students’ perception toward microteaching subject in

STUDENTS’ PERCEPTION TOWARD MICROTEACHING SUBJECT IN

SUPPORTING THE STUDENTS TEACHING SKILL

(A Descriptive Research at the Sixth Semester Students of English Department in

Makassar Muhammadiyah University)

A Thesis

Submited to the faculty of Teacher Training and Education

Makassar Muhammadiyah University in partial fulfillment of the requirement

For degree of Education in English Department.

MUSYAWIRAH SALMAN

10535616714

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2020

i

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULAS KEGURUAN DAN ILMU PENDIDIKAN

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : Musyawirah Salman

NIM 10535 6167 14

Jurusan : Pendidikan Bahasa Inggris

Fakultas : Keguruan dan Ilmu Pendidikan

Judul Skripsi : Students’ Perception toward Microteaching Subject in

Supporting the Students’ Teaching Skill.

Dengan ini menyatakan

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

sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.

Demikian pernyataan ini saya buat dengan penuh kesadaran.

Makassar, Januari 2020

Yang Membuat Pernyataan

MUSYAWIRAH SALMAN

NIM: 10535 6167 14

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULAS KEGURUAN DAN ILMU PENDIDIKAN

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : Musyawirah Salman

NIM 10535 6167 14

Jurusan : Pendidikan Bahasa Inggris

Fakultas : Keguruan dan Ilmu Pendidikan

Judul Skripsi : Students’ Perception toward Microteaching Subject in

Supporting the Students’ Teaching Skill.

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai selesai penyusunan skripsi ini, saya

akan menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).

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

pembimbing yang telah ditetapkan oleh pemimpin fakultas.

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

4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3, saya bersedia

menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran


Yang Membuat Pernyataan

MUSYAWIRAH SALMAN

NIM: 10535 6167 14

MOTTO

Actually, after difficulty there is ease

(QS: Al-Insyirah)

DEDICATION

This thesis I dedicate to :

My beloved parents

My beloved brother and sisters

All my family and friends

ix

ABSTRACT

Musyawirah Salman, 2020. “Students’ Perception Toward Microteaching

Subject in Supporting the Students’ Teaching Skill”. A thesis of English

Education Department and Faculty of Teachers Training and Education.

Muhammadiyah University of Makassar. Guided by Ratna Dewi and Amar

Ma’ruf.

This research aimes to find out the students’ perception toward the

microteaching subject in supporting the students’ teaching skill.

The researcher used a descriptive method. The population was the sixth

semester students from English Education of Muhammadiyah University of

Makassar in the academic year of 2018/2019 which consist of 368 students. Each

of item consist about 35-38 students. Thus, the total numbers of participants are

50 students. It was used truly random sampling as the technique for selecting

sample. The data was collected through questionnaire. To collect the data, the

study employed the questionner with 12 items.

As a result of study, it shown that most of the students are categorized as

agree. The grand mean, total average divided by number of statement is 3.25 it

means that the students’ perception toward the microteaching subject in

supporting the students’ teaching skill was positive perception and categorized

agree based on the interval scale.

Keywords: Perception, Microteaching, Teaching Skill

xi

ABSTRAK

Musyawirah Salman, 2020. "Persepsi Siswa Terhadap Mata Pelajaran

Microteaching dalam Mendukung Keterampilan Mengajar Siswa". Sebuah

skripsi jurusan Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu

Pendidikan. Universitas Muhammadiyah Makassar. Dibimbing oleh Ratna

Dewi dan Amar Ma’ruf.

Penelitian ini bertujuan untuk mengetahui persepsi siswa terhadap mata

pelajaran microteaching dalam mendukung keterampilan mengajar siswa.

Peneliti menggunakan metode deskriptif. Populasinya adalah siswa

semester enam dari Pendidikan Bahasa Inggris Universitas Muhammadiyah

Makassar pada tahun akademik 2018/2019 yang terdiri dari 368 siswa. Setiap item

terdiri sekitar 35-38 siswa. Dengan demikian, jumlah total peserta adalah 50

siswa. Penelitian ini menggunakan truly random sampling sebagai teknik untuk

memilih sampel. Data dikumpulkan melalui kuesioner. Untuk mengumpulkan

data, penelitian ini menggunakan kuesioner dengan 12 item.

Sebagai hasil penelitian, itu menunjukkan bahwa sebagian besar siswa

dikategorikan setuju. Besar rata-rata, total rata-rata dibagi dengan jumlah

pernyataan adalah 3,25 itu berarti bahwa persepsi siswa terhadap mata pelajaran

microteaching dalam mendukung keterampilan mengajar siswa adalah persepsi

positif dan dikategorikan setuju berdasarkan skala interval.

Kata kunci: Persepsi, Microteaching, Keterampilan Mengajar

xi

ACKNOWLEDGMENT

Alhamdulillahi Robbil Alamin, the writer express his gratitude to Allah

Subhanawataala the almighty God for the Mercy, Blessing and opportunity given

so that the writer was able to finish writing this thesis. Salawat and salam are

addressed to the prophet Muhammad Shallallahu Alaihi Wassalam for his

guidance. There were some handicaps and problems that the writer encountered

from the beginning to the end of writing this thesis, owing to help and invaluable

suggestion from numerous people, the writer could complete this thesis.

Thus, the writer would like to express his deepest and affection thanks to

my parents H. Salman,S.Si.,M.Kes.,Apt and Hj. Sulmiati, S.Si.,Apt for their

prayers, supports, advices, love, sacrifices, and continual understanding through

my life. The writer also would like to express his appreciation and sincere thanks

to all of the particularly:

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

Muhammadiyah University of Makassar.

2. Erwin Akib, M.Pd.,Ph.D as the dean of Faculty Teachers Training

and Education.

3. Ummi Khaerati Syam, S.Pd.,M.Pd as the head of English

Education Department.

xiv

4. The writers’ high appreciation and great thankful are due to

consultant Dr. Ratna Dewi,S.S.,M.Hum and Amar Ma’ruf,

S.Pd.,M.Hum.,Ph.D who have given their valuable time and

guidance to finish this thesis.

5. All the lecturers of FKIP UNISMUH especially to the lecturers of

English Department and all staff of Muhammadiayah University

of Makassar for their guidance during the years of the writers’

study.

