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TEACHERS’ PERCEPTION ON THE PRE-SERVICE
ENGLISH TEACHERS’ COMPETENCE
THESIS
REKA ANDANI
TE.151613
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN
JAMBI
2019
TEACHERS’ PERCEPTION ON THE PRE-SERVICE
ENGLISH TEACHERS’ COMPETENCE
THESIS
Submitted as Partial Fulfill of Requirement to Get Undergraduate (S1) Degree of
English Education Study Program Faculty of Education and Teacher Training
REKA ANDANI
TE.151613
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN
JAMBI
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DEDICATION
First of all, the reseacher gives praise and thankfulness to Allah SWT because his
blessing and the merciful with deeply this thesis can be finished.
I dedicated this thesis especially for:
My beloved parents, there are my mother (Suparmi) and my father (Karyadi)
thank you for your love, material, best support ,and prayer for me. Both of you
always give me best motivation when I am down. Your love give a power for me
to finish this thesis. I really love you all.
My beloved brothers ( Agam Sukijan, Setyo Mulyono and Alim Bahari) and my
beloved sisters (Astri Yuliani and Tiwik Okta Lisa) thank you for your material,
support, kindness. You are so patiently with my characteristics, I love you so
much.
For all my beloved family, my beloved lecturers, my first advisor (Mrs. Faurina
Anastasia, M.Hum) and my second advisor ( Mr.Edi Rozal, M.Pd) thank you for
your times, helps, and advice, teaching me until I finished my thesis.
My beloved friends ( Rahmaniah, Maylan Kirli, Nur Hidayah, Nurul Siti
Khotimah, Umi Kurnia Fajri, Siti Agustina), and also my friend in Kost
( Khofifah Isnaini Hapsah and Asmi Ana ) thank you for giving support, helping,
and always hear my troubles, it really helps me.
All my friends and especially my classmates EMCB (English Member Class of C
2015 ) who can‟t be mentioned one by one thank you for being my friends and
giving support to me. Good Luck and success for you all.
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MOTTO
. . .
Meaning:
“If you do good, you do good for yourselves, and if you do evil, it is for
yourselves .....“ (Q.S. Al-Isra‟ : 7)
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ABSTRACT
Name : Reka Andani
Major : English Education Program
Title : Teachers‟ Perception on Pre-Service English Teachers‟ Competence
This research was aimed at knowing teachers‟ perception on the pre-service
English teachers‟ pedagogical and professional competencies during teaching
practice program at Islamic Junior High Schools in Muaro Jambi. The research
design was qualitative research. The research was conducted at four Islamic
Junior High Schools in Muaro Jambi. The subject of the research was English
teachers who guide pre-service English teachers during teaching practice
program at Islamic Junior High School in Muaro Jambi. The researcher
obtained six teachers were taken as the subject of this research. The data were
collected by interview and document. The results of the research showed that
generally the pre-service English teachers' pedagogical competence at Islamic
Junior High School in Muaro Jambi were good. They just were weak in
classroom management. While, the pre-service English teachers' professional
competence at Islamic Junior High School in Muaro Jambi were fair. The pre-
service English teachers were still weak in mastereing the material. They were
not maximal in mastering the material. They also still cannot master the
material in full. Moreover, in delivering material, they used Indonesian a lot
than English.
Keywords : Perception, Teacher Competence, Pedagogical Competence,
Professional Competence, and Teaching Practice Progam.
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ABSTRAK
Nama : Reka Andani
Jurusan: Pendidikan Bahasa Inggris
Judul : Persepsi Guru tehadap Kompetensi Mahasiswa Bahasa Inggris
Penelitian ini bertujuan untuk mengetahui persepsi guru terhadap kompetensi
pedagogik dan profesional mahasiswa bahasa Inggris selama program praktik
mengajar di MTS Muaro Jambi. Desain penelitian adalah penelitian kualitatif.
