an effective teacher is one


16

characteristics of being a good teacher. Berliner (1987) made a distinction

between a good teacher and an effective teacher. He stated that being a good

teacher deals with how good the teaching skills of the teacher is, how good the

teacher behave in the classroom and about the standard of a good practice of a

teacher in the classroom without considering whether the students really learn

something or not. While being an effective teacher is always related to the

instructional outcomes or the students’ achievements on the materials they have

learned. Once again, the good teacher always deals with the teacher’s behavior in

the classroom, while an effective teacher always deals with the students’ academic

performance. Based on Berliner’s distinction on a good teacher and an effective

teacher we can see that it is just a matter of point of view. As Hamachek (1990, p.

395) stated that it is important to distinguish between a good teacher and an

effective teacher in the research, he prefers to use the terms interchangeably; the

researcher has the same idea that in this study, the terms are used interchangeably

because it can be more complete if the researcher uses these terms all together.

Hamachek (1990, p. 396) stated that it is not possible to define exactly

what an effective teacher is at least not in a very specific way. While Berliner

(1987, p. 94) stated that the effective teacher is someone who is able to get most

of his students to learn what they are supposed to learn and the teacher can have

all the knowledge to fit with some particular different type of students.

Being a good and effective teacher is important for future teachers. The

description on being a good and effective teacher gives apparent points that the

future teachers should have the qualifications of good and effective teachers.


17

Hamachek also stated that there is no exact definition of what a good

teacher is. It is supported by Getzel and Jackson (1963, p. 574); they stated that

after summarizing the fifty years of research on teachers’ personality and

characteristics, they conclude that after all of the research efforts finding the

meaning of an effective teacher, very little is known to ensure about the

measurement of teacher personality and the connection with teachers’

effectiveness. Hamachek (1990, p. 396) suggested three dimensions of effective

teachers’ behavior. Those are: personality traits, intellectual characteristics, and

instructional approaches.

Teachers’ personality traits are the personality performed by the teacher in

the class. Teachers, as a fully human being, must be able to perform the

personality of being warm, caring and friendly. Teachers should also be able to be

enthusiastic and proactive in guiding the students to promote more effective

learning.

Good teachers’ intellectual behaviors are the behaviors of having a balance

between their knowledge with the implementation of the knowledge itself. The

teachers should have a balance between knowing and doing. Teachers are also

required to have thorough preparation in the class so that they will have fully

organized and clear materials to be delivered. Placing a high value on the

academic achievements and students’ learning are the other intelligent behaviors

of good teachers.

The last dimension of effective teachers’ behaviors is the instructional

approaches. This dimension deals with teachers’ ability to support students


18

learning through effective approaches, such as giving specific feedback, giving

positive rapport, giving sufficient time for learning and giving flexible instruction

and interaction.

Those are the characteristics of effective teachers suggested by Hamachek.

He also stated that good teachers are good for many reasons, and one of the

reasons is that they are good people to begin with. In other words, the

characteristics of effective teacher that suggested by Hamachek is the most

characteristics found after some research on the characteristics.

4. Teaching Skills

In order to meet the requirements of being a good and effective teacher,

future teachers should consider some teaching skills that need to be trained and

mastered. In this study, the researcher addressed some teaching skills by

Purnomo, Rismiati, Domi and Rohandi in Buku Pedoman Pengajaran Mikro

(2008) integrated with the theories of teaching skills by Brown (1975).

Purnomo et al. (2008) suggests some teaching skills which are categorized

into four sections as follows.

a. Set induction skills and closure skills

Set induction and closure are teaching activities which are conducted at the

beginning and at the end of the learning process. Set induction skills related to

teacher’s ability to open the learning process by emerging students’ learning

motivation and interest. Set induction is also aimed to give students the learning

background of materials they will learn. Set induction is also viewed as the


19

beginning of the learning process with students’ attention-grabbing which is a

very effective way to increase both learning and motivation (Kauchak & Eggen,

2011). Set closure is conducted in the end of every learning process. A teacher

should be able to summarize and review all of the learning process in order to

give more meaningful learning for students. Kauchak and Eggen (2011) in their

book also stated that summarizing the whole learning materials in the end of the

meeting is able to help students to organize what they have learned into a

meaningful idea. Set closure is also a moment for a teacher to evaluate the

learning and give students feedback on their achievements.

b. Delivery Skills and Stimulus Variation Skills

Delivery skills and stimulus variation skills are conducted in the middle of

students’ learning process. In delivering the materials, a teacher should be able to

use a simple language in explaining the materials and interacting with students.

Giving illustration and examples of related materials is also required since the

students need clearer views on the learning materials. Delivery skills also cover

teacher’s ability to have clear and systematic explanation on the material itself so

that students will not be confused or even lost in the middle of the learning

process. Some former studies on teachers organization and clarity revealed the

similar and consistent results that teachers with good qualities of organization and

clarity in delivering the materials were viewed to be more effective in supporting

more learning among students (Cruickshank 1985; Good & Grouws 1977; Land &

Smith 1979).


20

Stimulus variation skills are teacher liveliness. A good teacher should be

able to reflect positive behaviors in front of his/her students. It is said that teacher

liveliness supports student involvement in learning. Teachers with enthusiastic

liveliness is said to be able to encourage students to respond positively to their

learning (Rosenshine, 1970).

c. Questioning Skills and Reinforcement Skills

Questioning skills are teacher abilities to give questions to students related

to the learning materials. This questioning section is aimed to help student’s

understanding on the materials given by the teacher. Good and Brophy (2008)

stated that many research addressed the similar thoughts that guiding students

through questioning is more effective that just explaining the materials. By

addressing some different questions, students will prepare themselves to answer

the teacher’s questions. Another objective of questioning is to check student

progress.

Brown (1975) stated that positive reinforcements encourages students to

contribute something to the discussion as well as encouraging them to struggle to

achieve. Reinforcement skill is another teaching skill which is related to teacher’s

ability in giving positive response to student achievements and behaviors. Good

teachers should be able to support students to learn meaningfully. Teachers should

be able to give positive view of what students have experience. It is supproted by

some studies which have revealed that giving praise and corrective feedback to

students deliver positive influence to students’ achievements and attitudes toward

learning (Flanders & Simon, 1969; Rosenshine, 1971).


21

d. Conducting integrated teaching skills

Integrating every teaching skill to produce more effective learning is

another skill which needs to be considered by teachers. This teaching skill covers

every basic aspect of teaching which supports students’ learning process.

Hough and Duncan (1970) proposed some requirements of being a good

teacher. They stated that teachers should be capable of creating rationale, humane

and creative decisions in the process of teaching the students. Facilitating students

learning is another requirement of being good teachers. Teachers as educated,

trained and experienced person who is in charge in the class are expected to be

able to give beneficial knowledge to the students to reach the learning goals.

Teachers also have to be able to help students to gain knowledge, skills and

abilities that students need to work effectively. Measuring students learning is

where teachers are required to check whether the students have reached learning

objectives or not. Lastly, as good teachers they have to be able to evaluate their

own teaching and improve their teaching as well.

While Ryan and Cooper (1984) stated teachers must be able to integrate

between what they know and what they do. Teachers should be able to apply their

knowledge to their profession as teachers. Ryan and Cooper also administer some

figures of being effective teachers; they stated that teachers should have the ability

to, (1) Ask many different questions to the students which require students’

responses, (2) Reinforce any kinds certain student behaviors, (3) Determine

student needs and difficulties, (4) Vary the learning activities which keep


22

involving the students, (5) Recognize student behavior/ responses during the

learning process, and (6) Use certain media to support learning.

5. The overview of Service Program Design (SPD) course

As stated before that according to Buku Panduan Akademik (2006, p. 99),

SPD or Service Program Design Course (KPE 477) is a course where the students

are trained to have the ability to understand how to have a good habit in the

working world, how to design a proposal, and how to market the program

proposed. The main activity of the course in every week is lecturing on the value

of how to be a good person in the working world. There are many other activities

in the classroom including the assignments, and the final project or the final

assignment is to have the clients for students to sell their service program.

In the very beginning step, the students must make a proposal of their own

company; they have to explain what program they want to offer. Students must

advertise or propose their program in the form of proposals to some clients in the

real companies after making the proposals. The next step is they will have their

own deal on everything related to the course including the fee. After they have the

deal, they will have to make a Memorandum of Understanding as the formal

agreement between two parties. Finally, they will begin their service program in

English course to teach the clients. And if all the teaching-learning process has

done, they have to make a report on what they have done in the teaching practice

to the lecturer. It has been clear that this is where the students are required to be

the real professionals. They have to obey the official agreement or they will deal


23

with the law. This could discourage students because they are on their own and

they will have to manage and undergo their own policies. Even though the SPD

students generally have the clients from many different companies, in the

academic year of 2011/2012 they had the opportunity to teach students from non-

English department study programs. Regarding the fact that students from non-

English department study programs must follow the English proficiency test of

TKBI (Tes Kemampuan Bahasa Inggris); those students need to learn English as

the preparation before doing the TKBI test.

