SELF-CONFIDENCE IN PERFORMING TEACHING

PRACTICE IN SIXTH SEMESTER STUDENTS’ OF ENGLISH

DEPARTMENT

(A Descriptive Research)

A THESIS

Submitted to the Faculty of Teacher Training and Education Muhammadiyah

University of Makassar in partial Fulfillment of requirement for the Degree of

English Department

SRY RUFIKA WARAH AR

10535 5755 14

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2020

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS MUHAMMADIYAH MAKASSAR

Jl. Sultan Alauddin (0411) 860 132 Makassar 90221

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : SRY RUFIKA WARAH AR

NIM : 10535 5755 14

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : Analysis of Self-Confidence in Performing Teaching

Practice in Sixth Semester Students’ of English

Department (A Descriptive Research )

Dengan ini menyatakan:

Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya

sendiri bukan hasil ciptaan dan tidak dibuatkan oleh siapapun.

Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia

menerima sanksi apabila pernyataan saya tidak benar.

Makassar, Februari 2020

Yang membuat pernyataan:

SRY RUFIKA WARAH AR

10535 5755 14

ix

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS MUHAMMADIYAH MAKASSAR

Jl. Sultan Alauddin (0411) 860 132 Makassar 90221

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : SRY RUFIKA WARAH AR

NIM : 10535 5755 14

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : Analysis of Self-Confidence in Performing Teaching

Practice in Sixth Semester Students’ of English

Department (A Descriptive Research )

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 siapapun.

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, Februari 2020

Yang membuat pernyataan:

SRY RUFIKA WARAH AR

10535 5755 14

x

MOTTO

“To get a success, your courage must be greater than your fear.”

xi

ABSTRACT

SRY RUFIKA WARAH AR, 2020. Self-Confidence in Performing Teaching

Practice sixth Semester Students of English Department, under the thesis of English

Education Department the Faculty of Teacher Training and Education, Makassar

Muhammadiyah University (Guided by Sulfasyah and Radiah).

This study aims to determine students' confidence in teaching practice, in

preparing mental, learning design and other teaching readiness.

This research uses descriptive research. The research population was taken

in the 6th semester students of English language education at Muhammadiyah

University. The sample of this study was Class which consisted of 30 students using

questions and observations as instruments.

The results of research, some students’ met self-confidence criteria when

doing teaching practice such as explaining the material well, and it is not difficult

to interact with students. This can be seen also from the student statement, the

agreement shows that they mostly that their agree self-confidently can help the

process of learning, teaching, and interacting with students. It is showed by students'

confidence in teaching is at mean score of 69 it means that they are in high category.

.

Keywords: Self-confidence, Teaching Practice, Learning

xii

ABSTRAK

SRY RUFIKA WARAH AR, 2020. sebuah skripsi jurusan Pendidikan Bahasa

Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah

Makassar. (Dibimbing Oleh Sulfasyah dan Radiah).

Penelitian ini bertujuan untuk menentukan percaya diri siswa dalam latihan

mengajar, mempersiapkan mental, desain pembelajaran, dan persiapan mengajar

lainnya.

Penelitian ini menggunakan metode deskriptif. Populsai dalam penelitian ini

diambil dari mahasiswa semester 6 jurusan Pendidikan Bahasa Inggris di

Universitas Muhammadiyah Makassar. Sampel pada penilitian ini diambil dari

kelas yang jumlah siswanya 30 dan menggunakan pertanyaan dan observasi sebagai

instrument.

Hasil dari penelitian ini, beberapa siswa memenuhi kriteria kepercayaan diri

dalam melakukan praktik mengajar seperti menjelaskan materi dengan baik, dan

tidak sulit untuk berinteraksi dengan para siswa. Hal ini dapat dilihat dari

pernyataan siswa, pernyataan mereka menunjukkan bahwa percaya diri dapat

membantu dalam proses belajar, mengajar, dan berinteraksi dengan siswa. Hal ini

dapat ditunjukkan dalam kepercayaan siswa dalam mengajar berada pada nilai rata-

rata 69 yang berarti berada dalam kategori tinggi.

Kata Kunci: Percaya diri, Latihan Mengajar, Belajar.

xiii

ACKNOWLEDGMENTS

In the name of ALLAH, most gracious, most merciful

Allhamdulillahi Rabbil Alamin, the researcher reveals her gratitude to the

almighty God, Allah SWT, who has given guidance, mercy and good health, so that

she could finish writing this thesis. Shalawat and salam are addressed to the Prophet

Muhammad SAW who has changed the human life.

The researcher would like to express her highest appreciation and

deepest thankfulness to her beloved parents Arham and Asmiaty Azis for their

prayer, loves, financial, motivation and sacrifice for researcher success and her

beloved sisters and brothers Dian Eka Rezky, Achmad Indra Ar, Gusnia Indah Sari,

Muhammad Khaidir Alyi Ar who always give her support and advices for finished

her study. The researcher realizes that in carrying out the research and writing this

thesis, many people have contributed their valuable suggestion, guidances,

assistances, and advices for the completion of this thesis. Therefore, she would like

to express her gratitude and honor to:

1. Prof. Dr. H. Abd. Rahman Rahim, SE. MM, the Rector of

Muhammadiyah University of Makassar .

