students’ perceptions of the effectiveness of

i

STUDENTS’ PERCEPTIONS OF THE EFFECTIVENESS OF MICROTEACHING CLASS ON PRE-SERVICE ENGLISH TEACHERS’

COMPETENCE

A THESIS

Submitted to the Faculty of Teacher Training and Education Muhammadiyah University of Makassar in Partial Fulfillment of the Requirement for the

Degree of Education in English Education Department

DEWI SARTIKA

10535635115

ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR 2020

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIK PRODI PENDIDIKAN BAHASA INGGRIS

iv

Jalan Sultan Alauddin No. 259Makassar

Telp : 0411-860837/860132 (Fax)

Email : [email protected]

Web : www.fkip.unismuh.ac.id

SURAT PERNYATAAN

Saya yang bertandatangan di bawah ini:

Nama : DEWI SARTIKA

NIM : 10535 6351 15

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : Students’ Perceptions Of The Effectivness Of Microteaching

Class On Pre-Service English Teachers’ Competence at

University of Muhammadiyah Makassar

Dengan ini menyatakan bahwa skripsi yang saya buat di depan Tim

penguji adalah hasil karya saya sendiri bukan hasil ciptaan orang lain dan

dibuatkan oleh siapa pun.

Demikianlah pernyataan ini saya buat dengan sebenar-benarnya dan saya

bersedia menerima sanksi apabila pernyataan ini tidak benar.

Makassar, 2020

Yang Membuat Pernyataan

DEWI SARTIKA

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIK PRODI PENDIDIKAN BAHASA INGGRIS

v

Jalan Sultan Alauddin No. 259Makassar

Telp : 0411-860837/860132 (Fax)

Email : [email protected]

Web : www.fkip.unismuh.ac.id

SURAT PERJANJIAN

Saya yang bertandatangan di bawah ini:

Nama : DEWI SARTIKA

NIM : 10535 6351 15

Jurusan : Pendidikan Bahasa Inggris

Fakultas : Keguruan dan Ilmu Pendidikan

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya,

saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapa pun.

2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan

pembimbing.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi

ini.

4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2

dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang

berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, 2019

Yang Membuat Perjanjian

DEWI SARTIKA

vi

ABSTRACT

DEWI SARTIKA, 2020. Students’ Perceptions of the Effectiveness of

Microteaching Class on Pre-Service English Teachers’ Competence. The thesis of English Education Department, Faculty of Teacher Training and Education, Muhammadiyah University of Makassar. (Supervised by Nunung Anugrawati and Wildhan Burhanuddin)

This research focused on pedagogical and professional competence. This research aimed at describing and analyzing the students’ perceptions of the

effectiveness of microteaching class on their competence as pre-service English Teachers. The teachers competence in this research is divided in to pedagogical and professional competence.

This research used a descriptive qualitative method. The subject of this research was the seventh semester students of English Department at Muhammadiyah University of Makassar. The data of students’ perceptions was

obtained from the result of the questionnaire.

From the data that obtained, the students’ perception of the effectivness of

microteaching class on their pedagogical competence as pre-service English teachers is the students get they ability to plan the organization learning materials and being able to apply the teaching off basic skills and they ability using media or source and the students ability of developing learning materials on their professional competence as pre-service English teachers get teaching skill in the process of microteaching courses

Keywords: Microteaching Class,Pre-Service English Teachers’,Pedagogical

Competence, Professional Competence.

vii

ABSTRAK

DEWI SARTIKA, 2020. Persepsi siswa mengenai efektifitas kelas microteaching dalam pra-layanan kompetens guru bahasa inggris. Tesis Jurusan Pendidikan Bahasa Inggris , Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar. (Dibimbing ole Nunung Anugrawati dan Wildhan Burhanuddin).

Penelitian ini berfokus pada kompetens pedagogi dan profesional. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis persepsi siswa tentang keefektifan kelas microteaching dalam pelaksanaan magang sebagai guru bahasa inggris.kompetensi guru dalam penelitian ini terbagi dua yaitu pedagogik kompetensi dan profesional kompetensi.

Penelitian ini menggunakan metode penelitian deskriptif-kualitatif.Subjek penelitian ini adalah mahasiswa bahasa Inggris semester tujuh di Universitas Muhammadiyah Makassar. pengumpulan data menggunakan kuessioner.

Dari data yang diperoleh, persepsi siswa tentang keefektifan kelas microteaching dalam pelaksanaan magang pada pedagogik kompeten sebagai guru bahasa Inggris adalah kebanyakan dari mereka mengatakan bahwa mereka memperoleh kemampuan untuk menyusun materi pembelajaran dan mampu mengajarkan pelajaran-pelajaran yang dasar kepada siswa menggunakan media dan juga mampu mengembangkan kemampuan profesional kompetensi sebagai guru magang bahasa Inggris.

Kata Kunci : Kelas Microteaching, Pra-Layanan Kompetens Guru Bahasa Inggris, Pedagogi Kompeten,Profesional Kompeten.

viii

MOTTO

DEDICATION

This Research is Dedicated to My beloved father (Abd.Kadir) and My mother (Hamsina) who always has honesty sincerity to grow me up, educate, accompany and pray for me until getting

success and their greatest live and support for me until I can accomplish this script

Never Give Up Set A Goal And Go For It

ix

ACKNOWLEDGEMENTS

In the name of Allah Most Gracious Most Merciful

First of all, praise to Allah SWT, who gives his blessing and grace so that

the researcher can accomplish this thesis. Shalawat and Salam are addressed to the

final chosen religious messenger, the Prophet Muhammad SAW.

The researcher would like to give his gratitude, respect, and appreciation

to the following people who have supported her and made this thesis possible:

1. Prof. Dr. H. Abd. Rahman Rahim, S.E., M.M., the Rector of Muhammadiyah

University of Makassar for his academic advisor to the researcher during the

researcher’s study.

2. Erwin Akib, M.Pd., Ph.D, the Dean of Teacher Training and Education

Faculty, Muhammadiyah University of Makassar for his motivation and

academic advisor to the researcher during the researcher’s study.

3. The researcher also thank the Head of English Education Department, Ummi

Khaerati Syam, S.Pd., M.Pd. for her academic advisor, also for all lecturers

and staffs of English Education Department for giving the knowledge and

guidance and help during the researcher’s study.

4. The researcher high appreciation and great thankful are due to consultants

Nunung Anugrawati, S.Pd., M.Pd and Wildhan Burhanuddin S.Pd., M.Hum

for their guidance, encouragement, motivation and their patience from the

beginning until the end of writing this thesis.

x

5. Thank you for my beloved father (Abd.Kadir) and my mother (Hamsina).

who always has honesty sincerity to grow me up, educate and pray for me

until getting success.

6. Thank you for my brother (Samsul Rijal) and my sister (Sardina). Thank you

for your love, help, support, pray and advice, so I am better than.

7. Thank you for my beloved best friends “Dearest”. Fitriani, and Nawira. Who

love me very much and because of their support and big love, so I can finish

my research well. Thanks you are always beside me in certain condition.

8. Thank you for my beloved friends “Coming Soon” You are the best, thanks

for giving me support, opinion and help me to finish my paper and thank you

for our relationship.

9. Thank you for my family for yor support.

10. All of my friends in English Education Department academic year 2015,

especially D (Different) Class 2015, for anything we shared for years.

11. All of my friends and influental people in my life that I cannot mention one

by one.

The words are not enough to say any appreciation for their help and

contribution in this paper. May Allah the Almighthy bless them all. Moreover, the

researcher also realized that this paper is far from perfect. It is a pleasure to get

critiques and suggestion to make this paper better.