Penelitian ini dilakukan di 4 MTS Muaro Jambi. Subjek penelitian adalah guru
Bahasa Inggris yang membimbing mahasiswa bahasa Inggris selama program
praktik mengajar di MTS Muaro Jambi. Peneliti memperoleh 6 guru sebagai
subjek penelitian. Data dikumpulkan melalui wawancara dan dokumen. Hasil
penelitian menunjukkan bahwa secara umum, kompetensi pedagogis mahasiswa
bahasa Inggris di MTS Muaro Jambi adalah baik. Mereka hanya lemah dalam
manajemen kelas. Selanjutnya, kompetensi profesional mahasiswa bahasa Inggris
di MTS Muaro Jambi adalah cukup. Mahasiswa bahasa Inggris masih lemah
dalam menguasai materi. Mereka tidak maksimal dalam menguasai materi.
mereka juga masih belum dapat menguasai materi secara penuh. Terlebih lagi,
dalam penyampaian materi, mereka lebih banyak menggunakan bahasa Indonesia
dari pada bahasa Inggris.
Kata kunci: Persepsi, Kompetensi Guru, Kompetensi Pedagogik, Kompetensi
Profesional, dan Progam Praktik Mengajar.
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TABLE OF CONTENTS
PAGE TITLE
THESIS APPROVAL .................................................................................... i
OFFICIAL NOTE .......................................................................................... ii
STATEMENT OF ORIGINALITY ............................................................. iii
DEDICATION ................................................................................................ iv
MOTTO .......................................................................................................... v
ACKNOWLEDGEMENT ............................................................................. vi
ABSTRACT .................................................................................................... vii
ABSTRAK ...................................................................................................... viii
TABLE OF CONTENT ................................................................................. ix
CHAPTER I INTRODUCTION
A. Background of Research ............................................................... 1
B. The Limitation of the Research ..................................................... 4
C. The Problem of the Research ........................................................ 4
D. The Objective of the Research ...................................................... 4
E. The Significance of the Research .................................................. 4
CHAPTHER II THEORETICAL FRAMEWORK
A. Perception ...................................................................................... 6
B. Teacher Competence ..................................................................... 7
C. Pedagogical Competence .............................................................. 9
D. Professional Competence .............................................................. 13
E. Teaching Practice Program ........................................................... 14
F. Relevant Studies ............................................................................ 16
CHAPTER III RESEARCH METHODOLOGY
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A. Design of Research........................................................................ 19
B. Setting and Subject of the Research .............................................. 20
C. Types of Data ................................................................................ 21
D. Technique of Data Collection ....................................................... 21
E. Technique of Data Analysis .......................................................... 22
F. Triangulation ................................................................................. 23
G. Schedule of Research .................................................................... 24
CHAPTER IV RESEARCH FINDING AND DISCUSSION
A. Finding of the Research................................................................. 25
B. Discussion ..................................................................................... 32
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ..................................................................................... 39
B. Suggestion ..................................................................................... 39
REFERENCES ............................................................................................... 41
APPENDICES
CONSULTATION CARD
CURRICULM VITAE
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LIST OF TABLES
Table 3.1 Setting of the Research .................................................................... 20
Table 3.2 Schedule of Research ....................................................................... 24
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LIST OF APPENDICES
Apenndix I List of Questions for Interviews.................................................... 44
Appendix II Transcipt of Teachers‟ Interviewing ............................................ 45
Appendix III The Letter of Research Permit ................................................... 58
Appendix IV The Letter of Approval becomes the Object of Research .......... 62
Appendix V Photo Documentation .................................................................. 69
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CHAPTER I
INTRODUCTION
A. Background of Research
English has become the foreign language in indonesia. Presently, it
is an international language and is used as the language in international relations,
and in exchanging knowledge and technology, that is why English teachers in
Indonesia should have competencies in playing their roles in educating their
students. Being competent and well-performing teacher is one of the most
important resources in any educational institution . The teacher is considered the
professional agent and the most directly responsible person in the process of
learning. For that reasons, pre-service English teachers should receive adequate
educational training to possess adequate knowledge and teaching skills
and to be able to dedicate themselves to the teaching profession.