6. Thanks to the sixth semester English department students who

were willing to be the sample in this research.

7. The writer would like to express deepest and affectionate thank

also to my siblings Mufli Anugrah Salman and Nurhafizah Salman,

and also for all my family for their prayers, supports, advices, love,

sacrifices and continual understanding through my life.

8. The writer very grateful to have some close friends who always

help and support me. The appreciation goes to Yuliani, Hilman,

and Surniati they are always good listener for every problem I

faced, especially when I had revise this thesis and re-start over and

over again. The next appreciation also for Jusni, Andi Ira,

Islamiyah, Haritha, Musdalifah, Tina, Rismala Dewi, Nurul

Khaeriyah, Kurni, Kak Mila, Anhar, Kak Akhsan, and WRU

members who always encourage and motivate me to finish this

thesis.

xiv

9. Thanks also the writers’ frineds in JAGUAR 2014 (class J) and

Dama XX who have give their energy and motivation during the

writer arranging this thesis.


Musyawirah Salman

xiv

TABLE OF CONTENTS

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

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

COUNSELING SHEET.................................................................................... iii

SURAT PERNYATAAN .................................................................................. vii

SURAT PERJANJIAN ..................................................................................... viii

MOTTO ............................................................................................................. ix

ABSTRACT ....................................................................................................... x

ACKNOWLEDGEMENT ................................................................................ xii

TABLE OF CONTENTS .................................................................................. xv

LIST OF FIGURE............................................................................................. xviii

LIST OF TABLES ............................................................................................ xix

LIST OF APPENDICES................................................................................... xxi

CHAPTER I : INTRODUCTION

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

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

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

D. Significance of the Researh ..................................................................... 4

E. Research Scope ....................................................................................... 5

CHAPTER II: REVIEW OF LITERATURE

A. Previous Related Research Findings… ................................................... 6

B. Some Partinent Ideas ............................................................................... 8

xvii

1. The Concept of Teaching Skill ......................................................... 8

a. The Definition of Teaching Skill ................................................ 8

b. Kinds of Teaching Skill .............................................................. 9

2. The Concept of Microteaching .......................................................... 12

a. Definition of Microteaching ........................................................ 13

b. The Cycle of Microteaching ........................................................ 14

3. The Concept of Perception ................................................................ 15

a. Definition of Perception .............................................................. 15

b. Indicators of Perception .............................................................. 16

c. The Types of Perception ............................................................. 16

A. Conceptual Framework ........................................................................... 18

CHAPTER III: RESEARCH METHODOLOGY

A. Research Design ...................................................................................... 20

B. Variable ................................................................................................... 20

C. Population and Sample ............................................................................ 21

1. Population .......................................................................................... 21

2. Sample ............................................................................................... 21

D. Research Instrument ................................................................................ 22

E. Data Colletion Technique ....................................................................... 23

F. Data Analysis Technique ........................................................................ 24

CHAPTER IV: FINDING AND DISCUSSION

A. Findings ................................................................................................... 26

B. Findings on Research Question ............................................................... 27

C. Discussions .............................................................................................. 39

CHAPTER V: CONCLUSION

A. Conclusion .............................................................................................. 41

B. Suggestion ............................................................................................... 42

xvii

BIBLOGRAPHY ............................................................................................... 43

APPENDICES

CURRICULUM VITAE

xvii

LIST OF FIGURE

Figure 2.1 Conceptual Framework ...................................................................... 17

xvii

LIST OF TABLES

Tabel 3.1 Number of Population ...................................................................... 20

Tabel 3.2 A Likert Scale .................................................................................. 23

Table 3.3 The Interval Scale ............................................................................ 24

Table 4.1 Table of mean items 1 ..................................................................... 27

Table 4.2 Table of mean items 2 …................................................................. 28


Table 4.4 Table of mean items 4 ...................................................................... 30



Table 4.7 Table of mean items 7 ................................................................. .... 33

Table 4.8 Table of mean items 8...................................................................... 34


Table 4.10 Table of mean items 10 ................................................................. 35



Table 4.13 The Interval Scale .......................................................................... 39

xvii

LIST OF APPENDICES

APPENDIX 1 Questionnaire

APPENDIX 2 The Result of the Students’ Responses on their Questionnaire

APPENDIX 3 Students’ Name of A-J Class in Sixth Semester English Department

APPENDIX 4 Documentation

xvii

CHAPTER I

INTRODUCTION

This chapter present about background, problem statement, objective of

the study, research significance and research scope.

A. Background

There were some supported components that can lead to successful education.

There are teachers, students, curriculum, facilities and infrastructure. One of the

components is teacher. Pullias, Young, and Weinstein (as cited in Daud, 2006)

argued that a teacher have some roles, there are as a teacher, as an educator, as

adviser and supervisor, and also as a student model. Teacher’s responsibilities are

not only come and teach the students, but also educate, supervise, facilitate, and

become a good model for their student. Furthermore it is explained by Syaodih (as

cited in Mudri, 2010) that teacher has important roles in planning and implementing

of teaching and learning process.

The good quality in teaching is needed in order to get a good quality of

students at the end of the teaching process. To achieve good quality in teaching, a

prospective teacher needs to have special knowledge and competencies to complete

their work in teaching. Before starting their profession, they must be taught with

special training. There are many ways that can be done to create professional

1

2

teacher for instance Practicum, Microteaching, and Teaching Practice program. In

this research the researcher will focus on microteaching as a new subject in

Makassar Muhammadiyah University.

According to Sudjoko (2001), Microteaching is chance to be a teacher in

environmental class. Student teacher will try to be a teacher from the preparation,

learning process and evaluation. The goal of this chance is to prepare, develop and

improve the quality of graduate student teachers who meet the standards of

professional competence. Knight (as cited in Hasibuan et.al, 2010) argued that

trough Microteaching students will be trained in some basic skills, which are: Skill

in the opening and closing lessons, asking skills, delivering material, skills in using

a variety of learning, giving feedback, managing class, discuss development and

skills in using the media.