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

Department of FKIP UNISMUH Makassar.

3. Ummi Khaerati Syam, S.Pd., M.Pd the Head of English Education

Department, her Secretary Ismail Sangkala S.Pd., M.Pd and the Staff

xiv

4. Her greatest thanks are due to her first consultant Sulfasya,. M.A, Ph.D

and Dra. Radiah Hamid, M.Pd as her second consultant who has given

their valuable time patient, to support assistance and guidance to finish

this thesis

5. Her heartful thank to all lectures of the FKIP UNISMUH especially to

the lectures of English Department and all of staff of Muhammdiyah

University of Makassar for their the years of the researcher’s study.

6. Thanks to the sixth semester of English Department students who were

to be the sample in this research.

7. The writer very grateful to have some close friends who always help and

support me. The first appreciation goes to my kinder hearted friends are

Rodiah Nahdatul Warda for lend me your laptop. The next appreciation

also for St. Nur Islamiyah Ismail, Ulfah Pattola, Dirgahayu Lestari, Ifta

Juniati, Humaerah Nafisah, and Hana Qonitah Rahayu who encourage

me to finish this thesis.

8. Thanks also the writer friends in ADDICTED 2014 (Class A) who have

give their energy and motivation during the writer arranging this thesis

Makassar, 2020

Sry Rufika Warah Ar

xv

TABLE OF CONTENTS

TITLE ........................................................................................................... i

LEMBAR PENGESAHAN .................................................................................. ii

APPROVAL SHEET ............................................................................................ iii

COUNSELLING SHEET I ..................................................................................iv

COUNSELLING SHEET II .................................................................................vi

SURAT PERNYATAAN ......................................................................................ix

SURAT PERJANJIAN .......................................................................................... x

MOTTO .................................................................................................................xi

ABSTRACT ......................................................................................................... xii

ACKNOWLEDGEMENT ................................................................................. xiv

TABLE OF CONTENTS ................................................................................... xvi

LIST OF TABLES ........................................................................................... xviii

LIST OF APPENDICES...................................................................................xvix

CHAPTER I: INTRODUCTION

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

B. Problem Statement ....................................................................................... 3

C. Objective of the Study .................................................................................. 3

D. Significance of the Study ............................................................................. 3

E. Scope of the Study........................................................................................ 4

CHAPTER II: REVIEW OF RELATED LITERATURE

A. Previous of Related Findings ....................................................................... 5

B. Theoretical Reviews ..................................................................................... 7

xvi

1. The Concept of Teaching ......................................................................... 7

2. The English Teaching .............................................................................. 8

3. The Concept of Self-Confidence .............................................................. 9

4.The Concept of Microteaching................................................................ 13

C. Conceptual Framework .............................................................................. 16

CHAPTER III: RESEARCH METHOD

A. Research Design ......................................................................................... 18

B. Population and Sample ............................................................................... 18

C. Research Variable and Indicators............................................................... 18

D. Research Instrument ................................................................................... 19

E. Data Collection........................................................................................... 19

F. Analysis Of Data ........................................................................................ 19

CHAPTER IV: FINDINGS AND DISCUSSION

A. Findings ...................................................................................................... 22

B. Discussion .................................................................................................. 26

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion .................................................................................................. 28

B. Suggestions ............................................................................................... 28s

BIBLIOGRAPHY ................................................................................................ 27

APPENDICES

xvii

LIST OF TABLES

Page

Table 3.1: Likert Scale ...................................................................................................... 17

Table 3.2: The Interval Score of the Students Responses on The Questionnaire....... 17

Table 4.1: The Result of the Students Responses of Self-Confidence ....................... 20

Table 4.2: The Result of the Students Responses of Teaching Readiness ................. 20

xviii

LIST OF APPENDICES

Appendix 1: Questionnaire

Appendix 2: Observation of Teaching

Appendix 3: The Result of the Students Responses on Their Questionnaire

Appendix 4: The Scores of the Students Questionnaire

Appendix 5: Students’ Name of G Class in Sixth Semester English Department

xix

CHAPTER I

INTRODUCTION

This chapter present about background, problem statement, objective of

the study, significant of the study and the scope of research

A. Background

Teaching is guiding students how to learn. Teaching means regulating

and creating conditions that exist in the student's environment so that they can

carry out learning activities. Simply put, teaching aims to convey knowledge

and train the mindset of students. The teaching and learning process is an

interaction between the teacher and students which are two different things,

but form a single entity. According to Capel et.al (2013) teaching is the

process of attending to people’s needs, experiences and feelings, and

intervening so that they learn particular things, and go beyond the given.

According to Shih (2011)Teaching English as a Foreign Language is

focused on the purposes or studies of English by teachers and English learners

with a different mother tongue. The precise interpretation for TEFL is that

they treat English as a tool of of communication in the world of various

countries, instead of using it as an official language, or primarily educational

language. Most generally, the term TEFL is applied to emphasize that English

language learning in nations, where English is not the most important

language.