The State Islamic University Sulthan Thaha Saifuddin Jambi as one
of the educational institutions that produce prospective teachers has directed to
have experience in teaching and referring to the competencies needed in teaching
in the field. And one way to equip students with a set of competencies for
prospective teachers through teaching practice progam. As Ulla (2016: 236)
states that teaching practice progam is an integral part of any teacher education
curriculum since it is a good avenue for pre-service teachers to apply the
theories they learned in the real classroom setting. Ranjan ( 2013:24) argues
that teaching practice is an important component towards becoming a teacher. It
provides experiences to pre-service teachers in the actual teaching and learning
environment. During teaching practice, pre-service teachers should be given
more opportunities to be involved in teaching practice to prepare them in the
actual classroom teaching.
In teaching practice program , pre-service English teachers usually
will be guided by Mentor teachers. Mentor teachers are resources for the pre-
service English teachers. Maphalala (2013) explains that mentor teachers have
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become key players in launching pre-service teachers into the teaching
profession. Mentor teachers are recognized for their practical knowledge of the
teaching profession, which complements the theoretical knowledge that the pre-
service teachers have acquired from the university.
In general, teaching practice program is held with the aim that pre-
service teachers become teachers who have four competenciesas as stated in the
teachers and lecturers act no. 14/2005, chapter iv about teachers‟ academic
qualification, competence, and certification, in article 10, teachers‟ competences
cover four components: pedagogical, personal, social and professional
competencies.
Among the competencies above, the researcher focuses on
pedagogical and professional competencies. Basically, both of these
competencies have been studied by pre-service English teachers during college.
For pedagogical competence, pre-service English teachers are given Curriculum
Development, Instructional Design, Language Learning Assessment and
Instructional Media in ELT courses. Furthermore, for professional competence,
pre-service English teachers have been given Profesi Keguruan (Teaching
Profession) course.
According to Richards (2011:6) pedagogical competence is
knowledge that is drawn from the study of knowledge teaching and language
learning itself and which can be applied in different ways to the resolution of
practical issues in language teaching. It can include course work in areas such as
curriculum planning, assessment, reflective teaching, classroom management,
teaching children, teaching the four skills and so on. It means that pedagogical
knowledge purposes to give foundation in teaching and learning which is
addressed for teacher. Furthermore, in the National Education standards, the
explanation of article 28 act 3 points out that a pedagogical competence is the
ability to manage the learning of students includes an understanding of the
learners, the designing and implementation of learning, evaluation results
learning, and the development of learners to actualize various potentials.
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Mulder (2014:3) defines that professional competence is seen as the
generic, integrated and internalized capability to deliver sustainable effective
(worthy) performance (including problem solving, realizing innovation, and
creating transformation) in a certain professional domain, job, role,
organisational context, and task situation. While, in the National Education
standards, the explanation of article 28 act 3 points out that professional
competence is the ability of the teacher for mastering educational material a
whole and deeply that arrange possibility to bring the education partcipant fulfil
the standard of competence which establish on national standard of education
This research conducted at 4 Islamic Junior High School in Muaro
Jambi. Why the researcher chosen these schools, because the researcher has
interviewed with several the pre-service English teacher who have participated in
teaching practice program at Islamic Junior High School in Muaro Jambi in
October-December 2018. Then the researcher founded some problems. First, the
pre-service English teachers still had difficulties in making lesson plan when
teaching practice. As we know that lesson plan as a guideline for teachers in
carrying out activities in the classroom. Therefore, if they do not understand in
making lesson plans, learning activities will be ineffective and the learning
objectives will not be achieved. Furthermore, they were still weak in class
mastery. It impacts the classroom situation to be less dynamic and less
responsive. Moreover, some of them have not mastered the material that will be
taught when teaching practice. In brief, some problems above are problems faced
by pre-service English teachers during teaching practice.
As done Widiyastutik (2013) in her research, she found that pre-
service teachers have sufficient ability in terms of mastery of material. And also
they have less ability in terms of class management and delivery or presentation
of material. Botha & Reddy (2011) also found that the pre-service teachers had
good content knowledge, but they did not always present the knowledge in
innovative and creative ways as envisaged by the policy documents. Some of the
pre-service teachers lacked the confidence to teach or do practical work.