To make good quality teacher candidates, one way is to take microteaching

class. Microteaching is an opportunity to become a teacher in an environmental

class. Microteaching is the imitation of the real class, it helps the teacher candidates

simulate teaching learning activities like in a real class. The students will try to be

a teacher from preparation, learning process, and evaluation. The purpose of this

opportunity is to prepare, develop, and improve the quality of postgraduate teachers

who meet professional competency standards.

The purpose of the present research is to find out the students perception

toward the microteaching subject in supporting the students' teaching skill.

Students' perceptions need to know on the basis that students are objects of the

learning process. Based on the explanation above, the researcher was interested in

3

conducting a reserach entitled: "Students' Perception Toward Microteaching

Subject in Supporting the Students Teaching Skill in Sixth Semester Students of

English Department FKIP Unismuh Makassar".

B. Problem Statement

Based on the background above, the researcher formulated the following

problem statement : How is the students’ perception toward the microteaching

subject in supporting the students teaching skill at the Sixth Semester Students of

English Department in Muhammadiyah University of Makassar?

C. Objective of the Study

Based on the research problem above, the objective of the study was to find

out the students’ perception towards the microteaching subject in supporting the

students’ teaching skill.

D. Research Significance

In this part the researcher was going to discuss about the advantages of this

research. The advantages are classifying to the researcher, student, lecturer and

institution.

1. Researcher

For researcher, the results of this study will be useful, give an understanding

for the researcher and giving information related with the students perception

toward microteaching subject.

4

2. Students

For the students, the result of this study can be as information to help the

students English Education Department (especially English Education

Department of Makassar Muhammadiyah University) in order to prepare the

student teacher as a professional teacher. Also to minimize the mistakes

when doing teaching practice program.

3. Lecturer

The result of this research can be as information to improve their teaching

strategy and to know what is the students perception in microteaching

subject. So it can be help the lecturer to make an effective classroom activity

in teaching and learning process.

4. Institution

For institution, the result of this study can be as information related to

microteaching subject in order to prepare the students' teacher as a

professional teacher.

E. Research Scope

This research limited in knowing the students’ perception toward the

microteaching subject, included classroom management ( the way to opening the

calss, delivering the material, use of method and media, to evaluate and the way to

end the teaching) & lesson plan preparation. The current participants that researcher

will take only the students of English Education Department academic year 2018 at

FKIP Muhammadiyah university of Makassar who have learned microteaching

subject in their sixth semester which consist of 10 classes.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter present about previous related research finding, theoretical and

conceptual framework.

A. Previous Related Research Findings

There are several studies related to this research; it is done by Manis (1973).

Manis found that microteaching was useful for preparing prospective teachers in

leading their true teaching. Lau (2014) in her journal investigated the relationship

between perception of microteaching and their teaching skill in learning. He found

that students perception related to students teaching skills because the students

tought that if prospective students want to practice teaching they must practice

teaching first. The findings indicated that most of the students perception of

microteaching were correlated significantly with students teaching skill because in

microteaching the microteaching instructur taught all methods in the microteaching

courses.

Wambugu (2014) in her journal, investigated the students’ perceptions toward

teaching practice assessment. The result showed that the students’ perception

towards teaching practice assessment were favorable, because they argued that

students’ attitudes toward teaching practice and microteaching instructur important

in determining the extent to which the trainees get involved in the teaching process.

Darwis (2016) investigated the microteaching impact on students’ performance.

5

6

The result of this study show that some students’ and teachers’ opinion stated the

microteaching lead the students to be more conscious to develop their classroom

behavior. Through the microteaching sessions, they hope the students are able to

organize their classroom.

Setiawan (2014) do research about students perception toward the effectiveness

of microteaching class support the teaching skill. He found that microteaching is an

effective way to increase students ability in teaching. It is proven that in this study,

students who are doing microteaching, will given a some basic skills, they are : skill

in opening and closing lessons, asking skill, delivering material, skill in using a

variety of learning, giving feedback, managing class, and practicing interact with

teachers in the school. So in this study showed that microteaching is very effective

to help prospective teachers.

Zarina (2010) revealed that the findings is related to a research done by Haziah

(2003) whereby most of the respondents agreed that their attitude towards teaching

changed after taking microteaching course. The respondents agreed that after taking

microteaching course, they are more interested in teaching and became more

confident. Her research clearly indicated that microteaching prepared the students

for their teaching practice especially in building self-confidence when teaching.

This is especially true since a teacher needs to appear confident and comfortable to

attract the students to learn and participate in classroom. Given a suitable time and

chances, these skills can successfully be learned in microteaching

class.Microteaching provides the students with the elements of “preparation,

application, feedback, evaluation, modification and reapplication”. All these are

7

important parts of microteaching which enable the students to improve their

teaching skills.

From some of the related studies above, the researchers conclude that

microteaching is a program that really helps students to practice teaching before

they do the real teaching. Microteaching has important aspects for prospective

teachers before they have experiences in teaching. There are many ways that can be

done to create professional teacher. In this research the researcher will focus on

investigating microteaching as a course in supporting the students’ teaching skill at

FKIP Unismuh Makassar.

B. Some Pertinent Ideas

1. The Concept of Teaching Skills.

a. The Definition of Teaching Skill.

A professional teacher should have teaching skills and responsibility to transfer

the knowledge, develop the knowledge itself, and develop the technology. It relates

to the act of Undang-Undang Republik Indonesia number 14 year 2005 Chapter IV

Verse 10 on teacher and lecturer, a professional teacher should have basic

competences as requirements to be a teacher.

Teaching skill is required to the teacher in order to be able to teach students

appropriately. Wragg (2005) sees teaching skills as strategies that teacher’s use

which facilitate pupils’ learning. He also argued that the skill should be capable of

being repeated. It means that teaching skill is not a skill that is used for one time

but it is used repeatedly. Studies of teaching skills have typically focused on how

8

such skills are developed and displayed by beginning teachers and how student

teachers differ from experienced teachers.

b. Kinds of Teaching Skill

Kyriacou (2007) argued that there are three factors in teaching skills. The first

is knowledge which consists of the teacher’s knowledge on a subject, students,

curriculum, teaching method, and also the knowledge of teaching skills itself. The

second is decision-making which consists of thinking and decision-making before

the class, during the class, the end of the class, and how the best way to achieve the

educational goal. The third is actions which consist of teacher’s effort to support

students learning process.