Makassar, Januari 2020

DEWI SARTIKA

xi

TABLES OF CONTENTS

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

APPROVAL SHEET .............................................................................. ii

COUNSELLING SHEET ....................................................................... iii

SURAT PERNYATAAN ........................................................................ iv

SURAT PERJANJIAN ........................................................................... v

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

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

MOTTO AND DEDICATION ............................................................... viii

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

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

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

LIST OF FIGURES ................................................................................ xiv

LIST OF APPENDINCES ...................................................................... xv

CHAPTER I INTRODUCTION

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

B. Problem of Statement .................................................................... 4

C. Objective of the Research ............................................................. 5

D. Significant of the Research ........................................................... 5

E. Scope of the Research ................................................................... 5

CHAPTER II REVIEW OF RELATED LITERATURE

A. Previous Research Findings .......................................................... 6

B. Some Pertinent Ideas ..................................................................... 8

PAGE

xii

1. Concept of Perception ............................................................. 8

2. Concept of Microteaching ....................................................... 13

3. Concept of Teachers’ Competence ......................................... 21

C. Conceptual Framework ................................................................. 35

CHAPTER III METHOD OF THE RESEARCH

A. Research Design ............................................................................ 36

B. Variable of the Research .............................................................. 36

C. Participants of the Research ......................................................... 36

D. Research Instrument ...................................................................... 36

E. Data Collection Procedure ............................................................ 37

F. Data Analysis ................................................................................ 37

CHAPTER VI FINDING AND DISCUSSION

A. Finding ......................................................................................... 39

B. Discussion ..................................................................................... 48

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion .................................................................................... 54

B. Suggestion ..................................................................................... 55

BIBLIOGRAPHY ................................................................................... 57

APPENDICES ......................................................................................... 60

CURRICULUM VITAE ......................................................................... 71

xiii

LIST OF TABLES

Table 3.1: Degree of Likert Scale ............................................................. 38

Table 4.1: Microteaching gives me experience real teaching ................... 39

Table 4.2: Microteaching developed my teaching skill before going into

the real class ................................................................................ 40

Table 4.3: I get a description of various conditions of student who will

come when i teaching practice in microteaching ........................ 41

Table 4.4: I get more knowledge about hhow to teach from

microteaching courses ................................................................ 42

Table 4.5: I get feed-back after doing teaching practice in

microteaching courses ................................................................. 43

Table 4.6: I know how to use media or source after i learning

microteaching .............................................................................. 44

Table 4.7: In microteaching class i learn techniques in developing

materials. ..................................................................................... 45

Table 4.8: Microteaching can add understanding the principles of

learning ....................................................................................... 46

Table 4.9: In the class microteaching students learn about how to

managing the teaching and learning interactions ........................ 47

Table 4.10: In microteaching class i learn how to mastering the

materials based on curriculum .................................................... 48

PAGE

xiv

LIST OF FIGURES

Figure of 2.1. Diaragmatic representation of a microteaching cycle ........ 18

Figure 2.2 Conceptual Framework ........................................................... 35

PAGE

xv

LIST OF APPENDICES

Appendix 1: Questionnaire Sheet............................................................ 60

Appendix 2: Questionnaire Result .......................................................... 63

Appendix 3: Documentation .................................................................. 69

PAGE

1

CHAPTER 1

INTRODUCTION

A. BACKGROUND

Amberg and Deborah J. Vause. (2010) Language is foremost a means

of communication, and communication almost always takes place within

some sort of social context, this is why effective communication requires an

understanding and recognition of the connections between a language and the

people who use it. From the statement we can say that language is one of the

tools that can be used by human to communicate with each other. Without

language we will find difficult to interact and we do not know what is

happening in the world.

Amberg (2010: 3) said that language is integrally intertwined our

notions of who we are on both the personal and the broader, societal levels.

Language can make our knowledge grow more broadly and connect between

us and those around us. When we use language, we communicate our

individual thoughts, as well as the cultural beliefs and practices of the

communities of which we are a part: our families, social groups, and other

associations. Therefore, we are requiring to mastering several foreign

language, one of which is English.

In Indonesia, English is a foreign language. English is the most

important foreign language learned in Indonesia. English in Indonesia is

generally taught as a foreign language. The term foreign language in the field

of teaching languages is different from the second language. Foreign

2

language is a language that is not used as a communication tool in a particular

country where the language is taught. While the second language is a

language that is not the main language but is one of the languages used in

general in a country. Meanwhile, foreign languages are usually taught as one

of the subjects in school with the aim of learning English in general so that

English can be used with smoothly as a medium of communication, both

verbally and in writing and also of course able to master 4 language skills

(listening, reading, writing, speaking). Every English teacher must have 4

skills so that he is able to master the lessons to be taught to students.

Microteaching is a method that has been used since 1960’s in teacher

education and in other teaching-learning environments. Its application

showed that in education, medicine, anthropology classes teacher behaviors

are affected considerably by micro teaching, and micro teaching improves

teachers’ behaviors in learning environment. It can be used for a range of

functions from teacher education to teacher employment and in-service

courses (Brown, 1975; Baytekin, 2004).

Microteaching helps develop skills to prepare lesson plans, choose

teaching goals, speak in front of a group, and to ask questions and use

evaluation techniques. Teachers’ self confidence grows in a comfortable

environment. It provides an opportunity to learn multiple skills that are

important for teaching in a short time. It is a useful experience to learn how to

realize teaching goals through planning a model lesson. It shows how

preparation, organization, and presentation are important in learners’ learning.

3

A teacher is a person who helps others to acquire knowledge,

competences or values. Informally the role of teacher may be carried out in an

informal setting, such as within the family (homeschooling), rather than in a

formal setting such as school or college. Some other profession may involve a

significant amount of teaching. In most countries, formal teaching of students

is usually carried out by paid professional teachers.

A student is primarily a person enrolled in a school or other

educational institution who attends classes in a course to attain the

appropriate level of mastery of a subject under the guidance of an instructor

and who devotes time outside class to do whatever activities the instructor

assigns that are necessary either for class preparation or to submit evidence of

progress towards that mastery. In the broader sense, a student is anyone who

applies themselves to the intensive intellectual engagement with some matter

necessary to master it as part of some practical affair in which such mastery is

basic or decisive.

The use of microteacing for teachers at Muhammadiyah University of

Makassar plays a very good role because with the microteaching method

teachers can know how to teach and interact with students. with the

microteaching method the teacher can provide a direct assessment for

students whether the student has mastered the method or not and with the

microteaching method students get a lot of learning from the teacher about

how to teach well.

4

Microteaching is a teacher training and faculty development technique

whereby the teacher reviews a recording of a teaching session, in order to get

constructive feedback from peers and/or students about what has worked and

what improvements can be made to their teaching technique and

subsequently been used to develop educators in all forms of education.

Why i choose microteaching, because i want to know the student

perceptions of the effectiveness of microteaching to the students when they

learned microteaching and also i want to know the students’ opinion about

microteaching it self. Is the microteaching can make the students able to

know thw real of teacher in the class or not.

Based on the above description, the researcher wants to know what

are the “students perceptions of the effectiveness of Microteaching class on

their pedagogical and professional competence as Pre-service English

teachers at Muhammadiyah Unuversity of Makassar”.

B. Problem Statement

Based on the background above problems statement appear:

1. What are the students perceptions of the effectivness of Microteaching

class on their pedagogical competence as Pre-service English teachers?

2. What are the students perceptions of the effectivness of Microteaching

class on their professional competence as Pre-service English teachers?

5

C. Objectives of the Research

According to the problem statement the objective of this research are:

1. To know what are the students perceptions of the effectivness of

Microteaching class on their pedagogical competence as Pre-service

English teachers?

2. To know what are the students perceptions of the effectivness of

Microteaching class on their professional competence as Pre-service

English teachers?

D. Significance of the Research

1. For the students

In this study students are expected to be able to see their strengths

and weaknesses in presenting or training themselves in microteaching

1. For the lecturer

As the information about the ability of the students in the students

perceptions of the effectivness of Microteaching class on Pre-service

English teachers competence.

2. for the next researchers

To add references for them when they tend to do an investigation

which is related to this study.

E. Scope of the Research

The scope of this research only focused to know what are the students

perceptions of the effectivness of Microteaching class on their pedagogical

and professional competence as Pre-service English teachers.

6

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Related Research Finding

There are researchers conduted theirs research that related to this

research as follows:

Buanawati (2017) this study aims at investigating the students’

perceptions about English lecturer. It focuses on: the students’ perceptions

about English lecture characteristics by student of English department in

University Muhammadiyah of Surakarta. This research was done by

interview three students of English department in UMS. The object of the

study was characteristics of English lecturer. The data came from students’

perception, in the from of interview transcript. This research found three

themes, they are: (1) a good character (2) bad character (3) expected

character.