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Based on the description above, the researcher wants to obtain the
valid data by conducting a research about pre-service English teachers‟
competence. It is carried out by the researcher to obtain the accurate data in order
to conclude how do teachers perceive pre-service English teachers‟ competence.
Finally, the researcher is interested in conducting a research entitled: “Teachers’
Perception on the Pre-Service English Teachers’ Compentence” as a research
proposal.
B. The Limitation of the Research
In order to reach the expected goal , the researcher focuses on mentor
teacher‟s perception on the pre-service English teachers‟ pedagogical and
professional competencies during Teaching Practice Progam at Islamic Junior
High School in Muaro Jambi.
C. The Problem of the Research
Based on the background of research, the researcher formulates the
problems of the study through this question:
1. How are teachers‟ perception on the pre-service English teachers‟
pedagogical competence during teaching practice progam at Islamic
Junior High School in Muaro Jambi?
2. How are teachers‟ perception on the pre-service English teachers‟
professional competence during teaching practice progam at Islamic
Junior High School in Muaro Jambi?
D. The Objective of the Research
The objective of the research as follwos:
1. To know teachers‟ perception on the pre-service English teachers‟
pedagogical competence during teaching practice progam at Islamic
Junior High School in Muaro Jambi.
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2. To know teachers‟ perception on the pre-Service English teachers‟
professional competence during teaching practice progam at Islamic
Junior High School in Muaro Jambi?
E. The Significances of the Research
In this research, there are two significances of research :
1. Theoretically
The ultimate outcome of this research is expected to be input in
practicing and learning process especially for pedagogical and professional
competencies which is important in teaching process and give additional
information and knowledge to readers especially to pre-service English
teachesr and lecturers in English department.
2. Practically
Practically ,this research is expected to have contribution for :
a. Researcher, it can be used to increase knowledge and insight about
pedagogical and professional competencies.
b. Faculty of education and teacher training the state Islamic University
Sulthan Thaha Saifuddin Jambi , it can be used as input or feedback
for improvements in the future.
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CHAPTHER II
THEORETICAL FRAMEWORK
A. Perception
Individual life cannot be separated from its environment, both
physical environment and social environment. Since the individual was born,
since it is also the individual is directly related to the surrounding world. Thus, it
relates to perception. Human beings are the only one of living thing who has mind
for thinking. By using their mind, they are able to give an opinion or perception
to anything around them.
According to Démuth (2013: 23) mentions that perception is a process
of acquiring and processing of information. In Oxford Dictionary (2008:325)
perception is ability to perceive something or the way of seeing or understanding
something. While, Selst (2014) explains that perception is the process by which
people select, organize, and interpret (recognize) the sensory information, the act
of understanding what the sensation represents.
Moreover, Shaleh (2004: 110) defines that perception is as a process
that combine and organize our sensory data to developed in such a way that we
realize around us, including conscious ourselves.
Based on the explanation above, it can be concluded that perception is
a process of obtaining and processing information by selecting, combining,
regulating and interpreting the sensory information. perception is also ability to
perceive something. It means we can perceive people‟s performance. Perception is
owned by every person, one of them is teacher. Teacher has perception on the
things that related to their job. In this research, teachers perceive the pre-service
English teachers' competence during teaching practice program.
B. Pre-Service Teacher
Pre-service teachers are also known as teacher candidates who
attended undergraduate teacher education. Gonzalez & Balderas (2016) explain
that teacher education purports the preparation of educators that will be well-
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equipped to attend to the needs of all pre-service teachers in any given context.
These pre-service teachers have been admitted to the teacher education program,
but have yet to complete all requirements to become a fully certified teacher.
Teacher education programs will include particular standards of coursework, field
experience hours that are required and on occasion service-learning projects that
may or may not fall under the umbrella of these experiences.