B. Theoretical Framework

After having the theoretical description, the researcher gives further

explanation of the theoretical framework on how the problems of the study will be

solved. Since this study is aimed to investigate clients’ perceptions on SPD

students teaching skills, the researcher used the term perception as Bootzin et al.

(1983) has claimed that experience and expectation shaping someone’s perception

on his sensory events. This research emphasizes clients’ experience in following

the English course as their sensory events which creating their perceptions. Based

on the clients’ experience, the researcher is able to have the concrete sight of how

the clients’ perceived their teachers (SPD students). The research also uses the

statement from Mouly (1973); saying that people might have different perceptions

toward the same thing even they have experienced the same event, as the

consideration of having diverse data. In obtaining clients’ perceptions on SPD

students’ teaching skill, the researcher also considers some factors influencing


24

clients’ perceptions as stated by Gibson et al. (1985), Huffman and Vernoy

(2000), Atman, Valenzy and Hodgetts (1985) namely: stereotype, selectivity,

object frame and context, self-concept, motivation and needs, and situation.

In answering research questions about clients’ perception on SPD

students’ teaching skills, the researcher mostly used the theories of teaching skills

by Purnomo et al. (2008) which was adapting the theories of teaching skills by

Brown (1975), while the theories of teaching skills by Hough and Duncan (1970)

and by Ryan and Cooper (1984) were also used as the additional points since their

theories are relatively similar to each other. Every basic teaching skill is divided

into some indicators where the clients will stated their perceptions in the Likert

Scale provided in the questionnaire. Besides the use of teaching skills theories, the

researcher used the theory of teacher characteristics by Hamachek (1990). The

researcher will take the points of each teaching skill and teacher characteristic that

is visible for the clients. It means that not all of the teaching skills and teacher

characteristics can be seen by the students because some of the characteristics deal

with the preparation of the performance. The limited visible indicators for the

clients result in the limited teaching skills indicators which were used in this

research.


25

CHAPTER III

METHODOLOGY

This chapter discusses the method used in the study and divide it into six

parts namely research method, research participants, setting, research instrument,

data gathering technique and research procedure.

A. Research Method

The study conducted by the researcher was survey research where the

researcher intended to find out the perceptions of the research participants.

Pinsonneault and Kraemer (1993 p. 77) stated that a survey is a method of

obtaining information about the characteristics, actions, or opinions of a large

group of people. This research was aimed to find out the perceptions of the clients

on the Service Program Design course student teachers’ teaching skills. This

research will focus on the number of data collected from the clients. To be more

specific, this survey study used questionnaires and interviews to obtain deeper

perceptions on Service Program Design (SPD) students’ teaching skills including

their strengths and weaknesses. The reason to select this method is the researcher

could collect the big number of data just in a relatively short time. Regarding the

fact that this study had relatively big number of participants, survey research was

chosen to make the process of gaining the data become effective and efficient.


26

B. Research Participants

SPD students in the academic year of 2008 had the opportunity to have

cooperation with other non-English faculties in Sanata Dharma Universty. The

research participants of this study were the clients of the seventh semester SPD

students groups in year of 2012. There were five groups or teams in SPD class,

each group had at least more than ten clients. This study gathered data from all

clients of five different learning groups. Each learning group consisted of 10 to 20

clients, providing the researcher with 66 clients in the study. The clients were

Sanata Dharma university students who came from different faculties and study

programs. The clients had a similar range of age from 22 to 35 years old because

they came from relatively the same year. The purpose of collecting data from all

SPD groups was to have the thorough result of the clients’ perceptions.

C. Research Setting

The study was conducted in the second last meeting of each group. The

time of collecting the data depended on the schedule in each group because every

group had a different teaching schedule. The following, table. 3.1., shows the

dates and places of collecting data from each group.


27

Table.3.1. Research Setting

Group Date Place Clients

1 February 7, 2012 YOUTH, Kota Baru 10

2 March 12, 2012 P.FIS faculty laboratory

Paingan 16

3 March 20, 2012 P.FIS faculty laboratory

Paingan 17

4 March 22, 2012 P.MAT faculty Paingan 12

5 March 28, 2012 IPPAK faculty 11

D. Research Instruments and Data Gathering Technique

The study used two kinds of instruments, namely, the questionnaire and

interview.

1. Questionnaire

Questionnaire was the main instrument in the study because it gathered

clients’ perceptions on the SPD students’ teaching skills. Ary, Jacobs, & Azghar,

(1979, p. 178) stated that questionnaire has two forms; the first one is open form

or unstructured and closed form or structured. The research used two types of

questionnaire, those were closed form questionnaires consists of 30 simple closed-

ended statements where the students just need to give check marks in the provided

spaces. In each statement, the researcher provided four columns to be filled. First

column indicated strongly disagree (SD), the second column indicated disagree

(D) the third column indicated agree (A) and the fourth column indicated strongly

agree (SA). The closed-type questionnaires were also divided into six categories.

The first one contained seven statements related to the English course, the second

one contained four statements related to the teachers’ set induction and closure


28

skills, the third one contained three statements related to teachers’ delivery and

stimulus variation skills, the fourth one contained five statements related to

teachers’ questioning skills and reinforcement skill, the fifth one contained seven

statements related to the teachers’ ability of conducting integrated teaching skills

in the class, and the last one contained three statements related to teachers’

characteristics. The complete description of the questionnaire is available in

following table 3.2 of questionnaire blueprint.

The second type was the open form questionnaires which consisted of five

open-ended questions related to the SPD student teachers’ teaching skills. The

clients had to answer the questions in the provided space with their own words.

This type of questionnaire gave the complete and clear overview of how the

clients perceived on the SPD student teachers’ teaching skills.

Table 3.2. Sample of the Questionnaires

Name:

Age :

No. Statements SD

D

A

SA

1. English language mastery is a very

important thing nowadays.


29

Table 3.3. Questionnaire Blueprint

Statement/ Question Indicator

No. 1-7 Clients’ perceptions on the English

course.

No. 9-12 Clients’ perceptions on teachers’ set

induction and closure skills.

No. 13-15 Clients’ perceptions on teachers’

delivery skills and stimulus variation

skills.


questioning skills and Reinforcement

skills.


ability of conducting integrated

teaching skills.


characteristics.

No. 31-35 The open-ended questions

2. Interview

The last instrument for gathering data from students was interview. The

interview was needed to clarify the statements from questionnaires given to the

clients. Because of the clients’ limited time, the researcher took one person from

each learning group to be interviewed. The interview questions were five

questions related to the questionnaire statements. The questions were open-ended

questions. The clients had to answer all the questions based on their questionnaire.

During the interview, the researcher used a hand phone which has a recording

program to record the interview with the clients.


30

Table.3.4. A List of Interview Questions

No. Questions

1. How did you feel after following English training course with the

teachers?

2. How does your English skills after attending the training course?

3. In your opinion, how were teacher teaching skills?

4. Do you think they've taught you well?

5.

What are the deficiencies of the students that you think need to be

improved? And is there any strength possessed by teachers which

need to be maintained?

6. Are you satisfied with the service of English course?

After asking permission to conduct research in each learning group, the

first technique was distributing the questionnaires. The research was conducted

inside the classroom and outside the classroom. First, the researcher distributed

the questionnaires to the clients. The researcher gave the clients around 15

minutes to fill the questionnaires. The questionnaire distribution was conducted in

the second last meeting to each learning group. After researcher distributed the

questionnaires, then the researcher used the second technique; interview. The re

searcher conducted five interviews to one participant in each learning

group/client. The researcher obtained the data that she needed through those two

instruments and after the raw data had been collected, the researcher then

analyzed the raw data.


31

E. Data Analysis Technique

After gaining the data from 66 questionnaires and interviews, the

researcher analyzed the data to answer problems. The data from closed type would

be shown in the form of percentage. Firstly, the researcher presented the

percentage result of clients’ perceptions by dividing it into six different tables.

The researcher categorized the perceptions into one table of the clients’

perceptions on the English course, five tables of basic teaching skills and one

table of teachers’ characteristics. By dividing the data percentages in six different

tables according to its category, it made the researcher feel easier to discuss the

research findings. After the data had been presented, the researcher then directly

discussed the research results without making the new sub title.

In the discussions of answering the problem formulations, the researcher

not only used data from questionnaire percentage but also used data from open-

type questionnaire and interviews results. Even though the researcher used the

questionnaires percentage as the main source of answering the research questions,

the researcher also added some supporting information from clients’ answers in

the open-typed items and the interviews so that the research results will be more

convincing for the readers.

In this study, the researcher only used the result of data percentage only.

Using data percentage to analyze the result, the researcher perceived that it is clear

enough to see and conclude the clients’ perceptions on SPD student teachers’

teaching skills.