Unlu (2018) confirmed that the micro-teaching practices conducted

with concrete models contributed to the development of the pre-service

teachers’ self-efficacy about using concrete models. Many other studies have

also revealed that micro-teaching practices have positive effects on teaching

self-efficacy. micro-teaching enhances pre-service teachers’ sense of self-

efficacy in teaching. On the other also found that micro-teaching had a

positive impact on developing pre-service teachers’ sense of self-efficacy in

teaching.

7

Indah (2016) student must do microteaching in two modes. At the first

mode, each student simulates specific teaching skills for approximately 5-10

minutes. There are ten types of teaching skills to be learned in this course.

Student will get feedback from their friend and lecturer right after they

finished their simulation. This mode is a pure microteaching form. While in

the second mode, students must simulates all of teaching skills in a 30

minutes lesson as part of microteaching lesson study. On the first mode, each

student plan their lesson individually, while on the second mode they plan,

observe and reflect the lesson collaboratively in a group of four.

Setyaningsih and Ahmad (2012) conduct a research about “ Teacher

professionalism: A study on Teachers’ professional and pedagogical

Competence at junior, senior, and vocational High school in Bayumas

Regency, Central Java Indonesia. This research mostly discusse about

teachers’ professionalism. Moreover, this research focused on both teachers’

professional and pedagogic competence. The same research was also conduct

by Setyaharjoe and Irtanto (2013), the research which entitle “The

Competency of Teachers as Human Resources at Senior high School in

Kediri, East Java, Indonesia result that the rate of teachers’ competence had

satisfactorily in line with standard categories especially the profesional and

social competence.

There are some relation between the previous research and this

researcher. Most of the previous research discussed about student must do

microteaching in two modes. On the first mode, each student plan their lesson

8

individually, while on the second mode they plan, observe and reflect the

lesson collaboratively in a group of four. And a research about “ Teacher

professionalism. So based on the result of the research above, the research

conclude that there are so many types of teaching skills to be learned in this

course. Student will get feedback from their friend and lecturer right after

they finished their simulation. Abaout teachers professionslism there are two

study on Teachers’ professional and pedagogical Competence. so, through

this research, the research wants to know what are the students perceptions of

the effectivness of Microteaching class on their pedagogical and professional

competence as Pre-service English teachers at Muhammadiyah University of

Makassar.

B. Some Pertinent Idea

This part present about some related theories of defenition which can

support this research.

1. Concept of Perception

a. The Definition of Perception

In psychology, philosophy and the cognitive sciences,

perceptions is the process of attaining understanding of sensory

information. In biology, perceptions is understood as “the mental

interpretation of physical sensations produce by stimuli from the

outside word”. Here mental interpretation hass been interpreted as a

process of constructing an internal model of the environment.

9

Perception has connection with human psychology, which has

been defined as a conscious act of one's environment through

physical sensations that indicate one's ability to understand.

Meanwhile, from the expert said that, “the perception is defined in

accordance with the opinions and views of someone” (Unumeri,

2009).

Nelson and Fast as cited in Nurohman (2018), "perception is

the process of interpreting the information about other people".

Slameto in Ulfah (2019) found that perception is process to input

message or information to human brain by the human perception that

continuously makes relation with environment. This relation is done

by the five senses those were sense of sign, sense of feeling, sense of

smell and sense of touch. The point is that people's opinions about

things are based on information that is known and available so that

they can interpret the information correctly. Some people may know

the same information but they have different conclusions to convey

the information because of individual differences in the capacity to

interpret information. However, perception will influence the

information that enters working memory of someone.

Students’ perceptions are students’ point of view toward

something that happened in learning process class and produced it

with suggestions or arguments for teacher or classmate to improve

their learning process (Shidu, 2003). Students’ perception according

10

to Akande as cited in Nugrahaeni (2018), can be understood as

the students’ ability to justify their own opinions and distinguish

it from research being presented in the class.

Students’ perception of teachers’ knowledge of subject

matter, attitudes to work and teaching skills is absolutely dependent

on the fact that they have been taught by the teachers under

evaluation and are familiar with them. They therefore, have minds

already pre-occupied with memories and reactions that inventory for

data collection will measure (Adediwura, 2007:165). From this

statement, students' perceptions are ways of thinking by students to

respond and understand the material that taught by the teachers.

Students' perception can be understood as the students' ability

to justify their own opinions and distinguish it from research heing

presented in the class (McGoldrick and Caffrey as cited in Nurohman

2018). Perception is subjective, depending on one's perspective on a

particular object.

b. Types of Perception

Based on explanation, Zaden in Ulfah (2019) divides perception into

three types as follow:

1) Personal perceptions

Person perception refers to that process by which we come to

know and think about other. Their characteristics, qualities, and

inner states. We construct image of others in ways that serve to

11

stabilize, make predictable, and render or manageable view of

social world to the extend which we attribute stable strait and

enduring disposition to the other people. We feel that we are

better able to understand their behavior and predict their future

actions and we use these nations to guide our interaction with

them.

2) Social perceptions

Social perception means that trying to understand people

whether they are professional athletes, political, leader, criminal

defendants, entertainer, or loved closer to home is not easy task.

Perception does not occur in vacuum instead we bring to

bear prior knowledge that we have structure and stored in our

heads for the processing of new information about individuals.

Social life dictates that we do something more than creatures of

the moment. Sustained patterns of interaction or social

relationship require us to retain information, as the situation

require without memory we should react to every event as if it

unique, and if we did not remember the fact, we should be in

capable of thinking or reasoning.

3) Situational perceptions

Social psycholinguistic views a situation as all the social

factors that influence a person experience or behavior at a given

12

time, and given place. It is an interaction of time and space within

we act in specific ways.

The situational contest in which stimulate happen has

consequences for their interpretation. Anyone of multiple worlds

may emerge. Depend on which stimulate and interpret.

c. Factors Influencing Perception

Several of factors operate to shape and sometimes distort

perception. These factors can be categorized into 3 types, there are

from perceivers, object or target and the last context of situation.

1) Characteristic of Perceiver

Several characteristics of the perceiver can affect

perception. When an individual looks at a target and attempts to

interpret what he or she, that interpretation is heavily influenced

by personal characteristics of individual perceiver.

The major characteristics of the perceiver influencing

perception are:

a) Attitude is a positive; negative or mixed evaluation of an

object that is expressed at some level of intensity. It is an

expression of a favorable or unfavorable evaluation of a

person, place, thing or event.

b) Motive. Unsatisfied needs or motives stimulate individuals

and may exert a strong influence on their perceptions.

13

c) Interest. The focus of our attention appears to be influenced

by our interests. Because our individual interests differ

considerably, what one person notices in a situation can differ

from what others perceive.

d) Experiences. Successful experiences enhance and boost up

the perceptive ability and lead to accuracy in perception and

vice versa.

e) Expectation. Expectations can distort your perceptions in that

you will see what you expect to see. People who accept

themselves are more likely to be able to see favorable aspects

of the people.

2. Concept of Microteaching

a. Defenition of microteaching

Microteaching, a teacher training technique currently

practiced worldwide, provides teachers an opportunity to perk up

their teaching skills by improving the various simple tasks called

teaching skills. With the proven success among the novice and

seniors, microteaching helps to promote real-time teaching

experiences. The core skills of microteaching such as presentation

and reinforcement skills help the novice teachers to learn the art of

teaching at ease and to the maximum extent. The impact of this

technique has been widely seen in various forms of education such

as health sciences, life sciences, and other areas. The emerging

14

changes in medical curricula by the Medical Council of India and the

role of medical teachers envisage the need of this special training of

teachers and monitoring of their skills for their continued efficient

performance at any age. The alleged limitations of microteaching

can be minimized by implementing this at the departmental level in

several sequences (Remesh 2013).

By the help of this technique, teacher candidates can

experiment and learn each of the teaching skills by breaking them

into smaller parts and without encountering chaotic environment of

the crowded classes. While instilling teaching skills in students

during microteaching, reciprocal negotiation of the students actively

presenting and watching about the performances can make great

contribution to the acquisition of the skills (taşdemir, 2006).

Micro teaching has been viewed as a successful method in

teacher candidates’ education and used in several places, stages of

professional development for some time now (Kpanja,2001). It is

especially used to improve teacher candidates’ pedagogical skills. It

involves the cycle of teach-again teach. Teaching again depends on

the teachers’ wish. In other words, if teacher candidates do not want

to teach again, they cannot be forced to re-teach. In micro teaching,

the application is done based on the stages of lesson preparation,

application, observation-videotaping, viewing the videotape,

reorganizing, application, observation, videotaping again,

15

determining the progress made, evaluating deficiencies and progress

(Nicholl, 2003; Kilic, 2003.