Rahimi (2015) explains that pre-service teachers are those students
who participated in pre-service training or education, a “course or program of
study which student teachers complete before they begin teaching”. While,
Pawan, et al (2017) states that pre-service teachers are placed in student-teaching
sites several times during their undergraduate training, so that they can see
immediately how theory they learn in universities is put into practice as well as
understand and engage in the adaption and modifications of both. Therefore, pre-
service teachers must master some competencies in teaching, like master the
theory. Pre-service also must learn how to manage the class. As stated Kfouri
(2013: 178) that not only must they prove they master their subject matter, but
they must also show competence in classroom management, methodology, and
assessment.
Based on explanation above, it can be conclude that pre-service
English teachers are who participated in pre-service training or education. They
study to become practicing teachers, but have yet to complete requirements for
full certification as a teacher.
C. Teacher Competence
Teacher is a person who holds an important role in designing learning
strategies. The success of the learning process is very dependent on the
performance of teachers in teaching. According to Hakim (2015:1) teacher
competence would require a different basis in order to increase motivation and to
improve its performance, both individually and organizational performance. One
of the demands that must be met by the teacher in carrying out its activities, which
must be able to carry out their duties in a professional manner. He also states that
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to become a professional teaching in performing their duties, it is required to have
the competence and ability of transferring knowledge in accordance with the
substance of science the scientific field.
Teacher competence can be interpreted as an overview of things that
teacher can do in performing the job, either in the form of activities, behaviours
and result which can be showed. Constitution No. 14 of 2005 on Teachers and
Lecturers expressed competence is a set of knowledge, skills, and behaviours that
must be owned, understood and controlled by the teacher or lecturer in performing
the task of professionalism. Competencies are controlled by the teacher is sourced
from the education, training, and experience that can perform tasks in a
professional teaching. Mulder (2014) states that competence is a part of generic
competence; it is a coherent cluster of knowledge, skills and attitudes which can
be utilized in real performance contexts.
According to Goverment Regulation No.19 year 2005 on national
education standard about the teacher‟s competence. More clearly in the act of the
RI No. 14 Year 2005 on teacher and lecturer, the competence of teachers can be
classified into four areas of competencies; pedagogical, personal, social and
professional.
Pedagogical competence is the ability to manage learners' learning
which includes understanding of students learners, design and implementation of
learning, evaluation of learning and development of students in order to actualize
their various potentials. Next, personal competence is a strong, stable, mature,
wise and authoritative personality ability, being an example for students, and
having a noble character. Then, social competence is the ability of teachers as part
of the community to communicate and interact effectively with students, fellow
educators, education staff, parents of students, and the surrounding community.
The last is professional competence. Professional competence is the ability of the
teacher for mastering educational material a whole and deeply that arrange
possibility to bring the education partcipant fulfil the standard of competence
which establish on national standard of education (National standard of education,
article 28 act 3).
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Based on explanation above, it can be conclude that teacher
competence is the teacher who have competencies in teaching. Competencies are
controlled by the teacher is sourced from the education, training, and experience
that can perform tasks in a professional teaching. The competencies of teachers
can be classified into four areas of competencies; pedagogical, personal, social
and professional.
D. Pedagogical Competence
In the National Education standards, the explanation of article 28 act 3
points out that a pedagogical competence is the ability to manage the learning of
students includes an understanding of the learners, the designing and
implementation of learning, evaluation results learning, and the development of
learners to actualize various potentials. According to (Chatib, 2013:28)
pedagogical competence is the ability which is needed to manage students‟
learning which is consist of understanding to the student, planning and
implementing of learning, evaluating of learning outcome and developing
students to actualization their own potential .
While Richards (2011:6) assumes that pedagogical competence is
knowledge that is drawn from the study of knowledge teaching and language
learning itself and which can be applied in different ways to the resolution of
practical issues in language teaching. It could include course work in areas such as
curriculum planning, assessment, reflective teaching, classroom management,
teaching children, teaching the four skills and so on. It means that pedagogical
knowledge purposes to give foundation in teaching and learning which is
addressed for teacher.
Pedagogical competence is mentioned in National Ministry of
Education Regulation Number 16 Year 2007 about Standard of Teacher
Competence which includes:
1. Mastering the characteristics of students from physical, moral, spiritual,
social, cultural, emotional, and intellectual aspects
2. Mastering the theory and the principles of educational learning
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3. Developing curriculum related to the subjects taught
4. Conducting educational learning
5. Using information and communication technology for the sake of learning
process.
