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THE STUDENTS’ PERCEPTIONS
OF THE PROBLEMS FACED BY THE STUDENT-TEACHERS
OF ENGLISH EDUCATION DEPARTMENT
OF MURIA KUDUS UNIVERSITY
IN TEACHING PRACTICE PROGRAM
IN ACADEMIC YEAR 2014/2015
By:
ERNA RIZQIYANA
NIM 201132120
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2015
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THE STUDENTS’ PERCEPTIONS
OF THE PROBLEMS FACED BY THE STUDENT-TEACHERS
OF ENGLISH EDUCATION DEPARTMENT
OF MURIA KUDUS UNIVERSITY
IN TEACHING PRACTICE PROGRAM
IN ACADEMIC YEAR 2014/2015
SKRIPSI
Presented to the University of Muria Kudus
In Partial Fulfillment of the Requirements for Completing the Sarjana Program
In the Department of English Education
By:
ERNA RIZQIYANA
201132120
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2015
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MOTTO AND DEDICATION
Enrich your knowledge although you have to go to China to do it
(The Hadist of the Prophet Muhammad SAW)
Dream, pray, action
(Yusuf Mansur)
Be open minded
(Farid Nor Romadlon)
Be inspired or you will be expired
(Ferry Numi C)
Dedication
The researcher would like to dedicate
her final project to:
The most precious wealth of hers,
her family.
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ACKNOLEDGMENT
Alhamdulillah in the name Allah SWT, The Most Gracious and The Most
Merciful, The Lord of the Universe, because of Him, the researcher could finish this
skripsi entitled “The Students’ Perceptions of the Problems Faced by the Student-
Teachers of English Education Department of Muria Kudus University in Teaching
Practice Program in Academic Year 2014/2015” as one of the requirement for
Sarjana Pendidikan (S.Pd) in English Education Department of Teacher Training and
Education Faculty of Muria Kudus University. Secondly sholawat and salutation
always be given to our prophet Muhammad SAW who has guided us from the
darkness to the lightness.
This skripsi is not merely the researcher’s own work but also has been
improved by the great cooperation and assistance of a number of people. Therefore,
the researcher would like to express her gratitude to:
1. Dr. Slamet Utomo, M.Pd, the Dean of Teacher Training and Education Faculty of
Muria Kudus University.
2. Diah Kurniati, S.Pd., M.Pd, the Head of English Education Department of
Teacher Training and Education Faculty of Muria Kudus University.
3. Titis Sulistyowati, SS, M.Pd, as the first advisor who has guided and supported
her in finishing this research with a great patience
4. Fajar Kartika, S.S, M.Hum, as the second advisor who has given his constructive
criticisms and assistances during completing this research.
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5. The lecturers of English Education Department of Teacher Training and
Education Faculty of Muria Kudus University.
6. All of the participants from eighth semester students in English Education
Department in the academic year 2014/ 2015 that kindly have given time for
filling the questionnaires.
7. The researcher’s beloved family, especially Mr. Soemarsono and Mrs. Supriyati
for unconditional and whole-hearted loves, prays and supports during her lifetime.
8. The researcher’s beloved family in ECC “English Conversation Club” (Mrs.
Chasnah, S.Pd., M.PdI, M.Faris, S.Pd, Siti Solikhatun, S.Pd, Dewi Ariyanti,
Linda Ayu M, Kholishotun Nur, Foni Fathiyah, Wafroh Amalina, Ana
Kholidaziya, Joko Purwanto, and Anis Lutfil K, S.Pd) who become her partner
for learning the various thought, teaching her about solidarity and responsibility,
giving the wonderful adventures of her life.
9. The researcher’s beloved sisters of PPL team “Beepolar” (Siti Rohmah, Farichal
Frida N.L, Yatimatul Khusna, Hafiz Dwi H, Muawanatus Saniya, Ulil Afidah,
and Umi Nafisah) who have given the researcher useful knowledge, best
friendship and inspiration.
10. The researcher’s best friends (Diah Ayu SM, Nur Solekah, Siti Suprihatin, Siti
Afiyah and Nofiana Sari).