According to Widyawati (2010) a teacher should have the teaching skill such

as delivering the material to the student appropriately. Furthermore teacher should

have pedagogical competence such as teaching method, classroom management,

technology using, evaluating technique then reflecting in teaching learning process.

There are some kinds of teaching skill according to British Council (2011).

First, Learning technologies which is defined as an ability to integrate technology

in teaching learning process to improve the learning quality. According to

Kurniawan (2011), learning technologies is needed to deliver the material, to

improve students’ understanding, and to motivate the students. Pearson (2012) said

that Learning technologies refers to the instrument that can be used to support

teaching learning process and also assessing such as: computer, laptop, internet,

audio, screen, and projector. This skill is veryuseful for the teacher to make teaching

learning process funnier.

9

Second, is classroom management. According to Scrivener (as sited by

Rahman, 2011) classroom management is defined as a method and strategies that

is used to manage the teaching learning process so that the teaching learning process

will be conducive.

Majid (2006) argued that a conducive learning process is supporting factors to

make students interested in learning process, otherwise if learning process does not

conducive the students will be bored. Specifically, classroom management will

involve what the teacher do in order to manage students, time, and subject so that

the content instruction and learning process will be run well (Wong & Rosemary,

2001).

Third, is lesson planning. Lesson planing is an ability to prepare the material

and what method that will be used in teaching learning process. Lesson planning is

very needed by the teacher and also the student. For the teacher, lesson planning is

needed to anticipate the problem that may be happened in teaching learning process

(Council, 2011).

Fourth, is Subject knowledge, according to French (2005) subject knowledge

is an ability teacher that should have in accordance with the students need.

Sometimes, students expect that the teacher become an expert and implement their

knowledge in teaching learning process. Knowledge on content can make teacher

to analyze student’s problem.

Meanwhile Jones, et.al (2006) argued that there are seven skills that need to be

prepared by the student teachers. First, is Preparation and planning, for example,

choosing purpose of learning related to guidelines of school curriculum and use the

10

appropriate of resources. Second, is classroom management, for example, using

time settings and space to ensure the smooth running of the learning activities.

Third, is communication skill, for example, using questions and explain effectively.

Fourth, is learning setting for student, such as working in accordance with the age

and ability.

Fifth, assessment of student learning, such as providing a feedback for students

to help them improve their work in the future. Sixth, knowledge of the relevant

materials, for example, using knowledge of the topic to guide and develop students

understanding appropriate with their ability. Seventh, relation with students, for

example, indicates a genuine concern to providing motivation the development of

students.

Based on some definition of teaching skills proposed, this study will focus on

two kind of teaching skills which student teachers must have for the future.

1. The skill in classroom management, which includes the skill in opening the

class, delivering the material, using method and media, evaluating students

until end the teaching.

2. The skill in making lesson plan, it is the way the teacher prepare the lesson

plan before started the teaching process.

Teaching skill is one of the important aspect to support the teacher in teaching

learning process. There are

some ways to develop the teaching skills. Perrott( as cited in Kyriacou 2007:15

) explains his analysis on how the teacher get and develop the teaching skills. It will

focus on three steps.

11

The first step is cognitive focus on developing and identifying element and the

step in achieving the skill, knowing the aim in using the skills, and knowing how

the skills prospers in order the teaching method which is used in environmental

class.

The second step is practice. It is usually used in class but sometimes it is used

in the course outside class to develop teaching skills.

The third step is feedback, which allows teachers to improve performance skills

with evaluate the relative success of the performance.

Perrott sees the third steps as a circle, where the third steps feedback is back in

the first step as a part in developing skills continuously. Beside that Kyriacou (2007)

explain that to develop teaching skills is depend on the teacher’s motivation itself.

Teacher should be ready to spend of time, energy, and effort to evaluate their

teaching skills.

2. 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).

12

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 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 & Eve (2000) define 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 students’ attention, speak in front of group, ask questions,

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

13

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 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.

3. The Concept of Perception

14

a. Definition of Perception

There are some definitions that are given by several expert as follows :

According to Robbin in Thahir (2018) perception is the process taken by

individuals to govern and to interpret perception of sensory to give significance

in their environment. Perception can be defined as poeple recognition and

interpretation of sensory information. Perception also includes how poeple

respond the information. Poeple can think of perception as a process where they

take in sensory information from environment and used the information in order

to interact with environment. Perception allows people to take the sensory

information in make into something meaningful.

Leavit (2002) found that definition of perception in the narrow sense is right,

how to see something. While generallt perception is opinion, how to define

something. Barry (1998;48) state that perception is the set of process by which

recognize, organize, and make stimuli in our environment. The key distinction

between the two main theories of perception is emphasizing each gives to the

role of sensation and higher cognitive process perception.

Slameto in Sulastiani (2013) found that perception is process to input

message or information to human brain by the human perception that continously

make relation with envorinment. This relation is done by the five senses those

were senses of sight, sense of feeling, sense of smell, and sense of touch.

From the definitions above, the writer can conclude perception is the

process when poeple express their sense and experience or when poeple organize

their interpretation to prodece a menaningfull experience.

b. Indicators of Perception

15

According to Robbins (2003) there are two indicators of perception:

1) Acceptance/Reabsorption

The process of acceptance or reabsorption is indicator of perception in

phsyology stage, it is about the function of the five sense in grasping

external stimulus.

2) Understanding/Evaluation

The external stimulus that have been grasped evaluate. It is a subjective

evaluation. It be different perception of each person in environment.

c. The Types of Perception

Zanden in Udrus (2015) devides perceptioon in three types as follows :

1) Person Perception

Person perception refers two those process by which we come to know and

think about other. Their characteristic, qualities, and inner state. We

construct image of those others in ways that serve to satbilize, make

predictible, and render our manageble view of the social world extend to

which we attribute stable straits and enduring disposition to the other

poeple.

We feel that we are better able to understand their behavior and

predict their future actions and we used these nations to guide our

interaction which them.

2) Social Perception

Social perception means that trying to understand poeple whether they were

professional athletes, political, leaders, criminal defendants, entertainer, or

loved one closer to home is not easy task.

16

Perception does not occur in vacuum instead we bring to bear prior

knowladge 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 events as if it

we unique, and if we did not remember the facts, we should be in capale of

thinking or reasoning.