6. Facilitating the development of learning potential to actualize various
potential which one have.
7. Facilitating the development of potential of students to actualize the
various potentials a person has.
8. Organizing assessment and evaluation for learning process and result.
9. Utilize of the assessment and evaluation result for the benefit to learning
process.
10. Doing reflections to improve the quality of lessons.
Mulyasa (226:2017) states that a teachers must have 7 pedagogical
competencies below:
1. Knowing the characteristics of students
2. Mastering learning theory and learning principles
3. Developing the curriculum
4. Learning activities which educated
5. Developing the potential students
6. Communication with students
7. Assessment and evaluation
Based on definitions above, the researcher used theories of
pedagogical competence from Mulyasa (226:2017). There are seven aspects
relating to the mastery of pedagogical competence. The following aspects of
pedagogical competency are explained below:
1. Knowing the characteristics of students
The teacher is able to record and use information about the
characteristics of learners to assist the learning process. The characteristics
associated with physical aspects, intellectual, social, emotional, moral, social
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and cultural backgrounds. In fact, it is important for the teachers to get to know
their students. Because the more they get to know each student, the better they
can teach thir students, in a way that they will learn. Schultz (2015)
defines that teachers who know how their students learn. It can guide them and
lead them to grow in their learning. Teachers who know their students as
unique individuals. It can help them to navigate the often confusing and
anxiety filled lives that they lead.
2. Master Mastering learning theory and learning principles
In teaching, teachers must master the theory and the principles of
educational learning like learning model. Learning model include approaches,
strategies, methods, and learning techniques. Teachers also apply it during
learning. It aims to achieve learning goals. Teachers are able to adjust teaching
methods according to the characteristics of students and motivate them to learn.
Approaches, strategies, methods, and learning techniques are also called
methodology practice. As Harmer (2007:62) states that in general area of
methodology, people talk about approaches, methods, techniques, procedures
and models, all of which go into the practice of English teaching.
3. Developing the curriculum
Teachers are able to create a lesson plans appropriates with the
most important goals of the curriculum. The learning process begins from
the lesson plans as the guidance for the implementation of learning
process. Lesson plans created by teacher includes some instances such as
creating the flow of lesson from the beginning to finish with regard to
learning approach which is chosen in appropriate to basic competence,
instructional media which is suitable with the student‟s condition and
the learning material, suitable learning method for the student. Those
aspects became a starting foundation in achieving lesson goals.
As stated Richards & Renandya (2002:31) that lesson plan is
systematic records of a teacher‟s thought about what will be covered during a
lesson. Therefore, a lesson plan is a rehearsal for delivering effective
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instruction in that it provides the teacher opportunity to anticipate
instructional and learning needs and make plans to address them before
stepping in front of the students.
4. Learning activities which educated
Teachers must able to carry out the learning activities appropriate
with teachers needs. Teachers must able to use instructional media and
technology information and communication for learning needs. Next, teachers
must be able to manage effectively.
Using instructional media is one of conducting in learning
activities which educated. Teachers must able to use instructional media and
technology information and communication for learning needs Setyowati
(2006:56) mentions that the kinds of instructional media. The kinds of audio
aids that can be used in teaching are record player, tape recorder, radio, and
language laboratory. Whereas, some of the visual aids are chalkboard, posters,
cartoons, real objects, realia, dolls, puppet, picture files, series pictures, wall
charts, flash cards, word cards, pocket cards, flannel or felt board, clock, over
head projector and transparencies, kodachrome slides, film strips, and
miscellaneous materials.
Next, in learning activities which educated, teachers must manage
the class effectively. According to Richards & Renandya (2002:364) classroom
managament is all conscious effort undertaken by the the teacher to achive
learning and the effort to give motivation for students who have no interest in
learning and to give countrains and make teacher's role. Therefore, the teacher
must have the ability to manage the class in order to achieve learning goals and
provide motivation for students who are not interested in learning.