2

In teaching and learning there are ordinary problems that can be

encountered in class like, lack of concentration and confidence in teaching,

this problem can interfere with teaching and learning activities. Admittedly,

teaching is not an easy matter. It takes courage and strong confidence to be

able to convince people that what they convey is useful and beneficial to

others. However, everyone is basically able to teach. The problem really

depends on whether someone wants to develop themselves in good teaching

or not. Here are some tips that a person can do to continue to cultivate and

develop confidence in teaching: (a) practice regularly, (b) relax and don't

strain, (c) don't think wrong, just do it. (d) interact with students, (e) prepare

well.

Teaching can foster your confidence, your interactions with students in

the class get used to talking loudly in front of people. Teaching can also train

self-confidence. Confidence is something that is related to the world of

psychology that exists in every human being to believe everything about the

abilities possessed by him. Having high self confidence is what is needed to

be able to achieve success and dreams that you dream of.

Some research uses different evaluations to find out how far students

are confident in teaching. Researchers realize the importance of one’s self-

confidence in teaching and should not be ignored, as prospective teachers

must always practice because of confidence in teaching able to smooth

teaching and learning in class. Based on the explanation above, the researcher

is interested in conducting research entitled “Self-Confidence in Performing

3

Teaching Practice in the Sixth Semester at Students’ in English Education at

Muhammadiyah University of Makassar”. This study was designed to find out

the extent to which students prepare themselves to become prospective.

B. Problem Statement

Based on the background has been explained above, the research question

is formulated as follows:

How is the self-confidence of sixth semester students’ of English

Department when performing teaching practice?

C. Objective of the Study

Based on the problem mentioned above, the objective of the study is

formulated as follows:

To know How is the self-confidence of sixth semester students’ of

English Department when performing teaching practice

D. Significant of the Study

There are many significant of the research which can be useful for :

a. For Researcher

The result of this research can be a useful as reference, it provides

information or knowledge to prospective educators about confidence

in teaching.

4

b. For Students

The result of the research is useful for students to increase confidence

in teaching practice.

E. Scope of Research

This study talking about the influence of self-confidence student on

English teaching practices in Microteaching. In her study want to know how

far confident students as a prospective educator to teach. It is evaluated based

on the students’ practical readiness to teach at the Seventh Semester Students

English Department of Muhammadiyah University of Makassar.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter present about previous related research finding, theoretical and

conceptual framework explain about self-confidence and English teaching practice.

A. Previous Related Research Finding

Some researchers have been conducting studies related to this

research, there are as follow:

1. Pujianti (2017) the title is “Influence of Learning Microteaching on

the Attitude of Self-Confidence”, based on the results of descriptive

statistical analysis of learning microteaching located at 64-68

intervals this result is located in the high category. While the

average score of confidence is located at interval 61-64 this result is

in the high category. Meaning there is a positive and significant

influence on microteaching learning the student's confidence in

carrying out practical experience in the field of experience majoring

in Islamic education at the Tarbiyah Faculty and Teaching of the

Alauddin State Islamic University in Makassar

2. Sungkar (2015) the title is “Sense of Humor as Step Improving

Teacher Confidence”, based on the result of the analysis and

discussion of research results, can be drawn conclusion that is: there

is relationship a very significant positive between Sense of Humor

with confidence means the higher the sense of humor then the

6

higher his confidence or otherwise the lower the sense of humor

then the lower the confidence.

3. Kurniawati (2013) the title is “Improving The Self-Confidence in

Speaking Pratice by Using Role-Play Technique for The Eight

Grade Students of Smp Muhammadiyah 3 Yogyakarta”, the result

of the study showed that there were some improvements in the

students’ self-confidence. Related to the teaching-learning process

speaking, it was shown that role play techniques like guided role

play and the use of some role cards, cue, cards, colorful, pictures

and other accompanying actions (teaching the students’

pronunciation, asking the students to practice role play, asking the

students to perform in front of the class, and giving feedback) gave

the students a lot of opportunities to be more active.

From the research finding previously there is similarity to

this research such as discuss about self-confidence. The difference

of this study between Pujianti (2017) focused on the effect of

microteaching on the attitude of self-confidence. Sungkar (2015)

used a Sense of Humor to improve teacher confidence. Kurniawati

(2013) focused on the improving the self-confidence in speaking

practice by using role play technique.

7

B. Theoretical Reviews

1. The Concept of Teaching

a. Definition of Teaching

Rohani (2004) who teaches about the learning process.

Experience itself is only possible if students are self-active in their

environment. For example, if a student wants to solve a problem, then

he must think according to certain steps.. Hence, just try for it, after

reading all the definitions. There are so many educationists,

complimented their definitions about teaching, here are some, to keep

in mind. According to Gage, "Teaching is a form of interpersonal

influence aimed at changing the behavior potential of another person."