11. All fellows of hers in Iddea Learning Course, IC-D 2011, Jameela, Beepolars,
and KKN for all beautiful, joyful and sometimes painful memories.
12. All people she has met, seen, heard of during her lifetime.
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Finally, this skripsi is expected to be able to provide useful knowledge and
information to the readers, and the researcher is pleased to accept more constructive
criticism, suggestion and contribution from the readers to improve this graduating
paper.
May Allah always guide us to the best way of our life in the world and
hereafter.
Kudus, July 2015
Erna Rizqiyana
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ABSTRAK
Rizqiyana, Erna. 2015. Persepsi dari Mahasiswa tentang masalah yang dihadapi
selama PPL Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu
Pendidikan Universitas Muria Kudus dalam Program PPL Tahun Ajaran
2014/2015. Skripsi. Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu
Pendidikan, Universitas Muria Kudus. Pembimbing: (i) Titis Sulistyowati,
SS, M.Pd (ii) Fajar Kartika, SS, M.Hum.
Kata Kunci : PPL, Masalah, Mahasiswa praktikan.
PPL (Praktik Pengalaman Lapangan) adalah bagian program terpenting dari
fakultas keguruan dan ilmu pendidikan. PPL menjadi bagian inti pelatihan
profesional. Program ini menjadi kesempatan bagi mahasiswa untuk mempraktikkan
teori yang mereka dapatkan selama perkuliahan. Pada saat PPL, mungkin timbul
perbedaan antara apa yang telah dipelajari selama kuliah dengan kondisi nyata di
kelas. PPL seharusnya membuat mahasiswa praktikan bisa menyatukan keduanya,
teori dan praktik.
Penelitian ini didesain untuk mengidentifikasi masalah-masalah yang dihadapi
mahasiswa praktikan selama PPL dan untuk menemukan solusi atas masalah yang
dihadapi oleh mahasiswa praktikan Pendidikan Bahasa Inggris Universitas Muria
Kudus dalam PPL tahun ajaran 2014/2015.
Penelitian ini menggunakan pendekatan deskripsi kualitatif. Data
dikumpulkan melalui (1) kuesioner tertutup untuk menggali informasi tentang
persepsi siswa dari permasalahan-permasalahan yang muncul selama PPL (dampak
dari microteaching, soft skill, management skill, teaching skill, language skill,
hubungan dengan guru pamong, DPL, tim PPL, dan partisipasi diluar aktivitas wajib)
dan (2) kuesioner terbuka untuk menggali informasi tentang permasalahan-
permasalahan yang dihadapi mahasiswa praktikan selama PPL yang mungkin tidak
tercantum dalam kuesioner tertutup.
Data dikumpulkan lalu dianalisis. Hasil dari kedua kuesioner menunjukkan
bahwa ada beberapa masalah yang muncul selama PPL tahun ajaran 2014/2015.
Temuan mayor adalah masalah-masalah yang berkaitan dengan soft skill,
management skill, teaching skill, hubungan dengan guru pamong, DPL, tim PPL.
Meskipun muncul beberapa masalah, tidak menjadi masalah serius selama bisa
menyelesaikannya. Solusi yang diambil dari mahasiswa praktikan dalam
menyelesaikan masalah selama PPL adalah memiliki persiapan yang matang sebelum
PPL, banyak praktik, banyak membaca referensi, menjaga hubungan dengan guru
pamong, DPL, guru-guru dan tim. Ketika ada masalah segera diselesaikan. Tetap
bersikap positif.
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Mahasiswa praktikan seharusnya memiliki persiapan yang matang sebelum
melaksanakan PPL. Karena program PPL diselenggarakan di sekolah-sekolah, itu
artinya mahasiswa praktikan harus mematuhi peraturan yang ada. Di samping itu,
menjaga hubungan dengan guru pamong, DPL, guru di sekolah, siswa, dan tim sangat
dibutuhkan. Guru pamong, perwakilan guru yang mendampingi mahasiswa praktikan
selama PPL, diharapkan mampu menerima mahasiswa pratikan dengan baik,
mendampingi dengan baik, memberikan pengalaman-pengalaman mengajar,
memberikan motivasi dan saran, dan fleksibel untuk diajak berdiskusi bersama.