3) Perception of Situation

Social psycholinguistic views a situation as all the social factors that

influence a person’s experience or behavior at a given time, and given a

place. It is an interaction of time and space within which we act in specific

ways.

The situational contest in which stimuli occur has consequences for

their interpretation. Any one of multiple words may emerge. Depending on

which stimuli we register. The linkage we make among these stimuli and

our interpretation of the stimuli.

17

C. Conceptual Framework

Figure 2.1. Conceptual Framework

The conceptual framework above describe the research conducted by the

researcher. This research is descriptive research which describe about the students’

perception toward the effectiveness of microteaching subject to support their

teaching ability in teaching practice program, in order to maximize the learning

process microteaching subject in classroom, knowing the students’ perception

toward the effectiveness of microteaching subject is important.

TEACHING SKILL

MICROTEACHING

SUBJECT

1.

2.

The way to opening the

class.

The way to delivering the

material

The use of method and

media of teaching

The way to evaluate

The way the students end

1. The way to prepare lesson

plan

3.

4.

5.

STUDENTS’ PERCEPTION TOWARD

MICROTEACHING SUBJECT

LESSON PLAN PREPARATION CLASSROOM MANAGEMENT

18

The conceptual framework also show that teaching learning process in

microteaching subject which is conducted by the lecturer it measure the students’

perception as the object of learning process, whether it is an effective subject to

support the students’ teaching skill in the teaching practice program or not.

The students’ perception can be used as a turning point to reflect on the process

and the strategic of implementation the microteaching subject by the lecturer.

CHAPTER III

RESEARCH METHOD

This chapter present about research design, variable, population and

sample, research instrument, data collection technique, and data analysis

technique.

A. Reserch Design

The method used in this research was quantitative descriptive method.

Descriptive research can be either quantitative or qualitative. Creswell (1994) has

given a very concise definition of quantitative descriptive method as a type of

research that is `explaining phenomena by collecting numrical data that are

analyzed using mathematically based methods (in particular statistics). Quantitative

descriptive studies are aimed at finding out "what is," so observational and survey

methods are frequently used to collect descriptive data (Borg & Gall, 1989).

B. Variable

The variables of the research were the students’ perception toward the

Microteaching subject in supporting their teaching skill in microteaching program.

C. Population and Sample

19

20

1. Population

The population of this research was the sixth Semester students of English

Educational department of Makassar Muhammadiyah University academic year

2018-2019 which consist of 10 classes . Obviously, described in the following table

Table 3.1. Number of Population

No. Class Number of Students

1. VI. A 37

2. VI. B 38

3. VI. C 35

4. VI. D 35

5. VI. E 40

6. VI. F 38

7. VI. G 38

8. VI. H 35

9. VI. I 37

10. VI. J 35

Total 368

(Source SIMAK of English Department 2019)

2. Sample

The researcher used Truly Random Sampling as the technique for selecting

sample. Truly Random sampling is, one of the most sampling that included in

random sampling. A truly random sampling is a type of sample that all members

who may be involved must have the same opportunity to use, come from an equal

21

background, be assigned individually through a random process, and all complete

the study. Based on the criterion of truly random sampling the researcher decided

to take samples in each class of sixth semester english students Muhammadiyah

University of Makassar and take 5 people based on the order of absence. So, the

number of sampling of this research are 50 students.

D. Research Instrument

A questionnaire is simply tool for collecting and recording information

about a particular issue of interest. The researcher mainly makes up of a list of

questions. There are two types of questionnaire there are open-ended question and

closed-ended question, in this research the researcher used close-ended question.

Close ended questions were defined as a type of question that asked

respondents to choose from a series of different pre-definition responses, such as

"yes / no" or provide a checklist or among a set of multiple choice questions. In a

typical scenario, closed questions are used to collect quantitative data from

respondents.Questions are ideal for calculating statistical data and percentages, as

the answers set is known. Closed ended questions can also be asked to different

groups at different intervals to efficiently track their opinion about a

product/service/company over time.

The questionnaire is a technique of data collection will be done by giving a

set questions or a written statement to the respondent to answer (Sugiyono, 2016).

In this study using an instrument with a Likert scale. Likert scale is used to measure

22

attitudes, opinion, someone or some people perceptions about social phenomena

(Sugiyono, 2016).

The answer for every item of instrument that use Likert scale have gradation

from Strongly Agree (SA), Agree (A), Disagree (D), And Strongly Disagree (SD)

(Sugiyono, 2012). In this study the instrument, respondents are ask to choose their

report to signify one of the numbers from 1 to 4 based explanation for the numbers,

that are:

1. Strongly Agree, respondents get score (4)

2. Agree, respondents get score (3)

3. Disagree, respondents get score (2)

4. Srongly disagree, respondents get score (1)

E. Data Collection Technique

The research relied heavily on the questionnaires. The researcher applied

questionnaire in this research by doing these following procedures:

1. The researcher used questionnaires and the statements are directed to the

English students who had learn the microteaching subject.

2. The researcher gave the explanation to the students’ about the purpose of

the questionnaire and how to answer the questionnaire.

3. The researcher informs the objectives of the questionnaire after distributing

to the participants.

23

4. The participants of the research answer the questionnaire in the answer

sheet and they have 30 minutes to answer the statements.

F. Data Analysis Technique.

To analysis the data, quantitative data analysis techniques is employ

carefully and sistematically. The data is collected from students through question.

The study used a modify likert scale in giving score on respondents to obtain

quantitative data in this research, in a likert scale modification the answer are given

by students

Table 3.2. A Likert Scale

Strongly Disagree 1

Disagree 2

Agree 3

Strongly Agree 4

(Sugiyono, 2012)

The data in the application aims to determine students 'perception of

Microteaching subject while the tools of data analysis used in this study to

determine the students' perception of Microteaching subject is mean.

Mean is used to determine or calculate the average value using arithmetic

calculations. The calculation of the mean is determined by combining the values

of each respondent's answer value SA = 4, A = 3, D = 2, SD = 1. If the majority of

respondents are strongly agree (SA), then the amount Mean will be close to 4 and

vice versa. If the majority of respondents Strongly disagree (SD), then the

magnitude of the mean will be close to 1 on the scale (1-4) based on the maximum

24

value and the minimum value can be known how the perception of respondents.