Teaching can be defined as engagement with learners to enable

their understanding and application of knowledge, concepts and

processes. It includes design, content selection, delivery, assessment

and reflection to teach is to engage students in learning; thus teaching

consists of getting students involved in the active construction of

knowledge. A teacher requires not only knowledge of subject matter,

but knowledge of how students learn and how to transform them into

active learners. Good teaching, then, requires a commitment to

systematic understanding of learning. The aim of teaching is not only

to transmit information, but also to transform students from passive

recipients of other people's knowledge into active constructors of their

own and others' knowledge. The teacher cannot transform without the

8

student's active participation, of course. Teaching is fundamentally

about creating the pedagogical, social, and ethical conditions under

which students agree to take charge of their own learning, individually

and collectively.

b. The Model of Teaching

According to Joyce and Weil (1985), a model of teaching is a

plan or pattern that can be used to shape curricula, to

design instructional materials and to guide instruction in the classroom

and other setting. Each model consist of a rationale, a series of steps

(actions, behaviors) to be taken by the teacher and the learner, a

description of necessary support systems, and a method for evaluating

the learner’s progress. Some models are designed to help students

grow in self-awareness or creativity; some foster the development of

self-discipline or responsible participation in a group; some models

stimulate inductive reasoning or theory-building; and others provide

for mastery of subject matter. Bruce Joyce and Marsha well have

identified more than 80 distinct models of teaching from which a

teacher can choose, provided that the teacher knows the models exist

and that they meet his/her needs for creating various learning

environments.

2. The English Teaching

According to Goetting (1942: 3) teaching is an activity designed to

produce changes to students (students) to provide encouragement,

9

assistance, and direction for certain changes. Success in teaching and

learning English can be achieved if all related components such as

teachers, students, principals, teacher guidance and counseling have the

willingness to improve the quality of the teaching and learning process. to

achieve the goal of teaching English, the teacher needs to know the

condition of the students what methods can facilitate them so that they are

easy and interested in learning English.

Teaching English, general non-technical terms for the work of

English teachers, both with children, adolescents, or adults, and whether

as a first, second, foreign language, or so on. Such teaching currently takes

place on a scale far beyond other languages in the past or present, and is

approached only (in a more limited geographical area) by Putonghua in

the People’s Republic of China. In Language teaching and linguistic

application, and increasingly in education in general, English teaching is

divided into five categories, each with its own traditions, terminology,

perspective, theory, practice, publications, organizations, and conference.

3. The Concept of Self-Confidence

a. The Definition of Self-Confidence

Self-confidence is contextualized within domain-specific and

person-specific self-views. Because of a fundamental need to evaluate

our opinions and abilities and because such judgments cannot be

objectively determined, we use others' views of us to inform our own

self-views. Even if our self-views are by some objective criterion

10

chronically misconceived, the tendency to construct concepts of self as

consistent will obtain. The views that each holds of self may also play

out in quite contradictory ways and explanations of difference are

attributed, in part, to the differences in confidence with which persons

hold their self-views. Views of self are conceptualized in constructs

such as esteem, concept and efficacy. The relationship between self-

confidence and self-esteem is unclear, with the literature offering

confusing and contradictory messages. However, the term self-esteem

is regularly conflated with self-concept. According to Kröner and

Biermann (2007) that self-confidence judgments’ are influenced by

self-concept; reasoning that since self-concept represents self-

perceived competence in various domains (thereby including

individuals knowledge about extant skills and abilities), it is this

knowledge which individuals bring to bear when asked to judge

response confidence.

b. The Implications of Self-Confidence

A preliminary foray into the meaning of self-confidence exposes

it as a belief or view that each person has of self. It is a dimension of

every individual's self-representation which will play out in a range of

performance indicators and is associated with the individual’s

impression of his/her competence in a specific domain, context or

situation. This being so, it will be referenced in both internal and

11

external factors (Marsh et al. 2006).It is important for teachers to

recognize that learner self-concept comprises academic and non-

academic elements, and that while self concept can affect

achievement, it is also susceptible to contextual and environmental

features. Teachers who enable learners to make adaptive attributions

for 'success' and 'failure' in learning, who include opportunity for the

mastery of curriculum content, and who incorporate meaningful choice

and involvement in learning activities are promoting positive self-

beliefs, and thereby supporting the development of healthy self-

concept(Valentine et al 2004).Thus the support and development of

self-concept with all that that means for increasing competence is an

important cue for teachers who seek to improve learner self-

confidence(Brunner et al. 2010).

c. The Factors that Affect Confidence

Factors that influence a person's confidence according to

Hakim (2002) as follows:

a. Age factor, a person will grow in line with age and experience.

Physical factors influence because they are more perfect

growth of talking organs, and muscle work to perform

movements and gesture. In adolescence, biological

developments that support ability language has reached the

level of maturity. Accompanied by intellectual development

12

then teenagers / students will be able to show good and polite

ways of communicating.

b. Factors of environmental conditions, the environment in which

grow and develop contributed substantially to language

proficiency.48 According tosertain American Psychologist

says the environment includes conditions and nature world that

in some way affects our behavior, growth, development or life

process. Basically Environment Include as follows:

1. Family environment, is the oldest educational institution, is

of a nature informal first and foremost taken by children

and institutions educational nature of parents is responsible

nurture, care for, protect and educate children to grow and

well developed.

2. The School Environment is the second major educational

environment. Inside it accommodates learners, educators,

administrator counselors, media or tools that exist in the

school environment.

3. School organizational environment, a kind of social

consciousness, social skills developed with friends and the

right attitude in fostering relationships with fellow human

beings (social attitude)

4. Factors of physical condition, physical conditions such as

obesity, disability of limbs and disrupted his health or

13

organ sound is not perfect one of the shortcomings which is

clearly visible to others.

5. The mental factor, a person will be confident because it has

that ability tend to be high based on one's experience, such

as talent, or special expertise he has.