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ABSTRACT
Rizqiyana, Erna. 2015. The Students’ Perceptions of the Problems Faced by the
Student-Teachers of English Education Department of Muria Kudus
University in Teaching Practice Program in Academic Year 2014/2015.
Skripsi. English Education Department, Teacher Training and Education
Faculty, Muria Kudus University. Advisors: (i) Titis Sulistyowati, SS,
M.Pd (ii) Fajar Kartika, SS, M.Hum.
Key Words : Teaching Practice, Problems, Student-Teachers
Teaching practice is the most important part of teacher training and education
faculty program. It should be the central pivot of the professional training. It is an
opportunity for student-teachers to put their theoretical studies into practice. There
may be some inconsistencies between what has been learned in university and the
actual situation in the classroom. The teaching practice program should help student-
teachers to integrate theory and practice.
The study was designed to identify the problems faced by the student-
teachers during teaching practice and to find out the solutions related to the problems
faced by the student-teachers of English Education Department of Muria Kudus
University in Teaching Practice Program in Academic Year 2014/2015.
This research utilized descriptive qualitative research. The data were
collected through (1) close-ended questionnaire which sought the information of the
students’ perceptions of the problems in teaching practice (the impact of
microteaching, soft skill, management skill, teaching skill, language skill, relation
with the cooperative teacher, relation with the supervisor, assessment, and
participation in other routine activities aspect) and (2) open-ended questionnaire
which sought the information of the students’ perceptions of the problems that appear
during teaching practice and its solutions.
The data were collected and tabulated. The result of the questionnaire, both,
close-ended and questionnaire show that there are some problems came up during
teaching practice program in academic year 2014/2015. Major findings are the
problems are related to soft skill, management skill, teaching skill, relation with
cooperative teacher, supervisor and team. Even though came some problems at that
time, it did not really matter as long as they could solve it. The solutions taken from
the student-teachers in solving the problems faced in teaching practice program are
students must have good preparation before teaching practice, more practice, more
reading many reference, keep good relationship with cooperative teachers, supervisor,
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teachers and team. When there is a problem, discuss and solve it as soon as possible.
Keep positive and keep the attitude.
The student-teachers should have good preparation before teaching practice.
Due to teaching practice is program that held in some representative schools, it means
the student-teachers must follow the regulation in that school. Besides, keep good
relationship with the cooperative teachers, teachers in the school, students, supervisor
and team. Cooperative teacher, teacher who guide the student-teachers during
teaching practice are expected to accept the student-teachers, guide them well, give
experiences in teaching, give motivation and suggestion, and flexible to discuss with.
By coming up the problems and finding the solutions, this research can contribute to
build the better and better teaching practice program in English Education
Department in the future.
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TABLE OF CONTENTS
PAGE
COVER …………………………………………………………………… i
LOGO ……………………………………………………………………. ii
TITLE …………………………………………………………………… iii
MOTTO AND DEDICATION …………………………………………... iv
ADVISORS’ APPROVAL ………………………………………………. v
EXAMINERS’ APPROVAL …………………………………………….. vi
ACKNOWLEDGMENT …………………………………………………. vii
ABSTRAK ………………………………………………………………. x
ABSTRACT ……………………………………………………………….. xii
TABLE OF CONTENTS ………………………………………………… xiv
LIST OF TABLES ……………………………………………………….. xix
LIST OF APPENDICES ………………………………………………… xx
CHAPTER I INTRODUCTION ……………………………………… 1
1.1 Background of the Research …………………………………… 1
1.2 Statements of the Problem ………………………………….…….. 5
1.3 Objectives of the Research ……………………………………… 5
1.4 Significance of the Research ……………………………………… 6
1.5 Scope of the Research …………………………………………. 6
1.6 Operational Definition …………………………………………… 8
CHAPTER II REVIEW TO RELATED LITERATURE ....................... 9
2.1 Teaching .............................................................................................. 9
2.2 Microteaching...................................................................................... 10
2.3 Teaching Practice ................................................................................ 11
2.4 Objective of Teaching Practice .............................................................. 14
2.5 Stages in Teaching Practice .................................................................. 15
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2.5.1 Primary Stage .................................................................................. 15
2.5.2 Preparation of Lesson ...................................................................... 16
2.5.3 Qualities of Good Lesson ................................................................ 16