According to Arikunto (2005; 284) mean formula is as follows:

1. Mean (X) = ∑X

N

Information :

X = Mean

ΣX = Total Score

N = Total respondent

2. Grand Mean (X) = Total Average

Number of Statements

The grand mean of the students perception was total average divided by

number of statements.

Table 3.3. The Interval Scale

1,00-1,74 Strongly Disagree

1,75-2,50 Disagree

2,51-3,25 Agree

3,26-4.00 Strongly Agree

(Simamora (2004;220)

CHAPTER IV

FINDINGS AND DISCUSSIONS

In this chapter, the results of the study are presented. The chapter is divided

into two main sections. The first section presents the data description, followed by

findings on each statement aspects to answer research questions about students’

perceptions toward the microteaching subject in supporting the students’ teaching

skill, and lastly the discussion on findings from the questionnaire.

A. Findings

Students’ Perception Toward Microteaching in Supporting Students’

Teaching Skill

The definition of perception is the process when people express their sense and

experience or when poeple organize their interpretation to prodece a menaningfull

experience.

This research is descriptive research which describe about the students’

perception toward the effectiveness of microteaching subject to support their

teaching ability in teaching practice program, in order to maximize the learning

process microteaching subject in classroom, knowing the students’ perception

toward the effectiveness of microteaching subject is important.

25

26

The students’ perception can be used as a turning point to reflect on the

process and the strategic of implementation the microteaching subject by the

lecturer, whether it is an effective subject to support the students’ teaching skill in

the teaching practice program or not.

The data gained through quantitative questionnaire. The participants of this

study were 50 English Education’s students from year 2019 who were chosen by

using truly random sampling. This involved identifying and selecting individuals

or groups of individuals that are especially knowledgeable about or experienced

with aphenomenon of interest (Cresswell and Plano Clark 2011). In addition, those

students claimed that they have already taken the microteaching subject. They also

had experiences in teaching practice program.

B. Finding on Research Questions.

The data of students’ perceptions toward the microteaching subject in

supporting the students' teaching skill in teaching practice program covered by

questionnaire distributed to 50 participant then analyzed by using likert scale.

The result of this aspect analysed statement by statement which is consisted of

twelve statements and followed by the explanation and its category.

a. Contribution Microteaching subject in helping the students’ to develop

lesson plan.

Item Respondents’

Answers

Total respondents

(N)

Score Total score

(∑X)

1 SA 27 4 108

A 18 3 54

D 4 2 8

SD 1 1 1

27

Total 50 171

Table 4.1 ( Table of Mean Score of Item 1 )

Mean (X) = ∑X

N

X = 171

50

X = 3,42

Item 1 in the table above showed that students' perceptions of

microteaching can helps the students to develop the lesson plan during teaching

practice program. In general, the average score shows that respondents showed

positive perceptions of microteaching that can develop the lesson plan. For item 1,

27 students strongly agreed and 18 students agreed that the microteaching can helps

to develop the lesson plan, while 4 students did not agree and 1 student did strongly

disagree with the statement.

b. Contribution of Microteaching in determining method in teaching.

Item Respondents’

Answer

Total respondents

(N)

Score Total Score

(∑X)

2 SA 21 4 84

A 23 3 69

D 5 2 10

SD 1 1 1

Total 50 164


Mean (X) = ∑X

N

X = 164

28

50

X = 3,28

Item 2 in the table above showed that the students acknowledged that in

microteaching helps them to determine the method that will be used in the teaching

and learning process. In general, the average score shows that respondents showed

positive perceptions. 21 students strongly agreed and 23 students agreed that in

microteaching helps them to determine the method that will be used in the teaching

and learning process, while 2 students did not agree and 1 student did strongly

disagree with the statement.

c. Contribution of microteaching subject in training students to do warming

up before starting the lesson plan.

Item Respondents’

Answer

Total Respondents (N) Score Total Score

(∑X)

3 SA 27 4 108

A 19 3 57

D 4 2 8

SD 0 1 0

Total 50 173


Mean (X) = ∑X

N

X = 173

50

X = 3,46

29

Item 3 in the table above showed that the students acknowledged that in

microteaching they were trained to prepare students by warming up before the

lesson start. In general, the average score shows that respondents showed positive

perceptions. 27 students strongly agreed and 19 students agreed in microteaching

they were trained to prepare students by warming up before the lesson start, while

4 students disagreed to the statement.

d. Contribution of microteaching subject in training the students to attract the

students’ attention in starting the lesson

Item Respondents’

Answer

Total respondents (N) Score Total Score

(∑X)

4 SA 24 4 96

A 17 3 51

D 6 2 12

SD 3 1 3

Total 50 162


Mean (X) = ∑X

N

X = 162

50

X = 3,24

Item 4 in the table above showed that 24 students strongly agreed, 17

students agreed that they were trained how to attract students attention before start

30

the lesson in microteaching, while 6 students disagreed and 3 student strongly

disagreed. The mean score indicated that the respondents showed positive

perception.

e. Contribution of Microteaching in teaching the students to delivering

material.

Item Respondents’

answer

Total Respondents

(N)

Score Total Score

(∑X)

5 SA 22 4 88

A 14 3 42

D 9 2 18

SD 5 1 5

Total 50 153


Mean (X) = ∑X

N

X = 153

50

X = 3,06


students agreed that in microteaching they were trained to delivering the material

using knowledge of the topic and develop the students understanding appropriate

with the students abilities, while 9 students disagreed and 5 students strongly

disagreed. The mean score indicated that the respondents showed positive

perception.

31

f. Contribution of microteaching in helping the students to improve their

communication skill in delivering the material during teaching practice.

Item Respondents’

Answer

Total respondents

(N)

Score Total Score

(∑X)

6 SA 27 4 108

A 17 3 51

D 4 2 8

SD 2 1 2

Total 50 169


Mean (X) = ∑X

N

X = 169

50

X = 3,38


students agreed that Microteaching can helps to improve communication skill in

delivering the material during teaching practice, while 4 students disagreed and 2

student strongly disagreed. The mean score indicated that the respondents showed

positive perception.

g. Contribution of microteaching in teaching the students by using media.