4. The Concept of Microteaching

The act of Undang-UndangRepublik Indonesia number 14 year

2005 Chapter IV Verse 10 on teacher and lecturer, explain that a

teacher has to have a competence which is reliable. It refers to the

teaching context and teacher in society context. That competence

includes pedagogical competence, personal competence, professional

competence, and social competence. It indicates that to be a

professional teacher, student teacher should have enough preparation.

In order to create a professional teacher, it can be developed by

Practicum, Microteaching then will be continue with Teaching

Practice Program (Yusuf, 2010).

Microteaching is usually applied before student teachers do the

teaching practice program to examine theory readiness of student

teachers so that it reduces the student teachers nervous in real

teaching. According to Remesh and Memorial (2013), Microteaching

is a teachers exercise to learn a teaching skills. It employs real

14

teaching situation for developing skills and help to get knowledge in

teaching process. Besides that, Kilic (2010) argued that microteaching

can develop the ability of making a lesson plan, decide a teaching’s

purposes, teach in front of the students, and try to evaluate teaching

learning process. It can be done in a small group of students.

a. Definition of Microteaching

Allen et.al (2000) defined microteaching as “A system of

controlled practice that makes it possible to concentrate on specific

teaching behavior and to practice teaching under controlled

conditions”.

Microteaching method offers new and different opportunities

to pre-service teachers about the planning and implementation of new

teaching strategies. Microteaching has an important place in

preparation for the teaching profession because of its potential to

emphasize the relationship between theory and practice (Ajayi-

Dopemuet,al, 2001).

Microteaching is a technique in teacher education which

provides a transition from theory to real teaching situations (Çelik,

2001)In microteaching, pre-service teachers find opportunities to

develop skills to prepare lesson plans, choose teaching goals, take

15

students’ attention, speak in front of group, ask questions, managing

time effectively, and assessment techniques (Kılıç, 2010).

In summary, microteaching is an instrument for teacher

training. If offers the student the opportunity to practice teaching

activities under controlled and simulate circumstances such that the

complexity of the real teaching situation is simplified in terms of the

number of students, the amount of teaching time and the amount of

teaching activities to which particular attention can be given.

b. The Cycle of Microteaching

The Microteaching cycle starts with planning. In order to

reduce the complexities involved in teaching, the student teacher is

asked to plan a "micro-lesson" i.e a short lesson for 5-10 minutes

which he will teach in front of a "micro-class” i.e a group consisting 3-

4 students, a supervisor and peers if necessary. There is scope for

projection of model teaching skills if required to help the teacher

prepare for his session. The student teacher is asked to teach

concentrating one or few of the teaching skills enumerated earlier. His

teaching is evaluated by the students, peers and the supervisor using

checklists to help them. Video recording can be done if facilities

permit. At the- end of the 5 or 10 minutes session as planned, the

teacher is given a feedback on the deficiencies noticed in his teaching

methodology. Feedback can be aided by playing back the video

16

Self-Confidence in Teaching

Practice

Students high and low in

Performing Teaching

Practice

Questionnaire and

observation

recording. Using the feedback to help himself, the teacher is asked to

re-plan his lesson keeping the comments in view and reteach

immediately the same lesson to another group. Such repeated cycles of

teaching, feedback and re-teaching help the teacher to improve his

teaching skills one at a time. Several such sequences can be planned at

the departmental level.

C. Conceptual Framework

The conceptual framework underlying in this research is given in the

following:

Figure 2.1 Conceptual Framework

The conceptual framework above is explain about of the concept

of this research. A teacher’s confidence will be reflected in each of her

behavior. Therefore, to see one’s confidence, it can be seen from the

attitude and appearance of behavior. For example, everyone must feel able

17

to talk with anyone. However, the conditions will be very different when

someone is confronted with a classroom atmosphere in which there are

students who have different characteristics and others. That’s where our

speaking ability is tested, there are some people who are nervous, feel

insecure and so on. Of course this has been felt by every new teacher who

becomes a teacher. To see confidence in teaching practices, researchers

use observation and questionnaire to see students high and low in

performing teaching practice.

CHAPTER III

RESEARCH METHOD

Research method is a method that be used in investigated a problem. One of

topic that has been discussed, the writer using descriptive method to investigate about

the influence of students’ self-confidence in teaching practice, for seventh semester

students in Muhammadiyah University of Makassar.

A. Research Design

In this research, the writer used descriptive quantitative which is

written words or saying words from people who can be observed in. Here, the

writer will come to the collage as a nonparticipant researcher to observe

directly and then take the data from questionnaire.

B. Population and Sample

Population is a group of individual persons, object, or items

from which samples are taken for statistical measurement . Sample is

small part or quantity intended to show what the whole is like. the population

of this study students of English education department. The number of the

population is 200 students and the writer select sample that consist of 35

studentsin the classroom microteaching. The researcher used Random

sampling is a part of the sampling technique in which each sample has an

equal probability of being chosen.

19

C. Research Variable and Indicators

The aspect of variable that be investigated is the influence of student’s

self-confidence in teaching practice, where there are two types of variables

that are independent and dependent variables. In the research self-confidence

is independent variable and English teaching practice is dependent variable.

and the indicator of this research is knowing the self-confidence of students’

and teaching readiness.