Microteaching is to be found in five essential proposition, the

first of which is that micro teaching is real teaching but the

complexities of normal classroom teaching are lessened. That there

is a focus on training for the accomplishment of specific tasks, that

allowance is made for increased control of practice and that the

control knowledge of results or feedback dimensions is greatly

expanded. Micro-teaching is a scaled down teaching encounter in

class size and class time. Allen and Rayen(1969)

b. Phases of Micro-teaching

Microteaching procedure involves three phases; 1.

Knowledge Acquisition Phase. 2. Skill Acquisition Phase. 3.

Transfer Phase of Micro-teaching. Let us discuss these phases one by

one.

1) Knowledge Acquisition Phase : In this phase the teacher trainee

learns about the skill and its components through discussion,

illustrations and demonstration of the skill given by the expert.

He/She learns about the purpose of the skill and the condition

under which it proves useful in the teaching-learning process.

His/her analysis of the skill into components leading to various

types of behaviours which is to be practiced. The teacher trainee

tries to gain a lot about the skill from the demonstration given

16

by the expert. He discusses and clarifies each and every aspect

of the skill.

2) Skill Acquisition Phase: On the basis of the demonstration

presented by the expert, the teacher trainee plans a micro-lesson,

lesson for practicing the demonstrated skill. He practices the

teaching skill through the Micro-teaching cycle and continues

his efforts till he attains mastery level. The feed-back

component of micro-teaching contributes significantly towards

the mastery level acquisition of the skill. On the basis of the

performance of teacher trainee in teaching, the feedback is

provided for the purpose of change in behavior of the teacher

trainee in the desired direction.

3) Transfer Phase of Micro-teaching: After attaining mastery level

and command over each of the skills, the teacher trainee

integrates all these skills and transfer to actual classroom

teaching is done during this transfer phase.

c. Components of Micro-Teaching

The involvement of the following component in micro

teaching is necessary. In the absence of any component the success

of this technique is doubtful.

1) Micro-teaching Situations: Micro-Teaching consists of size of

the class, length of the content and teaching method etc. There

17

are 5 to 10 students in the class and the teaching period ranges

from 5 to 20 minutes. The content is presented in a unit.

2) Teaching skill: The development of teaching-skills of the

student’s teachers is provided in the training programme such as

lecturing skill, skill of black-board writing, skill of asking

questions etc.

3) Student Teacher : The student who gets the training of a teacher

is called student- teacher. During training his various capacities

are developed in him, such as capacity of class management,

capability of maintaining discipline and capacity of organizing

various program of the school etc

4) Feed-back Devices: Providing feedback is essential to bring

changes in the behavior of the students. Feedback can be

provided through videotape feed-back questionnaires

5) Micro Teaching Laboratory: Necessary facilities to feedback can

be gathers in microteaching laboratory.

d. Cycles of Microteaching

The six steps generally involved in micro-teaching cycle are;

Plan, Teach, Feedback Re-plan ,Re-teach, Re-feedback. There can be

variations as per requirement of the objective of practice session.

Allen and Rayen(1969).

18

Figure of 2.1. Diaragmatic representation of a microteaching cycle

1) Plan : This involves the selection of the topic and related content

of such a nature in which the use of components of the skill

under practice may be made easily and conveniently. The topic

is analysed into different activities of the teacher and the pupils.

The activities are planned in such a logical sequence where

maximum application of the components of a skill are possible.

2) Teach: This involves the attempts of the teacher trainee to use

the components of the skill in suitable situations coming up in

the process of teaching-learning as per his/her planning of

activities. If the situation is different and not as visualized in the

planning of the activities, the teacher should modify his/her

behaviour as per the demand of the situation in the class. He

should have the courage and confidence to handle the situation

arising in the class effectively.

1. Plan 2. Teach

3. Feedback

4. Re-plan 5. Re-teach

6. Re-Feedback

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3) Feedback: This term refers to giving information to the teacher

trainee about his performance. The information includes the

points of strength as well as weakness relating to his/her

performance. This helps the teacher trainee to improve upon

his/her performance in the desired direction.

4) Re-plan : The teacher trainee replans his lesson incorporating

the points of strength and removing the points not skilfully

handled during teaching in the previous attempt either on the

same topic or on another topic suiting to the teacher trainee for

improvement.

5) Re-teach: This involves teaching to the same group of pupils if

the topic is changed or to a different group of pupils if the topic

is the same. This is done to remove boredom or monotony of the

pupil. The teacher trainee teaches the class with renewed

courage and confidence to perform better than the previous

attempt.

6) Re-feedback: This is the most important component of Micro-

teaching for behavior modification of teacher trainee in the

desired direction in each and every skill practice.

e. Benefits or Advantages of Micro Teaching:

Micro-teaching is a platform for beginner teachers to improve

teaching competencies. Here are few micro teaching benefits.

20

1) The elasticity of practice: Micro-teaching helps in developing

various skills in trainees as well as the current teaching staff. It

helps in improving the handling skills of the teachers. It gives

better opportunity due to small-scale teaching. Moreover, it

broadens the knowledge of various techniques of teaching.

2) Confidence booster: Micro teaching is a personality enhancer

too.Due to several micro-teaching activities and practices, micro

teaching effectively increases the confidence level of the

teachers. Moreover, the experience of teaching enables them to

better classroom management.

3) Budget oriented: Unlike other various programs and seminars

that are very costly, micro teaching program is budget oriented.

Teachers can practice within the real class or at any other place.

4) More learning and less damage: Micro teaching program is

conducted with no more than 3-4 students at a time. This makes

it possible to acquire better teaching experience. In addition, it

lessens the chances of mistakes.

5) Improves attitude: A positive attitude contributes to better

results. Thus, one of the objectives of this program is to guide

the trainees to attain a positive attitude towards any criticism. As

a result, negative feedbacks also motivate the trainees to strive

for betterment.

https://content.wisestep.com/how-to-keep-a-positive-attitude-all-the-time-cool-tips/

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6) Promotes systematic lesson planning: Lesson planning is one of

the skills that a teacher needs to master. Micro teaching

program, within a given content, helps the trainee to prepare

systematic lesson plans.

7) Instant feedback: Feedbacks are the best way to improve.

Microteaching enables the teachers to gain instant feedback

from the supervisors. Instant feedback gives more potential for

rectifying mistakes.

8) Mastering skills: This program helps in mastering types of micro

teaching skills and strategies like lecturing, questioning, probing

and initiating discussions. Further, it helps in improving a

separate teaching style.

3. Concept of Teachers’ Competence

a. Definition of competence

Every professional teacher in Indonesia is required to have

certain standards of competencies. A professional standard attempts to

describe the teachers’ belief, knowledge, understanding and ability as

specialist practitioners in their fields (Ingvarson, 1998).

Houston & Howsam (1972) defines competence as adequacy for

a task or as possession of required knowledge, skills, and abilities.

Meanwhile in the perspective of national education, the government has

formulated four types of teacher competence as specified in Law of the

Republic of Indonesia Number 14 Year 2005 on Teachers and lecturers,

http://www.huffingtonpost.com/karen-naumann/5-reasons-why-feedback-is_b_8728332.html

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which are pedagogical, personal, social, and professional competences

which are obtained through professional education.

Generally speaking, pedagogical competence is the ability to

understand the learners, to design curriculum or syllabus, and to

actualize the learners into their various potentials. Pedagogical

competence can be described as the ability and the will to regularly

apply the attitude, knowledge and skills that promote the learning from

definite goals and frameworks through continuous development of

teaching in the best way. This should be in line with the goals and the

existing framework and presupposes continuous development of the

teacher’s own competence and course design (Ryegard, 2010). It has

close connection with three important factors of education, namely

educational achievement, professional development and societal change

(Suciu & Mata, 2011)

According to Risan (2014) competence can be define as

knowledge, specific to the skills and abilities controll by someone

who has become a part of him so that he can perform cognitive

behavior, effective and psychomotor as well as possible.

Teachers’ competence determines whether teaching and

learning process success or not. Teachers themselves have been filled

with skills and knowledge during their teacher training in University.