Item Respondents’

Answer

Total respondents

(N)

Score Total Score

(∑X)

7 SA 24 4 96

A 16 3 48

D 8 2 16

SD 2 1 2

Total 50 162


32

Mean (X) = ∑X

N

X = 162

50

X = 3,24


students agreed that microteaching make me easy to teach by using media such as

laptop, projector, internet, etc, to help students in learning process, while 8 students

disagreed and 2 students strongly disagreed. The mean score indicated that the

respondents showed positive perception.

h. Contribution of microteaching in helping to decide the approppriate

method in teaching.

Item Respondents’

Answer

Total respondents

(N)

Score Total Score

(∑X)

8 SA 21 4 84

A 21 3 63

D 7 2 14

SD 1 1 1

Total 50 162


Mean (X) = ∑X

N

X = 162

50

33

X = 3,24

Item 8 in the table above showed that the students acknowledged that

microteaching make them trained in teach by using a good teaching methods so the

students interested in learning process. The mean score indicated that the

respondents showed positive perception. 21 students strongly agreed and 21

students agreed, while 7 students disagreed and a student strongly disagreed with

the statement.

i. Contribution of microteaching in doing a reflection.

Item Respondents’

Answer

Total respondents

(N)

Score Total Score

(∑X)

9 SA 20 4 80

A 19 3 57

D 10 2 20

SD 1 1 1

Total 50 158


Mean (X) = ∑X

N

X = 158

50

X = 3,16


students agreed that in microteaching tells me how to do a reflection on my teaching

during teaching practice program, while 10 students disagreed and a students

34

strongly disagreed. The mean score indicated that the respondents showed positive

perception.

j. Contribution of microteaching in giving feedback to students.

Item Respondents’

Answer

Total respondents

(N)

Score Total Score

(∑X)

10 SA 29 4 96

A 21 3 48

D 7 2 14

SD 3 1 3

Total 50 161


Mean (X) = ∑X

N

X = 161

50

X = 3,22

Item 10 in the table above showed that the students acknowledged that

microteaching helps me to give feedback for students to help them improve their

material during teaching practice program. The mean score indicated that the

respondents showed positive perception. 24 students strongly agreed and 16

students agreed, while 7 students disagreed and 3 students strongly disagreed

about the statement.

35

k. Contribution of microteaching in closing the teaching and learning.

Item Respondents’

Answer

Total respondents

(N)

Score Total Score

(∑X)

11 SA 14 4 56

A 29 3 87

D 7 2 14

SD 0 1 0

Total 50 157


Mean (X) = ∑X

N

X = 157

50

X = 3,14


students agreed that in microteaching I was trained to end the lesson by giving

motivation in learning to students during teaching practice program, while 7

students disagreed. The mean score indicated that the respondents showed a


l. Contribution of microteaching in managing time during the lesson.

Item Respondents’

Answer

Total respondents

(N)

Score Total Score

(∑X)

12 SA 19 4 76

A 25 3 75

D 6 2 12

SD 0 1 0

Total 50 163


Mean (X) = ∑X

36

N

X = 163

50

X = 3,26


students agreed that they see Microteaching can helps them to make time

management from opening to closing the lesson during teaching practice program,

while 6 students disagreed with that statement. The mean score indicated that the

respondents showed positive perception.

Grand Mean (X) = Total Average

Number of Statements

X = 3,42 + 3.28 + 3.46 + 3.24 +3.06 +3.38+ 3.24+3.24+3.16+3.22+3.14+3.26

12

= 3,25

The grand mean of the students perception is total average divided by number

of statements. From the data above, it showed that the mean score of each

statements were categorized as agree and strongly agree. The grand mean, total

average divided by number of statements is 3,25, it means that the students

perception toward the microteaching subject in supporting the students teaching

skill was categorized agree based on the interval scale or categorized that was a


37

The Interval scale

1,00-1,74 Strongly Disagree

1,75-2,50 Disagree

2,51-3,25 Agree

3,26-4.00 Strongly Agree

Table 4.13 ( The Interval Scale)

C. Discussions

As has been presented on findings, results in questionnaire show that students

had positive perception towards the microteaching subject in supporting the

students' teaching skill in teaching practice program. It can be seen from the mean

score of the data. This research question is meant to collect the students’ perception

toward their microteaching class. In the questionnaire that had been distributed, the

respondents were asked to respond to 12 items related to interest towards

microteaching and the effectiveness of microteaching to support their teaching skill

in teaching practice program. The students’ have positive perception toward

microteaching subject. The researcher assumed that these students regarded

microteaching as important. It is along with what Ismail (2007) revealed that

general students have a positive attitude towards microteaching.

The findings showed that most of the students agreed that their teaching skill

changed after taking microteaching subject. The findings is related to a research

done by Haziah (2003) whereby most of respondents agreed that their attitude

towards teaching changed after taking microteaching course. The students agreed

that after taking microteaching subject, their teaching skill especially classroom

management and lesson plan preparation were developed.

38

The findings clearly indicated that microteaching prepared the students for

their teaching practice program especially in managing the class and preparing the

lesson plan. All these are important parts of microteaching which enable the

students to improve their teaching skills.

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter consists 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 the findings and discussion, it can be concluded that the students’

perception toward microteaching subject in supporting the students’ teaching skill

was positive perception. It was proved by the grand mean was 3,25 and that was

categorized agree based on the interval scale. The findings of the research showed

that the students perceived microteaching as important and they possesed positive

perception towards their microteaching class. The students agreed that

microteaching is an effective subject in preparing them for teaching practice

program, microteaching support their teaching skill especially classroom

management and lesson plan preparation.

Therefore, microteaching can be considered as an important subject to

prepare these students for their teaching practice. By going through a certain period

of microteaching session, students will be able to learn how to plan a lesson

properly and able to manage the class.

39

40

B. Suggestion

Based on the result of the data analysis and conclusion, the researcher

suggested that microteaching should be employed more as students have the chance

to improve their teaching skills in managing the class and preparing the lesson plan.

Assessment and feedback of microteaching should be given by the lecturer and the

classmates. This will also help the students get a more serious stand and role in their

own profession. For the next researcher this can be a reference about microteaching.