32

Table.3.5. Table of Closed Type Questionnaire Analysis

No. Statements

Strongly

Disagree

(%)

Disagree

(%)

Agree

(%)

Strongly

Agree

(%)

F. Research Procedure

The research began with questionnaire distribution on the day that had

been scheduled with the group. The researcher went to five SPD groups to

distribute the questionnaires to all clients. Questionnaires distributed to the clients

aimed to obtain clients’ perception on the SPD students’ teaching skills. The

clients did the questionnaire directly and submitted it on the same day to the

researcher. The researcher gave around 15 minutes for the clients to do the

questionnaires. After data from the questionnaires had been collected, the

researcher conducted five interviews to one participant in each learning group

some minutes after the data collection from questionnaires. The interviews took

approximately 10 to 15 minutes each participant. After all the data needed by the

researcher had been collected using all the instruments, the researcher analyzed

the data using the data analysis technique to sum up all the data gained from the

students to find the percentage of each point. The researcher used data percentage

to answer research problems. After the data had been analyzed, the next task for

the researcher was to interpret the result and give clear description to answer the

research questions.


33

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents the data and the analysis based on clients’

perceptions on the SPD students’ teaching skills in the classroom. There are 66

questionnaires and five interviews were used to obtain the data from the clients.

The compiled raw data then were analyzed and interpreted to answer two research

questions. In discussing research findings, the terms of teacher for SPD students

and students for clients are used interchangebly since the researcher is willing to

discuss teachers and students in general together with the phenomena hapenning

to the SPD students and their clients.

A. Perceptions on the Service Program Design Students’ English Course

The first problem formulation is aimed to find out how the clients

perceived the English Course. The perceptions on the course for clients’ needs

were a very significant thing to examine. The first research problem was intended

to enquire whether the English course is still needed or not. The researcher also

discovered whether the clients could obtain any advantages from the English

course or not. The answers to all those questions were presented in the

questionnaire statement numbers one to seven in table 4.1.


34

Table 4.1. Clients’ perceptions on the English course

No. Statements SD

%

D

%

A

%

SA

%

5. You found out that the class room

situation is interesting and fun.

0

( 0 )

9.09

( 6 )

60.61

( 40 )

30.30

( 20 )

6. You could develop your English

abilities after following the English

course program.

0

( 0 )

9.09

( 6 )

60.61

( 40 )

30.30

( 20 )

7. You received so many things which

support your English abilities.

1.51

( 1 )

1.51

( 1 )

77.27

( 51 )

19.70

( 13 )

As viewed in the table, the fifth statement is about the classroom

environment and climate. According to Danielson’s framework of teaching

(2007), classroom environment is the second important domain which the teachers

should pay attention to. Danielson stated that classroom environment is not only a

physical place for students to learn, it is also a place for teachers and students to

interact and communicate with each other. SPD students should be able to create a

positive classroom environment and prepare clients to reach the learning goals. In

this study, there were 60.61% of the clients who agreed that the classroom

situations were fun for them to learn. While there were 30.30% of the clients who

strongly agreed. Most of them agreed that the SPD student teacher could build

such an interesting and fun situation in the classroom. Classroom situation is able

to help students’ learning process. If the classroom situation is different from the

student expectations, it will affect student motivation and enthusiasm in following

the class. If the classroom environment is comfortable, interesting, inviting and


35

fun; clients will learn more productively in the class. Considering the fact that

students require good classroom climate, the teachers should possess the ability to

create the environment where students can live and learn (Emmer, Evertson, &

Worsham, 2009)

The sixth statement is about the clients’ progress after following the

course process. The data percentage shows 60.61% of the clients agreed and

30.30% strongly agreed that they could improve their English skills after

following the course. The learning outcomes from the long process of learning are

the important thing to consider since it indicates how effective the learning

process is. Learning results could be seen by clients’ progress. This study

investigated clients’ self reflection on their English language progress after

following the learning process. It is pictured in the data presentation that over

90% of the total clients felt their English skills were improved after following the

course.

The last statement of the first category is the advantages of following the

course. There were 77.27% of the clients who agreed with the statement and

19.70% who strongly agreed that they could obtain many things to support their

English ability. Clients’ perceptions on the advantages of following the course

showed that the the English Course held by SPD students is important and

beneficial for them.

By looking at the result from the close-ended typed questionnaire

statement one to seven, it can be concluded that most of the clients had good

perceptions on the the English Course. They realized that learning and mastering


36

English today are important. It leads to the needs for learning English through

English Courses. Almost all of the clients needed to learn English because they

needed to master English. Aside from awareness to learn English, the clients also

had good perceptions on the course they had. They felt the classroom situations

were fun and interesting; they were enthusiastic to follow the course not only

because of the duty. Finally, they also could have the advantages from following

the course. Through some interviews , the first interview question questioning

about clients’ feelings after following the course, it is found that all of the

interviewees had the similar feelings. They felt satisfied, happy, proud of

themselves, more confident, and motivated. They felt that the learning process

brought many positive things in their lives. They received many advantages,

benefits and gained new experiences through the course they were following. The

only issue was that they only got very short time to learn English while they

thought they need more than what they had experienced. Even though the research

traced that most of the clients had good perceptions on the English Course, there

were still few of them who had bad perceptions on the English Course. This

means there are some things that still need to be fixed and improved by the SPD

students.

B. Perceptions on the SPD Students’ Teaching Skills in Teaching English

During the Process of Learning

After discussing the clients’ perceptions on the English Course, this part

discussed the clients’ perceptions on the SPD students’ teaching skills. The data


37

were presented and discussed in two sections. The first is the teaching skills in

teaching materials, and the second is the SPD students’ personalities and attitudes

(characteristics) when they taught clients. The answers of this problem are

presented by discussing them according to the teachers’ basic teaching skills by

Purnomo et al. (2008) and Brown (1976) and teacher characteristics suggested by

some experts.

1. Teaching Skills

Clients’ perceptions on SPD students’ teaching skills are important since they

are the only SPD students’ supervisors during the learning process. SPD students

will obtain many important input from clients to help them improve their teaching

skills. In order to discover how clients perceive on SPD students’ teaching skillss,

the discussion on teaching skills was conducted deeper by looking at some

teaching skill indicators which SPD students should perform. Regarding the data

from questionnaires, it was clearly stated the fact that clients had good perceptions

on SPD students’ teaching skillss. The data of closed typed questionnaires

indicated that there were 75.76% of the total clients who agreed and 15.15% who

strongly agreed with the statement. Most of the clients (students) perceived that

SPD students were qualified to teach English materials needed by the clients. It is

known that saying someone is qualified in teaching or not needs many factors to

support the argument. Therefore, the following statements are able to support this

eighth statement about teachers’ teaching skills ability. It is supported by clients’

answers on open typed questions number 32 where most of clients perceived that

SPD students’ teaching skills and the course processes were satisfying for them.


38

They mentioned that the SPD students could bring themselves as a good figure of

a teacher. Clients perceived that SPD students could give them very interesting

and exciting learning activities. They also perceived the SPD students were

friendly, nice, good looking, and well qualified. Even so, some of clients still

found some SPD students’ weaknesses which are discussed in the clients’

suggestions for SPD students.

Table 4.2. Clients’ Perceptions on SPD Students’ Set Induction and Closure Skills

No. Statement SD

%

D

%

A

%

SA

%

9. The SPD students could evoke

clients’ attention and interests.

1.51

( 1 )

15.15

( 10 )

59.09

( 39 )

24.24

( 16 )

10. The SPD students used many

different ways to motivate clients to

learn.

0

( 0 )

12.12

( 8 )

57.57

( 38 )

30.30

( 20 )

11. The SPD students always

summarize the materials in the end

of the meeting.

1.54

( 1 )

12.12

( 8 )

72.73

( 48 )

13.64

( 9 )

12. The SPD students always evaluate

the learning process in every

meeting.

0

( 0 )

25.76

( 17 )

60.61

( 40 )

13.64

( 9 )

The first teaching skill is set induction and closure skills. Set induction and

closure skills are SPD students’ skills to open (to start) and close (to end) the

learning process in every meeting. SPD students should be able to prepare the

clients before starting the learning activity so that the clients are prepared to

follow the rest of the learning process. Closing the learning process is also an

important component for the SPD students to consider. In ending the learning


39

process, SPD students should make sure that clients processed the learning well.

SPD students also have to check the learning indicators and student developments

and progress so that learning process is successful. The discussion below

discussed clients perceptions on SPD students’ set induction and closure skills in

the classroom.