2.5.4 Teaching in Classroom .................................................................... 17
2.5.5 Evaluation of Teaching Practice ...................................................... 18
2.5.6 Participation in other Routine Work of School................................. 18
2.6 Role of Supervisor and Cooperative Teacher in Teaching Practice ........ 19
2.6.1 Role of Supervisor …………………………………………………. 19
2.6.2 Role of Cooperative Teacher……………………………………….. 20
2.7 Problems in Teaching Practice ........................................................... 20
2.8 Teaching Practice in Muria Kudus University ..................................... 22
2.8.1 The Implementation. ........................................................................ 22
2.8.2 The Objectives ................................................................................. 23
2.8.3 The Implementation of Teaching Practice Program
in Muria Kudus University ............................................................... 24
2.8.4 The Assessment ............................................................................... 24
2.9 Review Previous Research .................................................................. 25
2.10 Theoretical Framework ....................................................................... 27
CHAPTER III METHOD OF THE RESEARCH ................................... 28
3.1 Design of the Research ......................................................................... 28
3.2 Data and Data Source ........................................................................... 29
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3.3 Data Collection .................................................................................... 30
3.4 Data Analysis ....................................................................................... 30
CHAPTER IV FINDINGS OF THE RESEARCH .................................. 33
4.1 The Students’ Perceptions about the Problems Faced by
the Student-Teachers of English Education Department of Muria
Kudus University in Teaching Practice Program in Academic Year
2014/2015 In Close-ended Questionnaire .............................................. 33
4.2 The Students’ Perceptions about Problems Faced by the Student-
Teachers of English Education Department of Muria Kudus
University in Teaching Practice Program in Academic Year
2014/2015 (Open-ended Questionnaire) ................................................ 42
4.3 The Solutions Taken by the Student-teachers in Solving the Problems
Faced in Teaching Practice .................................................................... 52
4.4 The Student-teacher’s Recommendation or Suggestion for the Next
Teaching Practice Program in English Education Department 66
CHAPTER V DISCUSSION .................................................................... 70
5.1 The Students’ Perceptions about the Problems Faced by the Student-
teachers of English Education Department of Muria Kudus
University in Teaching Practice Program in Academic
Year 2014/2015……………………………… 70
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5.1.1. The Problems Faced by the Student-Teachers of English
Education Department of Muria Kudus University in Teaching Practice
Program in Academic Year 2014/2015 on Closed-ended
Questionnaire Result……………………………………………..….. 71
5.1.2 The Problems Faced by the Student-Teachers of English Education
Department of Muria Kudus University in Teaching Practice
Program in Academic Year 2014/2015 on Open-ended
Questionnaire Result………………………………………………….. 78
5.2. The Solution Taken by the Student-Teachers of English Education
Department of Muria Kudus University in Solving the Problem
Faced in Teaching Practice Program
in Academic Year 2014/2015 ……………………………… 82
5.3. The Student-teacher’s Recommendation or Suggestion for the
Next Teaching Practice Program in English Education
Department……………………………………………………… 83
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CHAPTER VI CONCLUSION AND SUGGESTION ............................ 87
6.1 Conclusion ........................................................................................... 87
6.2 Suggestion ........................................................................................... 89
REFERENCES ......................................................................................... 91
APPENDICES ........................................................................................... 93
STATEMENT .......................................................................................... 118
CURRICULUM VITAE ........................................................................... 121
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LIST OF TABLES
TABLE PAGE
3.1 Analyzing data in terms of percentage and mean scores……… 31
3.2 Developing Final Themes from the Data………………… 32
4.1.Close-ended Questionnaire and Student’s Responses………… 34
4.2. The Data of Student-Teacher’s Problems in Teaching
Practice Program……………………………………………. 43
4.3. Developing the Data Based on the Classification…………… 46
4.4 The Data of Solutions Taken by the Student-teachers in Solving
the Problems in Teaching Practice Program……………..………. 52
4.5 Adjusting the Data Based on the Classification………………… 55
4.6. The Student’s Recommendation about the Next Teaching
PracticeProgram………………………………… ………………66