D. Research Instrument

In this research, the writer used a questionnaire to gather information

from students about their self-confidence in the English teaching practice.

Then the writer observed students when practicing teaching English in sixth

semester of Muhammadiyah University.

1. Observation

The writer took primary data from observation in the

microteaching class. Here, the writer act as a nonparticipant observed

who only observes the event without being involved as a participant

2. Questionnaire

The writer designed a questionnaire to find out the self-

confidence of students’ in the English teaching practice.

20

E. Data Collection

In this research, the writer collected the data by using questionnaire

and observation. The writer design questionnaire to know students’

confidence in teaching practice.

F. Analysis of Data

According to Patton (1980) Data analysis is the process of organizing

data sizes, organizing them into a basic pattern, category, and description unit.

The data gathered from students through qualitative using questionnaire and

observation. Researchers using behavioral observation checklists. Behavioral

checklist is a method of observation that is able to provide information about

whether or not the behavior observed. To determine the effect of trust in

teaching practices, the result of the questionnaire were analyzed using the

following percentage system:

1. The Likert scale and scoring

Table.3.1. Likert Scale

(Sugiyono, 2012:135)

Table 3.2 The interval score of the students’ responses on the questionnaire.

No Items Score

1 Strongly Agree 5

2 Agree 4

3 Undecided 3

4 Disagree 2

5 Strongly Disagree 1

Interval Score Category

21

81- 100

61-80

41-60

21-40

<-20

Very High

High

Medium

Low

Very Low

(Gay, 1981)

2. Calculating the percentage of the students score by using the following

formula:

𝑃 = 𝑓× 100%

𝑛

Where: P : Precentage

F : Frequency of the score

n : Total respondent

(Gay, 1981:298)

3. Calculating the mean score by using formula:

𝑋 =

Where : X : Mean Score

∑𝑥 : Total Score

N : Total Respon

∑𝑥

N

(Gay,1981:29)

CHAPTER IV

FINDINGS AND DISCUSSION

In this chapter, the results of the study were presented. The chapter was divided into

two main sections. The first section presents the findings of the research, and the second

section presents the discussion of the research. The researcher showed the data obtained from

the result in order to answer the research questions stated on previous chapter

A. Findings

In this section, researcher described the results of data analysis based

on problem statements. The purpose of this study is to look at students'

confidence in doing teaching practice. There are several attitudes of students

when conducting teaching practices having a positive attitude. In this study,

researchers used observations and questionnaires to obtain more accurate and

valid data.

Based on the observation list, writer have found that the teaching

practice process of students is quite good, and is very confident because some

students often do repeated teaching practices in schools in Magang 1 and 2

given by the University which are very helpful for students to foster a sense of

confident in teaching.

23

A. Self-Confidence

The result of the students responses of self-confidence is

presented in the following table:

Table 4.1 The result of the students responses of Self-Confidence

Items SA A U D SD

1 15 13 4 3 0

2 13 13 6 3 0

3 12 14 6 3 0

4 10 16 5 2 2

Based on the table above items 1 to 4 are questions about self-

confidence indicators, where students do not have many students

choose undecided and disagree which means there are still students

who are still not confident in their teaching abilities but not a few

students who choose strongly agree and agree which shows that

students have confidence and believe in their abilities in the

teaching and learning process.

B. Teaching Readiness

The result of the students responses of teaching readiness is

presented in the following table:

24

Table 4.2 The result of the students responses of Teaching Readiness

Items SA A U D SD

5 8 16 7 2 2

6 10 15 7 2 1

7 17 13 5 0 1

8 13 19 3 0 0

9 9 18 6 2 0

10 11 10 10 4 0

11 9 13 6 5 2

12 10 9 13 3 0

13 15 10 8 2 0

14 5 8 13 6 3

15 7 13 8 4 3

16 13 10 5 4 3

17 15 7 8 3 2

18 13 9 8 3 1

Total 205 226 128 51 20

In the indicators of teaching readiness in items 5 to 18 students

show a positive response in teaching readiness as in questions item

7 which reads “I made a lesson plan before teaching” the response

many students choose strongly agree and agree that as we know that

the learning plan is very important before carrying out the process

learning, and in lesson plans have goals that must be achieved in

learning. in question item 13 which reads "I will direct students to

interact with each other and be able to work together through

assignment" no one chooses to strongly disagree and there are some

who choose strongly agree and agree this proves that in addition to

teaching they will also make students interact with one another so

25

that the learning process is not only the interaction of students and

teachers but also interactions with other students are maintained.

In question item 13 which reads "I will direct students to

interact with each other and be able to work together through

assignment" no one chooses to strongly disagree and there are some

who choose strongly agree and agree this proves that in addition to

teaching they will also make students interact with one another so

that the learning process is not only the interaction of students and

teachers but also interactions with other students are maintained.

C. The Mean Score of the Students Questionnaire and the Result of

Observation

In this research, the researcher used a descriptive research

about analysis of self-confidence performing teaching practice in sixth

semester students of English department . After calculating the result

of the students’ score, the mean score of the questionnaire and result

of observation could be present in the following :

From 35 students total score of the questionnaire is 2450 and

total number of the items is 18. So, below the means score:

𝑋 =

∑𝑥

N

𝑋 = 2446

35

26

= 69

This is also seen from the score statement 69, that the category of

student confidence is high. As for the result of observations, some

people meet the criteria when doing teaching practices such as

explaining the material well, and it is not difficult to interact with

students. This show that confidence plays an important role in the

teaching process so that the learning process. This was also expressed

by Dimyati and Mudjiono (2009) that self-confidence is an attitude that

arises from oneself to realize his desire to succeed.