‘The SPD students can evoke clients’ attention and interests’. The

statement is about the SPD students’ ability to evoke clients’ attention and

interests on the course materials in the beginning of the course. As stated in the

table that there were 59.09% of the total clients who agreed and 24.24% who

strongly agreed that the SPD students could always stimulate student attention and

interests on the course materials. SPD students’ set induction skills in the

beginning of the course are crucial for clients. The SPD students should be able to

grab the clients’ attention and interests on the learning materials they are about to

learn. Beginning the learning process with students’ attention-grabbing is a very

effective way to increase both learning and motivation (Kauchak & Eggen, 2011).

By guiding and preparing clients on the learning materials will make clients ready

to follow the whole process.

‘The SPD students used many different ways to motivate clients to learn’.

Clients’ learning motivation is another important thing to consider in the

beginning of the course. SPD students should be able to vary the ways of

motivating clients. This statement is related to the previous statement. This point

is about the SPD students’ ability to use many ways in motivating clients to learn.

In this point, the researcher examines whether the SPD students used many


40

different ways to motivate clients in learning or not. The previous point has been

discussed that attention grabbing in the beginning of the class can also evoke

student motivation to learn the materials. In other words, SPD students should

really concern on the needs of various effective learning approaches to make their

clients always feel interested and motivated. By looking at the data it can be seen

that there were 57.57% of the total clients who agreed and there were 30.30%

clients who strongly agreed. Clients found out that during the learning process,

they were motivated by the SPD students and the SPD students’ ability to

motivate clients in many different ways could always make clients have new

learning motivation in every meeting.

‘The SPD students always summarize the materials in the end of the

meeting’. This statement is related to one of teacher’s closure skills. The last part

of every teaching and learning activity is closing the activity itself. In closing

teaching and learning activity, SPD students have to make sure that the learning

indicators and learning objectives are reached. In this study, 72.73% of the clients

agreed and 13.64% of the clients strongly agreed with the statement. By looking

at the percentage, almost all of the clients perceived that SPD students always

gave them the summary of each meeting’s materials. By summarizing the

materials of the day, clients will recall what they have learned in the class and it

helps them memorize what they have learned longer. Kauchak and Eggen (2011)

also stated that summarizing the whole learning materials in the end of the

meeting is able to help students to organize what they have learned into a

meaningful idea. The closure activity is another important aspect in the learning


41

process because it wraps up all the learning process and activities into a more

understandable package.

‘The SPD students always evaluate the learning process in every meeting’.

Another teacher closure skill is how the SPD students are able to evaluate the

learning process itself. By evaluating every learning process, SPD students not

only evaluate clients but also evaluate themselves. Hough and Duncan (1970)

stated that being a good teacher, they have to be capable of evaluating their own

teaching. This activity is needed by both clients and SPD students because this

activity is able to help them know what went well and what went wrong so that

they can solve problems together. In this study it seemed that not all of the clients

perceived that the SPD students gave evaluation in every meeting. It can be seen

from the percentage that there were 25.76% of the clients who disagreed with the

statement. Even though a quarter of the clients disagreed with the statement, there

were still 60.61% of the clients who agreed and 13.64% of the clients who

strongly agreed with the statement. It concluded that the clients still had good

perceptions on the SPD students’ meeting evaluation activities in the class.

The discussion above had revealed clients’ perceptions on SPD Students’

set induction and closure skills in every meeting during the course. Both starting

and ending every learning process are important, as the result, SPD students

should put big attention on how they will start and end the learning process in

every meeting. By doing so, clients will obtain a meaningful learning process that

has increased their ability.


42

Table 4.3. Clients’ Perceptions on SPD Students’ Delivery Skills and Stimulus

Variation Skills

No. Statement SD

%

D

%

A

%

SA

%

13. The SPD students used the simple

utterance to deliver the materials.

1.51

( 1 )

7.57

( 5 )

59.09

( 39 )

31.82

( 21 )

14. The SPD students taught

systematically and clearly.

0

( 0 )

7.57

( 5 )

69.70

( 46 )

22.73

( 15 )

15.

The SPD students asked certain

questions and gave comments to

clients’ answer.

0

( 0 )

4.54

( 3 )

69.70

( 46 )

25.76

( 17 )

The second teaching skill is delivery and stimulus variation skills. SPD

students, as the person who is responsible of what clients are obtaining, should be

able to deliver the materials in a proper way so that clients will receive complete

theories and instructions. This skill is another important skill for the SPD students

because they should be able to lead their clients to process learning materials in a

right way so that learning objectives and goals are achieved. As seen in the table

above, the next discussion is about SPD students’ delivery and stimulus variation

skills.

‘The SPD students used the simple utterance to deliver the materials’. This

statement is about the language use during the class, whether the SPD students

used the simple utterance to explain and communicate with clients or not. As said

that being a teacher he/she must able to use the simple utterance to make students

understand on what is being explained by the teacher. It becomes a very important

thing to consider since the SPD students taught second language (English) to


43

clients. SPD students should be able to use the language as simple as possible

when they interact with clients and when they teach the materials so that clients

are able to follow the learning process without any difficulties and problems.

According to the data, there were 59.09% of the clients who agreed and there

were 31.82% of the clients who strongly agreed that the SPD students used the

simple language or utterance to teach the materials. This fact brought a conclusion

that the clients were able to understand the SPD students’ language use in the

class very well.

‘The SPD students taught systematically and clearly’. This statement is

about the materials management and how the SPD students taught the materials in

the classroom. SPD students should have the ability to deliver (explain) and

present the materials properly; otherwise clients will be bored, and less motivated.

Some former studies on teachers organization and clarity revealed the similar and

consistent results that teachers with good qualities of organization and clarity in

delivering the materials were viewed to be more effective in supporting more

learning among students (Cruickshank, 1987; Good & Grouws, 1977; Land &

Smith, 1979) According to the data from questionnaire, most of the clients or

69.70% of total clients agreed and 22.23% of the clients strongly agreed if the

SPD students taught systematically and clearly during the process of learning.

‘The SPD students asked certain questions and gave comments to clients’

answer. This statement is related to the questions and feedback. In one of learning

process checking the learning indicators is important. The SPD students should

check whether clients have processed the learning materials or not. The SPD


44

students should make sure that the materials being taught are accepted by clients.

Interactive questioning and feedback is considered as the most effective way to

promote students’ learning (Hattie & Timperley, 2007). It is not only the

questions which are important, the feedback to clients’ answer is also important.

SPD students should give the proper feedback to clients’ answers so that they can

understand whether they give the correct answer or not. Besides that, proper

feedback can also assist clients to know the correct answer to the SPD students’

questions. Based on the data there were 69.70% of the clients who agreed and

25.76% of the clients who strongly agreed with the statement.

From three statements to view SPD students’ delivery skills and stimulus

variation skills, it was discovered that clients perceived SPD students’ skills

positively. Most of them perceived that SPD students used simple language to

deliver the materials so that clients were able to understand SPD students’

explanation. Besides having better understanding of SPD Students’ explanation,

clients also perceived that SPD students delivered the materials systematically and

clearly and the last one is clients perceived SPD students did make sure that all of

clients understand the materials and process the learning properly by asking

questions and then giving feedback to clients’ responses.


45

Table 4.4. Clients’ Perceptions on SPD Students’ Questioning Skills and

Reinforcement Skills

No. Statement SD

%

D

%

A

%

SA

%

16. The SPD students always give

questions related to the current

materials.

0

( 0 )

10.61

( 7 )

74.24

( 49 )

15.15

( 10 )

17. The questions were given in both

ways, individual and classical.

0

( 0 )

18.18

( 12 )

65.15

( 43 )

16.67

( 11 )

18. The SPD students gave

comments and feedback to

clients’ achievements.

0

( 0 )

0

( 0 )

66.67

( 44 )

33.33

( 22 )


spirit and motivation to clients.

0

( 0 )

9.09

( 6 )

66.67

( 44 )

24.24

( 16 )


the positive reinforcement to

clients’ achievements and

development.

0

( 0 )

12.12

( 8 )

60.61

( 40 )

27.27

( 18 )

The next teaching skill is questioning skills and reinforcement skills. To

support and assist clients’ learning and achievements, SPD clients should be able

to lead clients into a deeper understanding about the materials. Those goals can be

achieved through questioning and reinforcing clients during the process of

learning. Questioning clients about their understanding on the materials is able to

help the SPD students to find out how clients have received the materials. Then,

give clients some questions to answer related with learning materials will give

SPD students overviews on clients’ achievements and abilities. On the other hand,

reinforcing clients is also important for their progress and motivation. Because


46

reinforcement could be positive or negative, SPD students should be able to make

sure that they give proper positive reinforcements of clients’ achievements and

progress so that clients will be motivated to fix their weaknesses and increase

their strengths later on. On the discussion below, the discussion about SPD

students’ questioning skills and reinforcing skills is described.

‘The SPD students always give questions related to the current materials’.