And it is their responsibility to improve and develop their skill in

teaching. Asnawi (2014) stated that the competence is a set of

knowledge recieved during a teachers’ education together with, skils

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that are based on the knowledge, it is developed during through

practice and reflection, and teachers’ personal qualities.

According to gordon as saying by e .Mulyasa ( 2007: 38 ) ,

that there are six aspect or the contained in the concept of

competence , that is as follows:

1) Knowledge is conscientiousness in the field of cognitive, for

example a teacher know how to undertook the identification of

learning needs, and learning how to do with students suit its

needs.

2) Understanding is the depth of cognitive and and affective owned

by individuals, for example a teacher who will implement

learning must have good understanding concerning characteristics

and conditions students.

3) Skill is something owned by individuals to perform the or work is

charged with, for example the capability of teachers in choosing

and make props simple to made it easier to learn to students.

4) Value is a standards of behavior is believed and psychologically

have fused within one person, for example standards of behavior

teachers in weighting (honesty, openness , democratic , and

other).

5) Attitude is feelings (happy or not happy and like or dislike) or a

reaction to a stimulation coming from outside, reaction to

economic crisis, feelings for a raise, and others.

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6) Interest is a tendency someone to perform an action , for example

interest to do something or to study something.

From the statements above can be conclude that teachers’

competence is the set of ability which involving skill and knowledge

of teacher to conduct teaching process in a specific way so that the

teachig process will be more effective and efficient.

b. Kinds of Teachers’ Competence

Teachers’ competence is a key factor to be success in teaching

and learning process. Referring to the Government Regulation no. 74

of 2008 as cited in Risan (2014), it is stated that there are four

competencies that should be mastered by the teacher, they are:

pedagogical competence, personal competence, social competence,

and professional competence. These competencies are assessed

trought certification. Moreover, professional competence is the

central of all competencies because it covers the four competencies.

1) Pedagogical competence

Peadagogical Competence:

a) Teaching Plan Competency. Efforts made to empower teacher

competency in this area were done by directing and enabling

teachers to have the ability of (1) describing objectives, (2)

selecting materials, (3) organizing materials,(4) determining

learning methods and strategies, (5) determining learning

sources, media, and tools,(6) designing assessment and

25

evaluation tools, (7) determining assessment and evaluation

technique, and (8) allocating time.

b) Learning and Teaching Process Competency: Improved

Learning and Teaching Process. Competency were (1)

opening lesson, (2) delivering materials, (3) using media and

method, (4) using teaching media, (5) using communicative

language, (6) motivating students (7) organizing activities, (8)

interacting with students communicatively, (9) concluding

lessons, (10) providing feedback (11) conducting assessment

and evaluation, and (12) using time effectively.

c) Learning and Teaching Assessment and Evaluation Competency.

The teacher empowerment in terms of this competency turned

out to directed to the ability of: (1) choosing questions based on

the level of difficulty, (2) selecting questions based on the level

of differentiation, (3) repairing the problem is not valid, (4)

checking the answer, (5) classifying the results of the

assessment, (6) processing and analyzing. assessment results, (7)

making interpretation of the trend assessment results, (8)

determining the correlation problem based on the assessment

results, (9) assessing to identify the level of variation in the

results, (10) inferring from the results of the assessment clearly

and logically, (11) arranging follow-up program assessment

results, (12) classifying students, (13) identifying the need for

follow-up assessment results, (14 ) carrying out follow-up, (15)

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evaluating the results of follow-up, and (16) analyzing the results

of evaluation.

Competencies that must be owned by a teacher namely:

professional competence, personality, pedagogical, and social.

According to A. Fatah Yasin, pedagogic competence is the ability

of an educator in managing the learning of students include:

a) The ability to understand the learners, with indicators

between other: (1) Understanding the developmental

characteristics of learners, such as understand the level of

cognition of learners according to age; (2) Understanding the

principles of personality development of students, as to

recognize the personality types of learners, recognize stages

of personality development of students, and others; (3) Be

able to identify the provision of teaching early learners,

recognize differences in the potential of students, and so

forth.

b) The ability to create learning design, with indicators, among

others: (1) Ability to plan the organization learning materials,

such as being able to examine and describe the material listed

in the curriculum, teaching materials are able to choose in

accordance with the material, being able to use learning

resources adequate, and others; (2) Ability to plan

management learning, such as formulating learning

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objectives to achieved in accordance with the competence to

be achieved, choose the type of strategy / learning methods

are suitable, determine steps learning, determining how that

can be used to motivate learners, determining forms questions

will be presented to the students, and others; (3) Ability

classroom management plan, such as a space arrangement

sitting learners, allocate time, and others; (4) Capable

planned use of the media and the means that can be used

facilitate the achievement of competencies, and others; (5)

Ability plan learning process valuation models, such as

determine the form, procedure, and assessment tools.

c) The ability to implement the learning, with indicators such

as: (1) Being able to apply the teaching of basic skills, such

as open lessons, explained, the pattern of variation, asked,

giving strengthening, and close the lesson; (2) Ability to

apply various kind of model approaches, strategies/learning

methods, such as active learning, learning portfolios,

contextual learning and other; (3) Ability to master classes,

such as activating participants learners in asking, able to

answer and direct questions student, group work, self-

employment, and others; (4) Capable measure the level of

achievement of competence of learners during the process

learning takes place.

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d) Ability to evaluate learning outcomes, indicators among

others: (1) Ability to design and implement assessment, such

as understand the principles assessment, able to devise

various learning evaluation instrument, capable of carrying

out evaluation, and others; (2) capable of analyzing the

results of assessment, such as capable of processing the

results of evaluation of learning, able to recognize

characteristics evaluation instruments; (3) Being able to

utilize the results assessment for further improvement of the

quality of learning, such as utilizing the results of the analysis

in the process of evaluation instruments improvement of

evaluation instruments, and able to provide feedback for

improved planning, implementation and evaluation learning.

e) The ability to develop learners to actualize its potential, with

indicators, among others: (1) Facilitate learners to develop

academic potential, such as the channel potential academic

learners according to their ability, capable directing and

developing the academic potential of learners; (2) Capable of

facilitating learners to develop potential non-academic, such

as channeling the potential of non-academic participants

students according to their abilities, able to direct and

developing the potential of non-academic learners.

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Pedagogical competence is directly related to the mastery

of educational disciplines and other disciplines related to the

duties as a teacher. Pedagogical competence also means that

teacher must have knowledge or capability to plan and conduct

the teaching process and assesment effectively in the filed.

Moreover, teachers have to master and implement the knowledge

of education, both in method and teaching (Asnawi, 2014)

Pedagogical competence or pedagogical aspect can be

defined as the ability of an individual to use a coordinat,

synergistic combination of tagible resources (instruction materials

such as books, articles, and cases and technology such as software

and hardware) and intagible resources (e.g. knowledge, skills, and

experience) to achieve efficiency and/or effectiveness in

pedagogy (Madhavaram, laverie, 2010).

According to chalmers stated that pedagogical competence

refers to educational and teaching qualifications. When assessing

pedagogical competence, the quality of teaching should be the

primary consideration. Scope, breadth and depth are also

important, as should the ability to plan initiate, lead and develop

education and teaching, as well as the ability to provide research-

based teaching on the basic of research in the relevant subject,

subject didactics and teaching learning in higher education. The

ability to interact on issues related to teaching and learning in

30

higher education with individuals active both within and outside

the university is also included in the concept of pedagogical

competence.

Pedagogical competence is based on sound, broad and

curreny knowledge within the subject area, as well as knowledge

of student learning and subject based teacing and learning issues.

It also presupposed a reflective and criticala`pproach to teaching,

learning and pedagogical development over time, as it is tied to

one’s own professional role.

According to Adnan Hakim pedagogic competence is the

ability of a person to exercise or perfrom a job or task that is

based on skills, knowledge and attitudes supported by work in

accordance with the demands of the job.

According to Spencer (1993) that, competency is an

underlying characteristic of a person related to the effectiveness

of individual performance on the job or the basic characteristics

of individuals who have a casual relationship or a cause and effect

with the criteria referenced, effective or excellent or superior

perforrmance work place or at certain situations.

2) Personal competence

Personal competence is the ability of personality to be a

solid, stable, mature, wise, signified, and role models for students.