B. Discussion

According to Widarso (2005) ”Confidence is an awareness of one's own

strengths and abilities". another opinion, Confidence is a person's belief in all

aspects of their strengths and this belief makes them feel able to achieve various

goals in their lives Hakim (2005). Based on the opinion above, it can be said

that someone who has confidence will be optimistic in doing all their activities,

and have realistic goals, meaning that the individual will make life goals that

are able to be done, so that what is planned will be done with confidence will

succeed or will achieve the goals set. to see one's confidence, it can be seen

from the attitude and appearance of behavior to be able to speak in front of

people, a prospective teacher must have a strong mental and self-confidence.

27

As presented in the findings, the results in the questionnaire indicate that

students have a high category in confidence in teaching practices in supporting

students' teaching skills. That can be seen from the average score of the data.

This research questionnaire is intended to gather students' confidence in

conducting teaching practices. In the distributed questionnaire, respondents

were asked to respond to 18 items relating to self-confidence and teaching

readiness to support their teaching skills in teaching practice. Students have a

high category of confidence. Researchers assume that students consider self-

confidence as important in conducting teaching practices

Based on the results of student responses and the results of observations

by researchers, showing that students have a high category of confidence in

teaching, this is evidenced by seeing the preparation of students, by preparing

lesson plans, learning media and explaining the material well.

CHAPTER V

CONCLUSING AND SUGGESTION

This chapter consist of two sections, the first section dealt with the conclusion

of findings of the research and the other one deal with suggestion.

A. Conclusion

Based on research findings and discussions, researcher concluded that,

some students’ met self-confidence criteria when doing teaching practice

such as explaining the material well, and it is not difficult to interact with

students. This can be seen also from the student statement, the agreement

shows that they mostly that their agree self confidently can help the process

of learning, teaching, and interacting with students. It is showed by

students' confidence in teaching is at mean score of 69 it means that they

are in high category.

B. Suggestions

Based on the conclusion above, the researcher proposes some

suggestion. The researcher would like to suggest as follows:

1. For the Lecturer

Foster self-confidence in students by continuing to practice, so that they

become a good prospective teacher.

29

2. For the Student

As a prospective teacher to be able to familiarize teaching practices in

order to have provisions when teaching at school

3. For the next Researcher

This thesis can be a reference material for future researchers. Future

researchers may use Descriptive Research design to know Self-

confidence in teaching practice.

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APPENDIX 1

QUESTIONNAIRE

Identity of the Respondent

Name :

Class :

Nim :

Instruction

Read any questions carefully before answer and give checklist () in the

answer column matching in the according to the condition.

SA : Strongly Agree D : Disagree

A : Agree SD : Strongly Disagree

U : Undecided

STATEMENT SA A U D SD

Self-Confidence

1. I relax when I want to teach

2. I have not difficulty interacting with

students

3. I have the ability to teach

4. I am sure I can finish the material well

Teaching Readiness

5. I will try to recognize the ability of

students to be able to manage the

learning program appropriately

6. I will use various teaching methods so

students can understand and not get

bored

7. I made a lesson plan before teaching

8. I learn more about the material that I

will convey to students

9. I will understand the characteristics of

students to support the teaching and

learning activities

10. I will adjust and communicate with

students in various situations

11. I deliver learning material in sequence

12. I will explain learning material

13. I will direct students to interact with

each other and be able to work together

through assignment

14. I feel I can’t afford to use media in

addition to the book

15. I give opportunity to ask questions and

express opinions to students about the

subject matter

16. I give praise when students answer questions

17. I will give school assignments to

students so that they are trained

18. I will ask again the material that has

been taught at the end of the lesson

(Source: Dewi, 2016)

APPENDIX 2

OBSERVATION OF TEACHING PRACTICE

No Criteria Yes No

1. Explain the purpose of the material

2. Can explain the material well

3. Monitors classroom situation

4. Nervous when explaining material

5. Difficult to interact with students

6. Good opening and closing

7. Provide feedback to students

8. Check Attendance

APPENDIX 3

The Result of the Students Responses on their Questionnaire

Questionnaire

Items

Responses

SA A U D SD

1 15 13 4 3 0

2 13 13 6 3 0

3 12 14 6 3 0

4 10 16 5 2 2

5 8 16 7 2 2

6 10 15 7 2 1

7 17 13 5 0 0

8 13 19 3 0 0

9 9 18 6 2 0

10 11 10 10 4 0

11 9 13 6 5 2

12 10 9 13 3 0

13 15 10 8 2 0

14 5 8 13 6 3

15 7 13 8 4 3

16 13 10 5 4 3

17 15 7 8 3 2

18 13 9 8 3 2

Total 205 226 128 51 20

APPENDIX 4

The Scores of the Students Questionnaire

Resp.