This statement discussed SPD students’ ability to increase clients’ understanding

on materials through questioning skill. In delivering the materials, SPD students

should be able to help their clients to increase their understanding on the

materials. There are many ways to help increase clients’ understanding; one of the

most effective ways is through questioning. Good and Brophy (2008) stated that

some studies addressed the similar thoughts guiding students through questioning

are more effective that just explaining the materials. Through question-and-

answer sections, SPD students encourage clients to participate and pay more

attention to what is being learned rather than giving clients direct explanation on

the materials. By doing so, SPD students can motivate as well as involving the

student in the learning process. It is also shown in this study that SPD students

were able to practice the same teaching approach. The data showed that 74.24% of

the clients agreed with the statement and 15.15% of them strongly agreed with the

statement. The SPD students realized that questioning clients is an effective

teaching approach to guide clients’ understanding on the learning materials.

‘The questions were given in both ways, individual and classical’. Related

to the previous statement, the next statement is about the distribution of the


47

questions; whether the questions were given in both ways (individually and

classically) or not. The questions related to the materials should be given in those

two ways individually and classically so that all of clients can participate. The

equitable distribution of the questions is important since SPD students have to

make sure and aware that every single student they teach deserves the same

portion to participate. Kerman (1979) stated that by distributing the questions to

students equitably, teachers deliver an important message to students that every

single person in the class is counted, all of them should contribute something to

the learning and teachers trust students that they are capable. The data recorded

the result that 65.15% of the clients agreed and 16.67% of the clients strongly

agreed with the statement where clients could see that the SPD students had given

the questions not only to certain individuals but also to the whole clients in class.

‘The SPD students gave comments and feedback to clients’ achievements’.

In all process of learning, achievement is one of the important phases. Student

achievements in the class are crucial things for SPD students to consider and pay

attention on. SPD students comments and feedback to the student achievements

are also needed by clients not only to motivate them but also to help them

understand their weaknesses. Obtaining SPD students’ comments and feedback

can increase the quality of student achievements in the future. That is why, the

SPD students should be able to give any comment and feedback to clients. Based

on the data, there is no client who disagreed and Strongly Disagree with the

statement. On the other hand, there were 66.67% of the clients who agreed and

33.33% of the clients who strongly agreed with the statement.


48

‘The SPD students always give spirit and motivation to clients’.

Motivation and spirit are the other aspects in teaching and learning process. Every

single student in the class should have motivation to learn; otherwise they will not

be able to gain understanding of the materials. Because clients need motivation

and spirit to learn something new in every meeting, SPD students should be able

to give clients motivation to learn. Once clients get motivated and have enough

spirit to learn, it will be easier for the SPD students to explain the materials as

well as for clients to understand the materials. According to some experts,

motivated students have more positive attitudes on learning, managed to deal with

their learning difficulties, and able to learn information in-depth (Eisenman, 2007;

Ryan, Arbuthnot, & Samuels, 2007). It is said that motivation could come from

inside and outside (intrinsic & extrinsic motivation) while in this study, the

researcher found out how the SPD student teachers could motivate their clients in

the class. Based on the research findings there were 66.67% of the clients who

agreed and 24.24% who strongly agreed with the statement. It means that those

clients perceived the SPD students could always motivate them to learn every

material in every meeting.

‘The SPD students always give the positive reinforcement to clients’

achievements and development’. This statement discussed positive reinforcement

given by SPD students to their clients’ achievements and progresses. The ability

to give positive reinforcements is another teaching skill for SPD students to have.

Some studies have revealed that giving praise and corrective feedback to students

deliver positive influence to students’ achievements and attitudes on learning


49

(Flanders & Simon, 1969; Rosenshine, 1987). Giving positive reinforcements to

clients is able to trigger their motivation and spirit in learning as well as boosting

their self-confidence. This point is supported by the statement of Brown (1975)

saying that positive reinforcements encourages students to contribute something

to the discussion as well as encouraging them to struggle to achieve. Positive

reinforcements could be a helping hand for clients who failed to reach the learning

objectives because it is able to motivate them to learn harder so that clients can

achieve something better because every student is always taken care of by the

SPD students. While for clients who succeed in reaching certain

accomplishments, giving positive reinforcements is able to increase their

confidence and also learning motivation because every single achievement is

counted. Based on the data, there are 60.61% of the clients agreed and 27.27% of

the clients strongly agreed with the statement. The percentage of the data result

showed more than 80% of the clients perceived the SPD students were always

giving clients positive reinforcements in every client’s achievements and

progresses. By looking at clients’ perceptions on one of the basic teaching skills

on questioning and reinforcement skills, the researcher could find out that most of

the SPD students were paying detailed attention to clients’ achievements and

progress.

Table 4.5. Clients’ Perceptions on SPD Students’ Ability of Conducting Integrated

Teaching Skills

No. Statement SD

%

D

%

A

%

SA

%


50

21. The SPD students used many kinds

of simple and electronic media

during the learning process.

6.06

( 4 )

34.85

( 23 )

51.51

( 34 )

7.57

( 5 )

22. The SPD students served varies and

dynamic learning activities.

3.03

( 2 )

15.15

( 10 )

54.54

( 36 )

27.27

( 18 )

23. The SPD students gave enough time

to clients to learn, practice and

discuss the materials with friends.

1.51

( 1 )

6.06

( 4 )

65.15

( 43 )

27.27

( 18 )

24. The SPD students gave enough time

to clients to actively participating in

the classroom discussion.

0

( 0 )

4.54

( 3 )

60.61

( 40 )

34.85

( 23 )

25. The SPD students monitored the

class thoroughly.

1.54

( 1 )

9.09

( 6 )

66.67

( 44 )

22.73

( 15 )

26. The SPD students always have

certain ways to make clients keep

concentrating on the materials.

0

( 0 )

18.18

( 12 )

63.64

( 42 )

18.18

( 12 )

27. The SPD students gave some rules

in the class.

4.54

( 3 )

28.79

( 19 )

54.54

( 36 )

12.12

( 8 )

‘The SPD students used many kinds of simple and electronic media

during the learning process’. This statement is about the media use and

implementations to help clients understand the materials better. Media use in the

learning process could bring the materials closer to clients and what they perceive

to be an abstract understanding will become clearer. By the help of media use in

assisting student understanding, SPD students are able to illustrate what clients

need to know and learn without extra work. Brown (1975) also support the use of

illustration will make students gain information easier and make the materials

even more interesting, simple and relevant. According to (Kemp & Smellie, 1989)


51

the use of instructional media have several purposes in the classroom; the use of

media is able to motivate clients’ interests and learning, present the information as

well as to provide instruction. Based on the data there were 51.51% of the clients

who agreed that the SPD students maximized the use of all kinds of supporting

media to teach the materials. On the other hand, there were still 34.85% of the

clients perceived that the SPD students had not used enough media to support the

learning process. This should be the consideration for the SPD students since

clients perceived that learning process and materials would be more interesting

and attractive for clients if SPD students use sufficient learning media. This

statement is also supported by data from open typed questionnaires and the results

of the interview where 90% of the clients perceived that the implementation of

learning media is important. Clients perceived that learning process will be

effective and interesting for clients if SPD students use any kind of learning media

during the learning process.

‘The SPD students served various and dynamic learning activities’. It is

about the learning activities and the classroom management. Half of the total

clients, 54.54% agreed and 27.27% of the clients strongly agreed with the

statement where the SPD students served varies and dynamic learning during the

learning process. Learning activities and classroom management is another aspect

which is able to support clients’ learning in the class. It was obvious from clients’

perceptions in the open typed questionnaires number 31 where most of the clients

perceived that serving interesting and dynamic learning activities is an important

thing for a teacher to conduct. Most of the clients perceived as a good teacher,


52

he/she should be able to serve interesting learning package to clients. Borich

(1996, p.12) stated, the research found out that students achievements are

increasing due to the use of variety in instructional materials and techniques. It

shows that the use of variety learning techniques and materials will help clients to

outperform the learning objectives. In this study, the researcher concluded the

SPD students were having enough ability to use many different types of learning

activity. More than half of the clients had good perceptions on SPD students’

learning activities and techniques.

‘The SPD students gave enough time to clients to learn, practice and

discuss the materials with friends’. This statement is about the sufficient

independent learning time that the SPD students gave to the student to learn,

practice and discuss the materials with their friends. According to the data in the

table above, there were 65.15% of the clients who agreed with the statement.

There were 27.27 % of the clients who strongly agreed that the SPD students had

given enough time for clients to learn, practice and discuss the materials

independently (with their friends). After clients received new materials from the

SPD students, they should have enough time to practice their skill in order to

obtain SPD students’ comments and feedback. The effective SPD students are

also able to provide the practice and feedback from a different source, for clients

themselves. These students are able to practice, learn and give feedback to their

friends as well as to reflect on their own achievements (Kauchak & Eggen, 2011).