Personal competences of teachers have contributed greatly to the

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succes of education, especially in learning activities. Each teacher

is require to have sufficient personal competence even this would

be the underlying foundation of other competencies (Mulyasa,

2009).

3) Social competence

Social competence is the ability of teachers as part of

society to communicate and nteract efectively with students, staff,

parents/guardians, and the surrounding community. Teachers are

required to have adequate social competence because teachers are

also social life of the community and the enviroment. Especially

in relation to education that is not limited in learning at school but

also education that occurs and takes place in community

(Mulyasa, 2009).

4) Professional competence

Professional competence is the ability to master the

learning materian boardly and deeply. Asnawi (2014) stated that

professional competence is the core of teachers’ competence

because it covers the pedagogy competence and the knowlwedge

of the subject being thougt. Dardjowidjojo (2000) stated that

professionalism in the work is determined by there important

factors, namely: having a special skill that is prepared by the

expertise of the education program or specialization, having the

32

ability to improve the ability, and obtaining and adequate income

in return for such expertise.

A professional teacher is a person who has the ability and

expertise in the field of teacher or in other words he has educated

and very well trained. Educated and trained not only gain formal

education but also have to master a variety of strategies or in the

techniques of teaching and learning activities and master the

foundations as noted in the educational competence of teachers.

According to Arikunto (1993), professional competence

requires teachers to have a broad knowledge and depth of

understanding of the subject of teaching and will be taught, as well

as mastery of methodology in the sense of having theoretical

concepts, ability to choose the right method, and can use them in the

learning process. The professional competences mentioned in the

Decree of Ministry of Education and Culture of Indonesia No.16,

2007 cover:

a) the mastery of materials, structure, concept and mind set of

scientific support of teaching subjects,

b) the mastery of basic standards of competence and the competence

of the subjects/ fields of the development of teaching,

c) the ability of developing learning materials,

d) the ability of developing professionalism in a sustainable manner

by taking reflective action, and

33

e) the utilization of information and communication technologies to

communicate and develop themselves.

Competencies related to the skills of teachers in the

learning process are included in the category of professional

competence. Professional competence is the mastery of learning

materials is broad and deep, covering mastery of curriculum

content and substance of scientific subjects philosophically

(Jamal, 2009:157). While Komara (Jamal : 2009:157) states that

professional competence is the ability of dealing with the

adjustment tasks and competence of lecturers is very important

because it directly relates to the performance shown.

According to Wijaya (1992:25-30 in Saragih, 2008) that

the ability of professionals to be possessed teacher in the learning

process are: control of materials, manage learning programs,

managing the classroom, using a media source, mastering the

foundations of education, managing the interaction of learning

teaching, assessing student achievement for the sake of teaching

participants, knowing the functions and programs, guidance and

counseling services, and organizes the school administration

know and understand the principles and interpret the results of

educational research for teaching purposes. Indicators used to

measure the level of professional competence includes

understanding of the teaching materials appropriate curriculum,

34

understand the concepts and linkages with other sciences, as well

as mastering the steps in the research and critical analysis to

explore teaching materials.

According to Subroto (1983), factors attached to teachers

affecting the teaching and learning programs are personality,

material mastery, classroom management, ways of teacher talk,

ways of creating classroom situation, concerns for individual

principles, openness, collaboration, responsiveness to innovation,

willingness and ability to carry out learning experiments. That

teachers have the ability to manage learning well, teachers need to

have professional skills to meet the 10 competencies of teachers,

namely:

a) Mastering the materials,

b) Managing the teaching and learning programs,

c) Managing the class,

d) Using media or source,

e) Mastering the foundations of education,

f) Managing the teaching and learning interactions,

g) Assessing students' achievement for the benefit of lessons,

h) Knowing the functions of guidance and counseling services

in schools,

i) Understanding the principles of learning,

35

j) Interpreting the results of educational research for teaching

purposes (Subroto, 1983).

C. Conceptual Framework

Figure 2.2. Conceptual Framework

Based on the figure 2.2 conceptual framework above, analyzing and

understanding students’ perception of microteaching class based on pre-

service teacher competence include padagogical competence and professional

competence.

Microteaching Class

Pre-service english teachers’

competence

Pedagogical Competence

Professional Competence

Students’ Perceptions

36

CHAPTER III

METHOD OF THE RESEARCH

A. Research Design

The researcher used descriptive-qualitative research in this study.

This research was intended to find out what are the students perceptions of

the effectivness of Microteaching class on their pedagogical and professional

competence as Pre-service English teachers.

B. Variable Of the Research

Sugiyono (2013: 38) stated the research variables are the object of

research or what the point of attention of a study. Variables of this research

were microteaching class and students’ competences. Including professional

and pedagogical competence.

C. Participants of the research

The participants of this research were the seventh semester students of

English Education Department. The participants were selected based on two

criteria. The first was because they have already learnt Microteaching subject

and the second was because they have conducted their Pre-Service practice at

schools. The number of participants were 20 students selected from ten

classes of the seventh semester.

D. Research Instrument

The reaseach prepared instrument for data collection in the form of

questionnaire sheets. The questionnaire delivered to the students. The options

in the questionnaire consistted of five options, those were: Strongly Agree,

37

Agree, Undecided, Disagree, and Strongly Disagree. Questionnaire that used

was checklist questionnaire. The students only gave check to the column

provided. In this case, the questionnaire used to get information about

students’ perceptions of the effectiveness of Microteaching Class on pre-

service English teachers competence at University of Muhammadiyah

Makassar.

E. Data Collection procedure

The following procedures to collecting the data :

1. The researcher distributed the questionnaire to the students.

2. The students have 10-15 minutes to answer the questionnaire.

3. The researcher collected and analyzed the information from the

respondent to obtain the data.

F. Data Analysis

After the data collected, the researcher analyzed the data. There were several

steps to analyze the data, those were:

1. Data from questionnaire

a. Scoring

The process of data analysis in this research used qualitative

(questionnaire). The result gave score for each students. The data that

obtained from this research used the analysis by Likert scale

procedure that indicated whether 5 for Strongly Agree (SA), 4 for

Agree (A), 3 for Undecided (U), 2 for Disagree (D) and 1 for

Strongly Disagree (SD) for each statement.

38

Scale Score Strongly Agree 5 For agree 4 For Undecided 3 For Disagree 2 Strongly Disagree 1

Table 3.1: Degree of Likert Scale (Sugiyono,2012)

To analyze the percentages about students’ perceptions of the

effectiveness of Microteaching Class on pre-service English teachers

competence It used to know the students’ respons.

Based on Sudjana (2002) the formula that used is:

Explanation:

P= Percentage 100%= Constant of Value

F=The Frequency

N= Total respondent

(Gay,1981)

b. Analyzing Problems

The researcher analyzed the students perceptions of the

effectivness of Microteaching class on their pedagogical and

professional competence as Pre-service English teachers according

to the questionnaire result.

c. Concluding/Interpreting

The researcher concluded the result from the questionnaire by

using Likert scale formula, and then interpreting the data into the

percentage form.

P=F x 100 N

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CHAPTER IV

FINDINGS AND DISCUSSION

A. Findings

After the students perceptions have been identified, the researcher

described the result of data analysis based on the problem statement. In this

research, the researcher used questionnaire used to get information about

students’ perceptions of the effectiveness of Microteaching Class on pre-

service English teachers competence at University of Muhammadiyah

Makassar. The number of participants were 20 students selected from ten

classes of the seventh semester.

1. The students perceptions of the effectivness of Microteaching class on

their pedagogical competence as Pre-service English teachers

a. Ability to plan the organization learning materials

Table 4.1: Microteaching gives me experience real teaching .

No Items Frequency Percentage (%)

1 Strongly Agree 9 45%

2 Agree 11 55%

3 Undecided 0 0%

4 Disagree 0 0%

5 Strongly Disagree 0 0%

Total 20 100%

Based on the table 4.1 above, the result reveal that there were

20 students’ respond “Microteaching gives me experience real

teaching”. The result indicated there were 9 student or 45% answered

40

strongly agree and there were 11 students or 55% of the students

whose agree with the statement. Meanwhile, none of the students

answered undecided, decided, and strongly decided with the statement

and It showed that some students have experience real teaching from

microteaching.

b. Being able to apply the teaching basic skill

Table 4.2: Microteaching developed my teaching skill before going into the real class



2 Agree 11 55%

3 Undecided 0 0%

4 Disagree 0 0%


Total 20 100%


20 students’ respond “Microteaching developed my teaching skill

before going into the real class”. The result indicated there were 9

student or 45% answered strongly agree and there were 11 students or

55% of the students whose agree with the statement. Meanwhile, none

of the students answered undecided, decided, and strongly decided

with the statement and It showed that some students can developed the

teaching skill before going into the real class from microteaching.