Questionnaire Items Total

score

Category

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

1 5 5 4 3 4 3 5 4 4 5 3 3 5 2 4 5 5 5 74 High

2 5 4 4 3 3 5 5 4 5 3 3 3 5 2 4 5 4 5 72 High

3 4 5 3 5 5 3 4 5 5 5 4 3 4 4 5 5 4 5 78 High

4 5 3 5 4 4 4 4 5 5 5 3 2 4 3 4 4 5 4 73 High

5 5 5 4 5 5 4 4 4 4 3 5 3 5 3 5 5 5 5 79 High

6 3 4 5 4 3 4 4 5 3 3 2 4 3 4 4 5 5 5 70 High

7 5 3 4 4 4 4 4 4 3 4 5 3 5 3 2 3 4 4 68 High

8 3 4 3 4 4 4 4 4 4 5 3 4 4 3 2 3 5 4 67 High

9 5 4 5 3 3 4 3 4 4 4 4 3 5 3 3 2 4 4 67 High

10 5 3 3 4 2 4 5 3 4 5 5 3 5 3 2 1 5 5 67 High

11 5 4 5 4 4 5 5 4 5 4 2 4 3 4 4 2 5 5 74 High

12 4 5 4 4 5 5 5 4 4 5 4 5 5 3 3 3 5 5 78 High

13 2 2 2 1 1 2 5 5 2 3 5 2 2 5 4 4 3 3 53 Medium

14 4 5 4 4 4 5 3 5 4 5 2 5 5 3 3 3 4 3 71 High

15 4 5 4 4 4 5 3 5 4 5 2 5 5 5 4 4 2 3 73 High

16 4 4 5 4 4 5 4 4 5 2 5 4 2 3 3 4 1 3 66 High

17 4 3 3 4 4 4 5 4 4 5 4 4 3 4 4 1 2 3 65 High

18 2 2 2 2 2 1 5 5 3 3 4 5 5 5 5 4 3 3 61 High

19 4 5 5 3 3 3 5 4 4 5 4 5 5 2 2 3 5 3 70 High

20 4 5 5 5 5 5 5 4 3 2 4 5 4 2 1 1 1 2 63 High

21 2 2 2 2 1 2 5 5 2 3 5 2 4 5 5 2 5 2 56 Medium

22 3 5 4 4 5 3 4 4 4 4 5 3 5 1 1 4 3 3 65 High

23 3 5 4 4 5 4 4 3 3 4 5 5 3 3 3 4 3 2 60 Medium

24 4 4 4 4 4 3 4 4 4 4 5 5 3 3 3 4 3 1 66 High

25 4 3 3 1 3 3 4 5 4 3 3 5 5 5 1 2 4 2 60 Medium

26 5 4 4 5 4 5 5 5 5 5 4 3 4 4 4 5 5 5 81 Very High

27 5 4 5 5 5 4 5 4 5 2 4 3 5 4 4 5 5 5 79 High

28 5 4 4 5 4 4 5 4 4 3 2 4 5 3 4 5 4 4 73 High

29 4 5 5 5 4 4 5 4 5 3 3 4 3 3 3 4 5 4 73 High

30 5 4 5 5 4 3 5 5 4 3 4 3 4 4 5 5 5 4 77 High

31 5 5 4 3 3 5 4 5 4 4 5 3 4 3 5 5 4 5 76 High

32 4 5 4 4 4 4 4 5 5 4 3 5 4 2 4 4 3 5 73 High

33 5 4 3 4 4 4 5 4 4 4 4 4 3 4 5 5 3 5 74 High

34 5 4 5 5 5 4 3 4 4 2 4 3 4 2 3 5 3 5 70 High

35 4 3 4 5 3 5 3 3 3 4 4 4 3 1 4 5 5 4 67 High

Total 2446

Means core: 𝑋 = 2446

35

= 69

APPENDIX 5

Students’ Name of H Class in Sixth Semester English Department

Name Sample

Kasma S-1

Khairil Aswar S-2

A Widya Lestari S-3

Nurhayati S-4

Rosmala S-5

Mayang Sari S-6

Hasmila S-7

Ariana S-8

Andi Hasriani S-9

Anugrah S-10

Muhaikal S-11

Maya Soraya S-12

Safitri Raoda S-13

Nurmaharani S-14

Bau Sarah S-15

Reski Kurnia S-16

Syahruni S-17

Nur Ratna S-18

Ridha Sari S-19

Adhe Rezky S-20

Tria Wahyuni S-21

Andi Nur Reski S-22

Nur Reski Amalia S-23

Amaral Gibran S-24

Wildan Hidayat S-25

Jusrida S-26

Maruf S-27

Mustika S-28

Suhair S-29

Yundira S-30

Nirmala S-31

Kasma S-32

Soraya S-33

Mansur S-34

Khairil Aswar S-35

CURRICULUM VITAE

SRY RUFIKA WARAH AR was born in Barru, on

December 29th

, 1996. Her father’s name is Arham and her

mother’s name is Asmiaty Azis. She began his elementary

school at SDN Kumala Makassar and graduated in 2008. She

continued his study at SMPN 1 Tanete Riaja and graduated in

2011. After finishing his study in junior high school, she

continued his study at SMAN 1 Tanete Riaja and graduated in

2014. in the same year, she was registered as a student of English Education Department

in Muhammadiyah University of Makassar on strata one program.