‘The SPD students gave enough time to clients to actively participate in

the classroom discussion’. Another point to be discussed is about the SPD


53

students’ and clients’ role in the classroom. The study aimed to discover whether

SPD students already gave clients enough time to actively participate in the

classroom discussion or not. Nowadays, the role between teachers and students in

the classroom has changed. It used to be teachers who should talk and discuss

more than students themselves while students only listen to the materials and do

the assignments given by the teachers. That classroom activity is called teacher-

centered classroom activity. Unlike the teacher-centered classroom activity,

students centered classroom activity is dominated by students’ activity in the

classroom. It means that the role of students in the class is bigger than the

teachers’ role. Students should actively involve in the process of learning. If the

SPD students give enough time to clients to create their own learning by actively

participate in the classroom discussion, the SPD students succeed in creating

students centered classroom activity. Eggen and Kauchak (2010) also supported

students centered classroom activity which is able to increase students’

engagement in the learning process rather than ordinary lecture, where students

stay passive in following the lesson. Lutz, Guthrie and Davis (2006) also stated

that involving students in every learning process will increase students’ interests

and learning. If clients are actively involved in the learning process they will

obtain meaningful and interesting experiences of having a discussion with their

friends, solving problems together and many other interesting activities. Those

learning activities will never put clients into a boredom situation. In this inquiry,

the researcher found that 60.61% of the clients agreed with the statement and

34.85% of the clients strongly agreed with the statement. Without omitting the 4%


54

of the clients who disagreed to the statement, it is clear that almost all of the

clients perceived that they given enough time in the classroom to actively

participate in every material discussion.

‘The SPD students monitored the class thoroughly’. The next statement is

statement where the researcher intended to know whether the SPD students were

monitoring the class thoroughly or not. The monitoring is important in the process

of learning because it will help the SPD students knowing the class situation and

also clients’ progress as well. SPD students’ monitoring needs in the learning

process is supported by the statement from Kauchak and Eggen (2011) saying that

in learning process, teachers are required to be very busy in monitoring their

students to prevent and help them minimizing errors, frustration and confusion. In

other words, the SPD students should mobile as much as possible, pay attention

on each student’s behaviors and responds. According to the data there were

66.67% of the clients who agreed and 22.73% of the clients who strongly agreed.

Clients could see that the SPD students gave enough thorough attention and

supervision in the classroom.

‘The SPD students always have certain ways to make clients keep

concentrating on the materials’. This statement is related to the student

concentration spam. The student’s abilities to concentrate on the materials during

the learning process are varied. There are so many factors that can distract their

attention and concentration from the materials. That is why the SPD students

should have the best teaching approach for clients so that they can keep their

attention on the learning materials. Based on the data in the table there were


55

63.64% of the clients who agreed with the statement that the SPD students always

have certain ways to keep clients concentrating on the materials during the

learning process.

‘The SPD students gave some rules in the class’. Rules-to-conduct in the

class is the next point in this discussion. Giving some rules to clients in the

classroom is important for the SPD students to help them manage clients and also

important for clients to keep them in the right manner to reach the learning

objectives. Emmer, Evertson and Worsham (2009) agreed that giving some rules

in the class has an important role to create a productive learning. In this study, the

researcher could find out that there were still various perceptions on this point.

Not all of clients perceive that the SPD students already gave them some rules in

the classroom. It is seen in the table that there were 54.54% of the clients who

agreed with the statement and there were only 12.12% of the clients who strongly

agreed with the statement. Unfortunately, there are still 28.79% of the clients

disagreed with the statement. Eventhough the clients perceived not all of the SPD

students implemented rules in the class, the researcher could conclude that most

of the SPD students had tried to implement the rules in the class and managed to

create more productive classroom environment as well as productive learning.

The conclusion of the discussion above is most all of the clients had good

perceptions on the SPD students’ teaching skillss in the class. Based on the

clients’ perceptions on every point in the questionnaire’s statements, the SPD

students had done a great job. They had shown they have mastered the basic

teaching skills required in the teaching and learning world. It is also supported by


56

clients’ statements in the open typed questionnaires question number 32 where

nearly all of clients perceived that the SPD students’ teaching skills and services

were satisfying. They perceived the SPD students are ready to be the real teachers

in the future because they already have good ability and skill, they reflect good

characteristics, and they have good attitudes and manners, and many others.

Those teaching skills will assist clients to reach every single learning objective

and goal. It is also can be stated that the clients (students) had succeeded in the

learning process and improved their English skills.

2. Teachers’ Characteristics

The second part discussed the SPD students’ characteristics in the classroom.

It is stated that there are many teacher characteristic in the classroom. In this study

the researcher chose some teacher characteristics to be put in the questionnaire.

The characteristics were discussed by looking at the following table.

Table 4.6. Clients’ Perceptions on SPD Students’ Characteristics

No. Statement SD

%

D

%

A

%

SA

%

28. The SPD students were attentive,

caring and friendly.

0

( 0 )

1,51

( 1 )

59,09

( 39 )

39,39

( 26 )

29. The SPD students were enthusiastic

in teaching the materials.

0

( 0 )

4,54

( 3 )

54,54

( 36 )

40,91

( 27 )


57

30. The SPD students were humorous,

having good attitudes and fun.

1,51

( 1 )

9,09

( 6 )

65,15

( 43 )

24,24

( 16 )

From the data percentage in the table above, the researcher chose three

teachers’ characteristics. The researcher found that those three characteristics are

the most visible characteristics that clients are able to see it clearly. The first

characteristic is about SPD students’ ability to give attention and caring to clients

in friendly ways. Almost all of the clients had good perceptions on the first

statement on SPD students’ characteristics. There were 59.09% of the clients who

agreed with the statement and 39.39% of the clients who strongly agreed with the

statement. It showed that the SPD students were always attentive, caring and

friendly to clients. This characteristic is important because if clients feel that their

teachers really care about each of them, clients will be happy and motivated. They

will follow the learning process enthusiastically because every step they will take,

every progress they will have, the SPD students will always give their best

attention to clients. Good teachers must be care about their students . Burden and

Byrd (2010) stated that if the teachers show that they care about each of their

students, students will feel valued and tend to be more actively involved in the

classroom. Students, whoever they are, will always want their teachers to consider

them both, as learners and people (Perry, Turner & Meyer 2006, p. 341). If the

teachers do not care about their students, students will feel neglected and they will

consider themselves as ‘nobody’ in the class. These negative feelings can lead

students to failure (Noblit, Rogers & McCadden, 1995 p. 683). Being friendly is

another way to show affection and patience to clients. SPD students’ with this


58

characteristic will be easier to gain clients’ attention. Clients will be very happy

and motivated because they will learn with SPD students who are willingly to be

their friends as well. This means that clients are able to express everything freely

since they are not intimidated by a figure of scary and boring teacher, and of

course it will bring a good relationship between clients and SPD students.

The second characteristic is about the SPD students’ enthusiasm in

teaching clients. Being enthusiastic in the class when delivering the materials, the

SPD students will also deliver positive energy and spirit to clients. Clients will

unconsciously take the positive energy and feel the same way as what the SPD

students do. Being enthusiastic when teaching the materials shows that the SPD

students are also interested in the materials. This attitude encourages students to

be more excited about the materials they will learn (Khauchak & Eggen, 2011).

This positive energy from the SPD students was certainly felt by clients since

there were 54.54% of the clients who agreed with the statement and 40.91% of the

clients who strongly agreed with the statement. There were more than 90% of the

clients perceived that the SPD students were always enthusiastic in teaching

clients. Teachers’ enthusiasm in the class is believed to be an important aspect of

students’ achievements and engagement in the learning process (Borich, 1996). In

this study, the SPD students succeed to maintain clients’ excitement on the

materials as well as clients’ engagement in the learning process. In other words,

the SPD students succeed to give clients better experience in learning.

The last characteristic is about SPD students’ attitudes in the classroom.

Ryan and Cooper (1984) stated that teachers’ characteristics are the most


59

important factors which can support the learning effectively. Being a humorous

and fun teacher is two of some characteristics that SPD students should have and

SPD students with those good characteristics will be more successful than those

with lack of those characteristics. While looking at the study, the clients perceived

that almost all of the SPD students were humorous, fun and performed good

attitudes on clients. It is shown in the table that 65.15% of the clients agreed with

the statement and 24.24% of the clients strongly agreed with the statement. Ryan

and Cooper (1984) also stated that most of all educators agree that teachers’

attitudes are an important aspect in the teaching and learning process.


60

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

In this final chapter the researcher draws some conclusions in this study

and adds some recommendations as researcher’s contribution to support SPD

student teachers’ teaching practice to be better in the future.

A. Conclusions

This research was conducted as an inquiry to find out clients’ perceptions

on SPD student teachers’ teaching skills. The researcher addressed two research

questions, “What are the clients’ perceptions on the existence of the English

Course held by PBI Sanata Dharma University Students for the clients needs?”

and “What are the clients’ perceptions on the SPD students’ teaching skills in

teaching English during the process of learning?” In order to to answer the

research questions, a study was conducted in the process of an SPD real-world

teaching practice by students of 2008 in the academic year 2011/2012.