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APPENDIX 1

QUESTIONNAIRE

Name :

Class :

No. Statement SA A D SD

1. Microteaching helps me to develop my

lesson plan during teaching practice

program.

(Microteaching membantu saya dalam

mengembangkan RPP saya selama

program praktik mengajar)

2. Learn how to make the lesson plan in

microteaching helps me to determine

what method will be used in the teaching

and learning process.

(Belajar cara membuat RPP di

microteaching membantu saya untuk

menentukan metode apa yang akan

digunakan dalam proses belajar

mengajar)

3. In microteaching I was trained to prepare

students by warming up before the lesson

start.

(Di microteaching saya dilatih bagaimana

cara menyiapkan siswa dengan warming

up (pemanasan) sebelum memulai

pelajaran)

4. In microteaching I was trained how to

attract students attention before start the

lesson.

(Di microteaching saya dilatih bagaimana

cara menarik perhatian siswa sebelum

memasuki pelajaran)

5. In microteaching I was trained to

delivering the material to students using

knowledge of the topic to guide and

develop the students understanding

appropriate with their abilities.

( Dalam microteaching saya dilatih untuk

menyampaikan materi kepada siswa

menggunakan pengetahuan topik untuk

memandu dan mengembangkan

pemahaman siswa sesuai dengan

kemampuan mereka.)

6. Microteaching helps me to improve my

communication skill in delivering the

material during teaching practice.


meningkatkan keterampilan komunikasi

saya dalam menyampaikan materi selama program praktik mengajar)

7. Microteaching make me easy to teach

using media such as laptop, projector,

internet etc , to help students learning.

(Microteaching memudahkan saya untuk

mengajar dengan menggunakan media

seperti laptop, proyektor, internet, dll,

untuk membantu belajar siswa)

8. Microteaching makes me trained in

teaching using the teaching methods so

students interested in learning process.

(Microteaching membuat saya terlatih

dalam mengajar menggunakan metode

pengajaran sehingga siswa tertarik dalam

proses belajar)

9. Microteaching tells me how to do a

reflection on my teaching.

( Microteaching melatih saya cara

melakukan refleksi pada pengajaran saya)

10. Microteaching helps me to recognize the

way to give feedback for students to help

them improve their material.

( Microteaching membantu saya

mengenali cara memberi umpan balik

bagi para siswa untuk membantu mereka

meningkatkan materi mereka)

11. In microteaching i was trained to end the

lesson by giving motivation in learning to

students.

(Di microteaching saya dilatih untuk

mengakhiri pelajaran dengan

memberikan motivasi dalam belajar

kepada siswa)

12. Microteaching helps me to make time

management from opening to closing the

lesson.


meningkatkan keterampilan manajemen

waktu dari membuka sampai menutup

pelajaran)

SA (Strongly Agree) : Sangat Setuju

A (Agree) : Setuju

D (Disagree) : Tidak Setuju

SD (Strongly Disagree : Sangat Tidak setuju

APPENDIX 2

The Result of the Students Responses on their Questionnaire

Items

Responses

SA A D SD

1 27 18 4 1

2 21 23 5 1

3 27 19 4 0

4 24 17 6 3

5 22 14 9 5

6 27 17 4 2

7 24 16 8 2

8 21 21 7 1

9 20 19 10 1

10 29 21 7 3

11 14 29 7 0

12 19 25 6 0

Total 275 239 77 19

APPENDIX 3

Students’ Name of A-J Class in Sixth Semester English Department

Name Sample

Andi Multa Syam S-1

Adelin Fii Dinillah S-2

Hendry S-3

Fitrianti S-4

Nur Faisah Haris S-5

Jusriandi S-6

Guruh Yusuf Putra S-7

Sri Wahyuni Amaliah S-8

Nurul Fadhilah Rauf S-9

Hasmila Mustafa S-10

Khusnul Khatimah Winda P S-11

Amaral Gibran S-12

Reski Putri S-13

Vicky Ananda Burki S-14

Tria Wahyuni S-15

Nurul Aulia S-16

Farid Arsyaf S-17

Nurul Annisa S-18

Safitrah S-19

Muh. Riskan Jafri S-20

Adelon Kambala S-21

A.Gina Alfiakarina S-22

Depika Pramadani. T S-23

Reski Amalia S-24

Jihadar Mentari Parura S-25

Nurul Anugrah S-26

Ilmawadda. A S-27

Ummul Mukminin S-28

Evi Ariana S-29

Risnawati S-30

Sri Aprilia A S-31

Nur Izzah Dinillah S-32

Suci Ma’alikul S-33

Asriana S-34

Ayu Viviani S-35

Meliyana Junaid S-36

Prilly Difana S-37

St. Khadijah Rajab S-38

Siti Nurkaya Basri S-39

Aisyah Asti S-40

Syamsul Bahri S-41

Gatri Raka Putri S-42

Sartika S-43

Meidina Nur Isnaini S-44

Muh. Asrul Arifin S-45

Suci Rahmayani S-46

Yahya Anugrah S-47

Kamsar S-48

Syamsul S-49

Disa Annisa S-50

APPENDIX 4

Documentation of Distributing Questionnaire

Picture 1. Collecting the Data

Picture 2. Collecting the Data

CURRICULUM VITAE

Musyawirah Salman was born on April 11th, 1997 in Ujung

Pandang. She is child of marriage between H. Salman and Hj.

Sulmiati. She has one brother and one sister (Mufli Anugrah

Salman and Nurhafizah Salman). In 2000, she started in

Kindergarden at TK Islam Al Ikhlas Antang, and graduated in

2002. Then, she continued her study at SD Inpres Mangga

Tiga in 2002 and graduated in 2008. After that, she continued her study at SMP

Buq’atun Mubarakah and graduated in 2011 then she continued her study again at

SMA Buq’atun Mubarakah and graduated in 2014. In 2014, she registered in

Muhammadiyah University of Makassar as a student in English Education

Department, Faculty of Teacher and Training Education. During her study at the

university, she joined organization, namely English Department Students

Association ( EDSA) . At the end of her study, she could finish her thesis with

title “ Students’ Perception Toward Microteaching Subject in Supporting the

Students Teaching Skill.”

Email: [email protected]

mailto:[email protected]

students’ perception toward microteaching subject in

Documents