41

c. Interacting with students communicatively

Table 4.3: I get a description of various conditions of student who will come when i teaching practice in microteaching



2 Agree 10 50%

3 Undecided 4 20%

4 Disagree 2 10%


Total 20 100%


20 students’ respond “I get a description of various conditions of

student who will come when i teaching practice in microteaching. The

result indicated there were 4 students or 20% of the student answered

strongly agree and there were 10 students or 50% whose agree with

the statement. Meanwhile, there were 4 students or 20% answered

undecided with the statement and there were 2 students or 10% whose

answered disagree, and none of the students whose answered strongly

disagree. It showed that some students get description of various

condition of student who will came the teaching practice in

microteaching.

42

d. Delivering Materials

Table 4.4: I get more knowledge about hhow to teach from microteaching courses



2 Agree 10 50%

3 Undecided 3 15%

4 Disagree 0 0%


Total 20 100%


20 students’ respond “I get more knowledge about hhow to teach from

microteaching courses”. The result indicated there were 7 students or

35% of the student answered strongly agree and there were 10

students or 50% whose agree with the statement. Meanwhile, there

were 3 students or 15% answered undecided with the statement and

none of the students whose answered disagree and strongly disagree.

It showed that some students get more knowledge about how to teach

from microteaching course.

43

e. Providing Feedback

Table 4.5: I get feed-back after doing teaching practice in microteaching courses



2 Agree 9 45%

3 Undecided 6 30%

4 Disagree 0 0%


Total 20 100%

Based on the table 4.5 above, the result reveal that there

were 20 students’ respond “I get feed-back after doing teaching

practice in microteaching courses”. The result indicated there were 5

students or 25% of the student answered strongly agree and there were

9 students or 45% whose agree with the statement. Meanwhile, there

were 6 students or 30% answered undecided with the statement and

none of the students whose answered disagree and strongly disagree.

It showed that some students get feed-back after doing teaching

practice in microteaching course.

44

2. The students perceptions of the effectivness of Microteaching class on

their professional competence as Pre-service English teachers?

a. Using Media or Source

Table 4.6: I know how to use media or source after i learning microteaching.



2 Agree 13 65%

3 Undecided 6 30%

4 Disagree 1 5%


Total 20 100%


20 students’ respond “I know how to use media or source after i learning

microteaching”. The result indicated that none students answered

strongly agree and there were 13 students or 65% whose agree with

the statement. Meanwhile, there were 6 students or 30% answered

undecided with the statement and there were 1 students or 5% whose

answered disagree and that none students answered strongly disagree.

It showed that some students can master a number of teaching skill

after attanding microteaching course.

45

b. The Ability of Developing Learning Materials

Table 4.7: In microteaching class i learn techniques in developing materials



2 Agree 13 65%

3 Undecided 3 15%

4 Disagree 0 0%


Total 20 100%


20 students’ respond “In microteaching class i learn techniques in

developing materials”. The result indicated there were 4 students or

20% answered strongly agree and there were 13 students or 65%

whose agree with the statement. Meanwhile, there were 3 students or

15% answered undecided with the statement and that none students

whose answered disagree and strongly disagree. It showed that some

students obtain comfidence in teaching by developing and mastering

teaching skoll after attending microteaching course.

46

c. Understanding the Principles of Learning

Table 4.8: Microteaching can add understanding the principles of learning



2 Agree 11 55%

3 Undecided 3 15%

4 Disagree 0 0%


Total 20 100%


were 20 students’ respond “Microteaching can add understanding the

principles of learning”. The result indicated there were 6 students or

30% answered strongly agree and there were 11 students or 55%

whose agree with the statement. Meanwhile, there were 3 students or

15% answered undecided with the statement and that none students

whose answered disagree and strongly disagree. It showed that some

students can add insight in teaching from microteaching.

47

d. Managing the Teaching and Learning Interactions

Table 4.9: In the class microteaching students learn about how to managing the teaching and learning interactions



2 Agree 11 55%

3 Undecided 2 10%

4 Disagree 0 0%


Total 20 100%


were 20 students’ respond “In the class microteaching students learn

about how to managing the teaching and learning interactions”. The result

indicated there were 7 students or 35% answered strongly agree and

there were 11 students or 55% whose agree with the statement.

Meanwhile, there were 2 students or 10% answered undecided with

the statement and that none students whose answered disagree and

strongly disagree. It showed that some students when attending

microteaching courses, which is very important is teaching skills can

be ttrained in a controlled.

48

e. Mastering the Materials

Table 4.10: In microteaching class i learn how to mastering the materials based on curriculum



2 Agree 9 45%

3 Undecided 5 25%

4 Disagree 3 15%


Total 20 100%


20 students’ respond “In microteaching class i learn how to mastering the

materials based on curriculum”. The result indicated there were 3

students or 15% answered strongly agree and there were 9 students or

45% whose agree with the statement. Meanwhile, there were 5

students or 25% answered undecided with the statement and there

were 3 students or 15% whose answered disagree and that none

students answered strongly disagree. It showed that some students

argue the implementation of microteaching courses has been effective

to become provision af teaching students.

B. Discussion

This section presented the discussion based on the findings of the

research. The result of this research dealt with answer of the problem

statement which aimed to know the students’ perception of the effectivness of

49

microteaching class on pre_service English teachers competence of English

Education Department at University of Muhammadiyah Makassar. The data

was collect by using que stionnaire.

1. The students perceptions of the effectivness of Microteaching class

on their pedagogical competence as Pre-service English teachers

Findings found that the students perceptions of the effectivness of

Microteaching class on their pedagogical competence as Pre-service

English teachers they ability to plan the organization learning materials

and being able to apply the teaching off basic skills. As we can see in this

statement “microteaching gives me experience real teaching” and

“microteaching developed my teaching skill before going into the real

class”, most of the students chose agree in this statement.

Tasdemir (2006) by the help of this technique, teacher candidates

can experiment and learn each of the teaching skills by breaking them

into smaller parts and without encountering chaotic environment of the

crowded classes. While instilling teaching skills in students during

microteaching, reciprocl negotiation of the students actively presenting

and watching about the performances can make great contribution to the

acquisition of the skills.

Pedagogical competence or pedagogical aspect can be defined as

the ability of an individual to use a coordinat, synergistic combination of

tagible resources (instruction materials such as books, articles, and cases

and technology such as software and hardware) and intagible resources

50

(e.g. knowledge, skills, and experience) to achieve efficiency and/or

effectiveness in pedagogy.

Indah (2016) student must do microteaching in two modes. At the

first mode, each student simulates specific teaching skills for

approximately 5-10 minutes. There are ten types of teaching skills to be

learned in this course. Student will get feedback from their friend and

lecturer right after they finished their simulation. This mode is a pure

microteaching form. While in the second mode, students must simulates

all of teaching skills in a 30 minutes lesson as part of microteaching

lesson study. On the first mode, each student plan their lesson

individually, while on the second mode they plan, observe and reflect the

lesson collaboratively in a group of four.

The researcher found that most the students agreed with

interacting with students communicatively and delivering materials.

Since microteaching is used they learn a lot of material provided by the

teacher and it can be used to acquiring new teaching skill to them. In line

with this statement, in questioner number 3 and 4 “I get a description of

various conditions of sudents who will come when I teaching practice in

microteaching”, and “I get more knowledge about how to teach from

microteaching courses” the students were agree that students perception

of the effectiveness of microteaching class on their pedagogical

competence as pre-service english teachers.

51

According to Spencer (1993) that, competency is an underlying

characteristic of a person related to the effectiveness of individual

performance on the job or the basic characteristics of individuals who

have a casual relationship or a cause and effect with the criteria

referenced, effective or excellent or superior perforrmance work place or

at certain situations.