After the data were retained and analysis was made, what the researcher

concluded were;

1. The clients have good perceptions on the existence of English courses

held by SPD students. They perceived that what the SPD students had given was

suitable with their learning needs. The researcher also found that similar a English

course is still needed by many people with many occupations and professions.


61

2. The clients perceived that the SPD student teachers are ready to

become the real future teachers. According to the research results, it can be

concluded that the clients perceived that the SPD student teachers have already

fulfilling five basic teaching skills as well as having the good teacher

characteristics in the classroom.

B. Recommendations

Recommendations are addressed to English Language Education Study

Program lecturers, SPD student teachers and to future researchers. The

suggestions were made as the result of conducting the study and finding some

suggestions from the clients’ perceptions and data.

1. Lecturers

As the one in charge of directing the students to learn, it is the lecturers’ role

to encourage the next SPD students to be more responsible in the up coming real-

world teaching practice. The lecturers could view this research as a consideration

of giving more real and concrete overviews of the real-world teaching practice so

that the SPD students will prepare themselves better to face the challenge.

2. SPD student teachers

Student teachers should also be more proactive in gaining information about

the teaching practice to the lecturers so that they are ready to conduct the

assignment. Remembering that this teaching practice is a serious assignment,

where the student teachers already facing the real working world, they have to


62

make sure that they are compatible and qualified enough to teach the clients;

otherwise, the name of Sanata Dharma will get the consequences. Due to the big

responsibilities of conducting this teaching practice assignment, the SPD student

teachers should develop their English skills and teaching skills more so that they

can bring Sanata Dharma as well as the PBI Study Program to the better place in

society. There are also some suggestions given by the clients through the

questionnaires and interviews data. They suggested that the student teachers

should increase their ability to use media, teaching expression and variations,

ability to motivate students, creativity, discipline, appearance, classroom

management, professionalism, enthusiasm in teaching and confidence.

3. Future Researchers

The researcher hoped that this study inspires other researchers to conduct a

similar study on SPD student teachers’ teaching skills. This study is significant

not only for the sake of the student teachers themselves but also significant for the

related course as well as for the study program. On the other hand it is considered

by the researcher that this kind of study should be conducted continuously so that

we can know the real development of this SPD program of real-world teaching

practice assignment.


63

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68

Appendix 1 : Questionnaire

Kuesioner

Nama :

Umur :

Isilah kolom-kolom pernyataan di bawah ini dengan menggunakan tanda √.

Isilah pada salah satu kolom yang menyatakan bahwa anda Sangat Tidak

Setuju (STS), Tidak Setuju (TS), Setuju (S), ataupun Sangat Setuju (ST).

No. Pernyataan STS TS S ST

1. Penguasaan bahasa Inggris saat ini merupakan

hal yang penting.

2. Anda membutuhkan pelatihan bahasa Inggris

untuk menunjang kemampuan bahasa Inggris

anda.

3. Mengikuti pelatihan bahasa Inggris hanya

merupakan kewajiban yang diberikan atasan

kepada anda untuk dipenuhi.

4. Anda merasa antusias untuk mengikuti kursus

pelatihan Bahasa Inggris yang diadakan untuk

anda.


69

5. Anda merasa suasana kelas pada saat kursus

bahasa Inggris menyenangkan.

6. Anda dapat meningkatkan kemampuan

berbahasa Inggris anda setelah mengikuti

kursus.

7. Anda dapat memperoleh hal-hal yang

menunjang kemampuan bahasa Inggris anda.

8. Para guru yang mengajar sudah berkompeten

untuk menjadi seorang guru.

9. Guru dapat membangkitkan perhatian dan

minat siswa.

10. Guru dapat memotivasi siswa untuk belajar

dengan menggunakan cara yang bervariatif.

11. Guru mengajar dengan menggunakan bahasa

yang sederhana dan mudah dimengerti.

12. Guru menggunakan media (teknologi)

pembelajaran pada saat mengajar.

13. Guru mengajar dengan volume,ritme,intonasi

dan artikulasi yang jelas.

14. Guru mengajar dengan penuh perhatian dan

bersahabat.


70

15. Guru terlihat antusias dan bersemangat saat

mengajar anda.

16. Kegiatan belajar mengajar di dalam kelas

sangat bervariasi dan tidak monoton.

17. Guru yang mengajar memiliki selera humor

yang baik, berperilaku baik dan menyenangkan.

18. Guru memberikan anda cukup waktu untuk

belajar dan berlatih serta berdiskusi dengan

teman.

19. Guru selalu memonitor kelas secara

menyeluruh.

20. Guru selalu mempunyai trik-trik khusus agar

membuat anda tetap memperhatikan pelajaran.

21. Guru selalu mengajukan pertanyaan dan

memberikan komentar positif terhadap jawaban

siswa.

22. Guru memberikan pertanyaan yang

berhubungan dengan materi yang diajarkan.

23. Pertanyaan diberikan secara menyeluruh

maupun secara individu.

24. Guru memberikan tanggapan dan komentar atas

hasil kerja anda


71

25. Guru selalu memberikan semangat dan

motivasi kepada anda

26. Guru selalu memberikan pujian atas pencapaian

anda dan perkembangan anda.

27. Guru memberikan cukup ruang dan waktu

untuk anda berpartisipati aktif di dalam kelas.

28. Guru memiliki peraturan di dalam kelas untuk

ditaati.

29. Guru selalu meringkas pelajaran yang telah

diberikan.

30. Guru selalu mengevaluasi jalannya

pembelajaran pada setiap pertemuan.

31. Menurut anda, bagaimanakah seharusnya seorang guru/mahasiswa mengajar di

dalam kelas?

______________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

___________________________________


72

32. Menurut anda, bagaimanakan penampilan mengajar para guru setelah anda

mengamatidan mengikuti jalannya kursus? Apakah memuaskan? Ya/tidak, berikan

alasannya.

______________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

_____________________

33. Kekurangan dan kelebihan apa yang dimiliki oleh para guru anda? Sebutkan

masing-masing minimal 3.

______________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

__________________________________________

34. Hal-hal apa saja yang perlu ditingkatkan dari kemampuan mengajar para guru?

______________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________


73

35. Apakah para guru sudah benar-benar mampu untuk menjadi seorang guru yang

baik? Berikan alasan!

______________________________________________________________

____________________________________________________________________

______________


74

Appendix 2: Questionnaire Result

No. Statements SD

%

D

%

A

%

SA

%

A.

1.

Perceptions on Service Program Design

Students’ English Course

English language mastery is a very important

thing nowadays.

0

0

30.30

( 20 )

69.70

( 46 )

2. They need English course to enhance their

English skills ability. 0 0

37.88

( 25 )

62.12

( 41 )

3. Following the English course program was

their own willingness.

7.57

(5)

16.67

(11)

45.45

(30)

30.30

(20)

4. They were so enthusiastic when they

followed the learning process.

1.51

( 1 )

4.54

( 3 )

63.64

( 42 )

30.30

( 20 )

5. They found out that the class room situation

is interesting and fun.

0

( 0 )

9.09

( 6 )

60.61

( 40 )

30.30

( 20 )

6. They could develop their English abilities

after following the English course program.

0

( 0 )

9.09

( 6 )

60.61

( 40 )

30.30

( 20 )

7. They received so many things which support

their English abilities.

1.51

( 1 )

1.51

( 1 )

77.27

( 51 )

19.70

( 13 )

B.

8.

Perceptions on SPD students’ teaching

performances in teaching English during

the process of learning.

The teachers are qualified enough

1.51

( 1 )

7.57

(5)

75.76

( 50 )

15.15

( 10 )


75

9. The teachers could arouse students’ attention

and interests.

1.51

( 1 )

15.15

( 10 )

59.09

( 39 )

24.24

( 16 )

10. The teachers used many different ways to

motivate students to learn.

0

( 0 )

12.12

( 8 )

57.57

( 38 )

30.30

( 20 )

11. The teachers always summarized the

materials in the end of the meeting.

1.54

( 1 )

12.12

( 8 )

72.73

( 48 )

13.64

( 9 )

12 The teachers always evaluated the learning

process in every meeting.

0

( 0 )

25.76

( 17 )

60.61

( 40 )

13.64

( 9 )

13. The teachers used the simple utterance to

deliver the materials.

1.51

( 1 )

7.57

( 5 )

59.09

( 39 )

31.82

( 21 )

14. The teachers taught systematically and

clearly.

0

( 0 )

7.57

( 5 )

69.70

( 46 )

22.73

( 15 )

15.

The teachers asked certain questions and

gave comments to students’ answer.

0

( 0 )

4.54

( 3 )

69.70

( 46 )

25.76

( 17 )

16. The teachers always gave questions related

to the current materials.

1.51

( 1 )

7.57

( 5 )

59.09

( 39 )

31.82

( 21 )

17. The questions were given in both ways,

individual and classical.

0

( 0 )

10.61

( 7 )

74.24

( 49 )

15.15

( 10 )

18. The teachers gave comments and feedbacks

to students’ achievements.

0

( 0 )

18.18

( 12 )

65.15

( 43 )

16.67

( 11 )

19. The teachers always gave spirit and

motivation to students.

0

( 0 )

0

( 0 )

66.67

( 44 )

33.33

( 22 )

20. The teachers used many kinds of simple and

electronic media during the learning process.

0

( 0 )

9.09

( 6 )

66.67

( 44 )

24.24

( 16 )

21. The teachers served varies and dynamic

learning activities.

6.06

( 4 )

34.85

( 23 )

51.51

( 34 )

7.57

( 5 )


76

22.

The teachers gave enough time to the

students to learn, practice and discuss the

materials with friends.

3.03

( 2 )

15.15

( 10 )

54.54

( 36 )

27.27

( 18 )

23.

The teachers gave enough time to students to

actively participating in the classroom

discussion.

1.51

( 1 )

6.06

( 4 )

65.15

( 43 )

27.27

( 18 )

24. The teachers monitored the class thoroughly. 0

( 0 )

4.54

( 3 )

60.61

( 40 )

34.85

( 23 )

25.

The teachers always had certain ways to

make students keep concentrating on the

materials.

1.54

( 1 )

9.09

( 6 )

66.67

( 44 )

22.73

( 15 )

26. The teachers gave some rules in the class. 0

( 0 )

18.18

( 12 )

63.64

( 42 )

18.18

( 12 )

27. The teachers used many kinds of simple and

electronic media during the learning process.

4.54

( 3 )

28.79

( 19 )

54.54

( 36 )

12.12

( 8 )

28. The teachers were attentive, caring and

friendly.

0

( 0 )

1,51

( 1 )

59,09

( 39 )

39,39

( 26 )

29. The teachers were enthusiastic in teaching

the materials.

0

( 0 )

4,54

( 3 )

54,54

( 36 )

40,91

( 27 )

30. The teachers were humorous, having good

attitudes and fun.

1,51

( 1 )

9,09

( 6 )

65,15

( 43 )

24,24

( 16 )


77

Appendix 3: The result of open-ended questions

1. Menurut anda, bagaimanakah seharusnya seorang guru/mahasiswa mengajar di

dalam

Jangan suka marah, tersenyum, selalu ceria.

Mengajar dengan penuh kesabaran, menerangkan dengan jelas dan tidak

mudah emosi dan tidak menggunakan kekerasan.

Harus sabar kepada murid dan tidak boleh galak.

Harus memiliki banyak variasi dalam menyampaikan materi supaya lebih bisa dimengerti.

Tidak perlu terlalu tegas namun seharusnya lebih dengan pendekatan yang

bersifat menyenangkan.

Harus memiliki sikap dan sifat yang baik.

Memiliki sifat yang baik dan penuh perhatian.

Memiliki kegiatan yang bervariasi, mudah dan dapat dimengerti oleh murid.

Kegiatan belajar mengajarnya harus bervariasi dan selalu menyenangkan.

Menjelaskan materi dengan jelas.

Mengajar dengan sebaik mungkin dan memastikan bahwa siswa menerima materi tersebut dengan maksimal.

Harus mengajar dengan sepenuh hati. Didalam kelas harus dapat berinteraksi

dengan siswanya, memberikan pertanyaan yang membangun. Ramah terhadap

siswa, dan tidak monoton dalam mengajar.

Tidak membosankan (kaku), humoris, menguasai materi yang diajarkan, selalu up-to-date terhadap informasi.

Harus bisa menjadi teman bagi muridnya, dapat memposisikan diri sama dengan cara pandang murid sehingga dapat lebih memahami kebutuhan dan

keinginan murid-muridnya.

Perhatian dan bersahabat kepada muridnya.

Harus bisa membawa suasana kelas menjadi menyenangkan dan tidak

membosankan sehingga para murid termotivai lebih untuk belajar.

Kreatif, dan harus menemukan metode yang tepat agar murid antusias dan aktif di kelas.

Mengajar dengan penuh perhatian, bersahabat dan mampu memberikan tanggapan dan komentar atas hasil kerja muridnya.

Dapat memotivasi muridnya dan memperhatikan perkembangan muridnya.

Memiliki motivasi yang kuat dalam mengajar dan mencintai pekerjaanya.

Harus dapat selalu mendampingi dan memonitor perkembangan murid.


78

Harus bisa bersahabat dengan murid tanpa kehilangan kontrol atas murid-muridnya.

Dapat mengerti kondisi muridnya dan dapat menguasai kelas dengan baik.

Kreatif, inovatif dan dapat mengontrol seluruh kelas dengan baik.menegrti

dan memahami murid serta dapat memotivasi murid untuk belajar dengan

baik.

Mampu memotivasi murid dengan baik, humoris dan menguasai materi dengan baik pula.

Memperhatikan peningkatan hasil kerja muridnya dan ramah terhadap murid.

Menguasai kondisi kelas dan menggunakan cara mengajar yang menarik

sehingga murid senang dan termotivasi dalam belajar.

Memberikan materi yang sesuai dengan kebutuhan murid.

Menggunakan media pembelajaran, mengajar dengan penuh perhatian namun juga tegas kepada murid.

Memberi perhatian secara penuh dan menyeluruh terhadap murid.

Santai tapi serius.

Dapat menjelaskan materi dengan baik dan jelas.

Menguasai kelas dan materi, ramah, dan memiliki trik khusus dalam mengajar.

Perhatian, ramah dan antusias dalam mengajar.

Menguasai materi, menggunakan bahasa yang sederhana yang dapat dimengerti serta memiliki trik khusus dalam mengajarkan materi.

Menggunakan metode yang menarik dan tidak membosankan dalam mengajar kelas?

2. Menurut ada bagaimanakah penampilan mengajar para guru selama ini?

Memuaskan atau tidak? Berikan alasannya!

Memuaskan Tidak memuaskan

Selalu rapi, sederhana namun bisa

menarik siswa untuk belajar (3)

Kurang—monoton, membosankan, guru

kurang menguasai materi

Sudah (8) Cenderung semakin menurun

Memuaskan tp jd membosankan (2)

Sudah—rapi, berwibawa, memahami

materi (4)

Lumayan (2)

Sudah—rapi (2)

Sudah tp belum semua (2)


79

Sudah—sangat baik

Sudah—tapi kadang membosankan

Sudah—sudah mencerminkan sikap

seorang guru (4)

Sudah—ramah, akrab, kemapuan yg

sangat baik (3)

Sudah—bs menyampaikan dengan jelas

(5)

Sudah—namun beberapa masih grogi

dan kaku

Sudah—santai, pembelajaran

menyenangkan (7)

33. Kekurangan dan kelebihan apa saja yang dimiliki oleh para guru anda? Sebutkan

masing-

masing minimal 3!

Kekurangan Kelebihan

Kurang sarana dan prasarana(media)

(9)

Menguasai materi (10)

Belum menguasai materi (6) Cepat tanggap (4)

Kurang interaksi (3) Smart

Suasana belajar kurang hidup (3) Mampu mendampingi (9)

Kurang semangat (5) Sabar (9)

Kurang memotivasi(4)I Disiplin (6)

Artikulasi tidak jelas Perhatian (5)

Kurang kreatif (4) Bisa bekerjasama

Kurang rapi (2) Ramah (8)

Monoton (6) Percaya diri

Terlalu cepat, sulit dimengerti (7) Peduli terhadap kemampuan murid (4)

Kurang tegas (3) Antusias (4)

Kurang bisa menguasai kelas Bersahabat (15)

Kurang PD (6) Bahasa sederhana

Arikulasi tidak jelas (8) Mampu memotivasi murid (3)

Kurang sabar (2) Baik (4)

Kurang disiplin Penguasaan kelas baik

Kurang teliti Artikulasi dan intonasi jelas (4)

Pelupa Interaksi dengan murid baik (4)


80

Terlalu santai Mudah dimengerti (2)

Kurang waktu untuk diskusi Kreatif (3)

Kurang memperhatikan kemampuan

murid

Menyenangkan (5)

Kemampuan yg baik (5)

Santai tetapi serius (5)

Rapi (3)

Bertanggung jawab

Berkomitmen

Menggunakan bahasa yg mudah

dimengerti

Tegas (2)

Humoris (7)

4. Hal-hal apa saja yang perlu ditingkatkan dari kemampuan mengajar para guru?

• Meningkatkan penggunaan media (4)

• Ekspresi

• Teknik mengajar yg lebih menarik (6)

• Variasi dalam mengajar

• Kemampuan memotivasi murid

• Meningkatkan kreativitas (4)

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