2. The students perceptions of the effectivness of Microteaching class

on their profesional competence as Pre-service English teachers

Findings found that the students perceptions of the effectivness of

Microteaching class on their professional competence as Pre-service

English teachers they ability using media or source and the students

ability of developing learning materials. As we can see in this statement

“I know how to use media or source after i learning microteaching” and

“In microteaching class i learn techniques in developing materials”,

most of the students chose agree in this statement.

Dardjowidjojo (2000) stated that professionalism in the work is

determined by there important factors, namely: having a special skill that

is prepared by the expertise of the education program or specialization,

having the ability to improve the ability, and obtaining and adequate

income in return for such expertise.

Setyaningsih and Ahmad (2012) conduct a research about “

Teacher professionalism: A study on Teachers’ professional and

pedagogical Competence at junior, senior, and vocational High school in

52

Bayumas Regency, Central Java Indonesia. This research mostly discusse

about teachers’ professionalism. Moreover, this research focused on both

teachers’ professional and pedagogic competence.

The researcher found that most the students agreed with

understanding the principles of learning and managing the teaching and

learning interactions. Since microteaching is used they learn a lot of

material provided by the teacher and it can be used to acquiring new

teaching skill to them. In line with this statement, in questioner number 8

and 9 “Microteaching can add understanding the principles of learning”

and “in the class microteaching students learn about how to managing

the teaching and learning interactions”. The students were agree that

students perception of the effectiveness of microteaching class on their

professional competence as pre-service english teachers.

Professional competence is the ability to master the learning

materian boardly and deeply. Asnawi (2014) stated that professional

competence is the core of teachers’ competence because it covers the

pedagogy competence and the knowlwedge of the subject being thougt.

A professional teacher is a person who has the ability and

expertise in the field of teacher or in other words he has educated and

very well trained. Educated and trained not only gain formal education

but also have to master a variety of strategies or in the techniques of

teaching and learning activities and master the foundations as noted in

the educational competence of teachers.

53

According to Subroto (1983), factors attached to teachers

affecting the teaching and learning programs are personality, material

mastery, classroom management, ways of teacher talk, ways of creating

classroom situation, concerns for individual principles, openness,

collaboration, responsiveness to innovation, willingness and ability to

carry out learning experiments.

The comparison between pedagogical competence and

professional competence the most interest of students 7 semester in the

University of Muhammadiyah Makassar based on the findings the

researcher found that most of the student answer in this pedagogical

competence statment 1 (student answer 11) but in the professional

competence statment 6 (students answer 13) So can be seen that the

students are more interested in the professional competence because

more who choose this statment.

54

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of findings and discussion, it can be concluded

from the problems statement “What are the students perceptions of the

effectiveness microteaching class on their pedagogical competence as pre-

service English teachers ?” and “What are the students perceptions of the

effectiveness microteaching class on their professional competence as pre-

service English teachers of English Department at Unismuh Makassar ?”.

1. The result of the study shown that there were some students perceptions

of the effectiveness microteaching class on their pedagogical competence

as pre-service English teachers. The researcher found that they ability to

plan the organization learning materials and being able to apply the

teaching off basic skills. Mostly the pedagogical competence also means

that teacher must have knowledge or capability to plan and conduct the

teaching process and assesment effectively in the field Moreover,

teachers have to master and implement the knowledge of education, both

in method and teaching from microteaching courses.

2. The result of the study shown that there were some students perceptions

of the effectiveness microteaching class on their professional competence

as pre-service English teachers. The researcher found they ability using

media or source and the students ability of developing learning materials.

Mostly the professional competence is the ability educator mastery

55

matter in learning widely and depth maybe guiding students competence

have set (act teacher and lecturers). A professional are people who have

the ability and skill in the field of educated and trained well.

Understanding educated and trained is mastering various strategis or

technique in learning activities and mastering teaching.

B. Suggestion

Based on the result of the study, the researcher would like to give

some suggestions as follow:

2. For the students

In microteaching, the students should know the important of

teaching skill. The students as learner should learn the effectiveness of

microteaching class on their pedagogical and professional competence as

pre-service english teachers. If necessary they can look for information

for lecturer or reviewing related book.

3. For the lecturer

The teacher/lecturer should pay attention more to the student’s

perceptions of the effectiveness of microteaching class on their

pedagogical and professional competence as pre-service english teachers,

because pedagogical and professional competence in learning

microteaching class have an important role to improve the student’s

teaching practice.

56

4. For the next researcher

The next researcer suggested to use a better method to collected

data of their research. The researcher hope that the finding of this

researcher will be use as starting point for the future research on similar

problems.

57

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QUESTIONNAIRE SHEET

QUESTIONNAIRE

This questionnaire aims to collect the data about to know what are the

students perceptions of the effectivness of Microteaching class on their

pedagogical and professional competence as Pre-service English teachers at the

sixth semester of English departement in Muhammadiyah University of Makassar.

For this reason, you are expected to give a real answer so that the research result

can be obtained subjectively.your honest and sincerity are the hopes of the

researcher and at the same time your contribution in this research. For your

participation, the author says thank you very much.

The survey questionnaire is designed to know to know what are the

students perceptions of the effectivness of Microteaching class on their

pedagogical and professional competence as Pre-service English teachers at the

sixth semester of English departement in Muhammadiyah University of Makassar

Instruction

Please checklist the statement that match your condition. Questionnaire

consicts of 10 questions.

SA = Strongly Agree

A = Agree

U = Undecided

DS = Disagree

SD = Strongly Disagre

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No. STATEMENTS LIKERT SCALES

SA

A

U

DS

SD

STATEMENTS OF PEDAGOGICAL

1. Microteaching memberikan saya pengalama mengajar yang nyata. (Microteaching gives me experience real teaching) = Ability To Plan The Organization Learning Materials.

2 Microteaching mengembangkan keterampilan mengajar saya sebelum terjun ke kelas yang sebenarnya. (Miscroteaching developed my teaching skill before going into the real class) = Being Able To Apply The Teaching Of Basic Skills.

3. Saya mendapatkan gambaran bermacam-macam kondisi peserta didik yang akan datang pada saat saya peraktik mengajar dalam microteaching. (I get a description of various conditions of sudents who will come when I teaching practice in microteaching) =Interacting With The Students Communicatively

4. Saya mendapatkan pengetahuan yang lebih tentang cara mengajar dari mata kuliah microteaching. (I get more knowledge about how to teach from microteaching courses) = Delivering Materials

5. Saya mendapatkan umpan balik (feed-back) setelah melakukan praktik mengajar di mata kuliah microteaching. (I get feed-back after doing teaching practice in microteaching courses = Providing Feedback

STATEMENTS OF PROFESSIONAL SA A U DS SD

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6. Saya mengetahui bagaimana cara penggunaan media atau sumber pembelajaran setelah saya belajar microteaching

(i know how to use media or source after i learning microteaching)

= Using Media Or Source

7. Di kelas microteaching saya belajar teknik mengembangkan bahan pembelajaran. (In microteaching class i learn techniques in developing materials) = The Ability Of Developing Learning Materials

8. Microteaching dapat menambah wawasan dalam mengajar. (Microteaching can add understanding the principles of learning) = Understanding The Principles Of Learning

9. Di kelas microteaching mahasiswa belajar tentang bagaimana mengelola interaksi belajar mengajar (in the class microteaching students learn about how to managing the teaching and learning interactions) = Managing The Teaching And Learning Interactions

10. Di kelas microteaching saya belajar bagaimana cara menguasai materi sesuai kurikulum. (In microteaching class i learn how to mastering the materials based on curriculum ). = Mastering The Materials

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Questionnaire Result

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DOCUMENTATION

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CURRICULUM VITAE

DEWI SARTIKA was born in Bonto Tangnga on 2st

October 1997, as the first daugther from three siblings. Her

father’s name is Abd.Kadir and her mother’s name is

Hamsina. She began her study at SDN 07 Bonto Tangnga

and graduated in 2009. Then, she continued her education

at SMPN 3 Camba Maros and graduated in 2012.

Afterwards, she continued her study at SMAN 2 Camba Maros and graduated in

2015. In the same year, she was registered as a student of English Education

Department, Faculty of Teacher Training and Education, Muhammadiyah

University of Makassar. At the end of her study in 2020, she could finish her

thesis entitled Students’ Perceptions Of The Effectivness Of Microteaching Class

On Pre-Service English Teachers’ Competenceat University of Muhammadiyah

Makassar.

students’ perceptions of the effectiveness of

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