5. Devloping potential of learners
Teachers are able to analyze the learning potential of each student
and identify potential development of students through the learning program
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that supports students actualize their academic potential, personality, and
creativity until there is clear evidence that learners actualize their potential.
6. Communicating with students
Teachers are able to communicate effectively, empathetic, and polite
with learners and be enthusiastic and positive. In the Oxford Dictionary,
communication is the act of imparting, especially news, or the science and
practice of transmitting information. These definitions clearly show the link
between „teaching‟ and „communication‟. Teachers are constantly imparting
new knowledge, or transmitting information.
7. Assessment and evaluation
Teachers are able to conduct assessment of learning processes
and outcomes on an ongoing basis. Teachers evaluated the effectiveness of the
process and outcomes of learning and using the results of the assessment and
evaluation of information for designing remedial and enrichment programs.
Teachers are able to use the results of the analysis of assessment in the learning
process.
E. Professional Competence
According to Yamin (2008 professional is a job that requires
knowledge of skills, abilities, expertise, and patience to create students who have
behaviors as expected. It means professional is a job or activity that is done by
someone who needs expertise acquired through special education.
In the Teacher and Lecturer Law No. 14 of 2005 article 1 states that
competence is a set of knowledge, skills, and behaviors that must be possessed,
internalized and mastered by teachers and lecturers in carrying out professional
duties. It means competence describes the ability to act on the ground of science
whose results of action benefit both himself and others.
Mulder (2014:3) says professional is competence when he/she acts
responsibly and effectively according to given standards of performance. One can
also say that this professional possesses sufficient competence. He also defines
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that professional competence is seen as the generic, integrated and internalized
capability to deliver sustainable effective (worthy) performance (including
problem solving, realizing innovation, and creating transformation) in a certain
professional domain, job, role, organisational context, and task situation
Rahman (2014) mentions that professional competence is competence
related to the ability to master the knowledge. It means teachers must master the
knowledge or subject matter broadly and deeply in order to achieve learning
goals. As stated National standard of education, article 28 act 3 that professional
competence is the ability of the teacher for mastering educational material a whole
and deeply that arrange possibility to bring the education participant fulfill the
standard of competence which establish on national standard of education .
Based on explanation above, it can be conclude that professional
competence is the ability to master the knowledge broadly and deeply deeply in
order to achieve learning goals.
F. Teaching Practice Program
According to Ulla (2016: 236) the teaching practice progam is an
integral part of any teacher education curriculum since it is a good avenue for
pre-service teachers to apply the theories they learned in the real classroom
setting. Meanwhile, Latifah (2014:89) points out that the teaching practice
program is an activity which aims to prepare pre-service teachers through an
actual classroom teaching practice at schools. This program is located in schools
or other institutions which provide teaching learning program for pre-service
teachers. She also says that teaching practice program is a medium of giving
teaching learning skills and knowledge training to pre-service teachers in order
to form them becomes professionals.
Oluwatayo and Adebule (2012 :109) claim that the teaching practice
is one of the most important aspects of teacher education. It is an exercise
designed to expose the pre-service teachers to the practical aspect of teaching
profession and to enable them put into practice the theoretical knowledge
acquired during classroom interactions with their lecturers. Ranjan ( 2013:24)
15
argues that teaching practice is an important component towards becoming a
teacher. It provides experiences to pre-service teachers in the actual teaching and
learning environment. During teaching practice, pre-service teachers should be
given more opportunities to be involved in teaching practice to prepare them in
the actual classroom teaching.
In teaching practice progam, pre-service English teachers usually
will be guided by mentor teachers. Mentor teachers are resources for the pre-
service English teachers. Maphalala (2013) states that mentor teachers have
become key players in launching pre-service teachers into the teaching
profession. Mentor teachers are recognized for their practical knowledge of the
teaching profession, which complements the theoretical knowledge that the pre-
service teachers have acquired from the university.
According to pedoman PPL (2018) the general purpose of teaching
practice program is pre-service teachers have pedagogical competence,
professional competence, social competence, and personal competence. As for
the specific purposes of this program are as follows:
1. Students can recognize the social environment, physical, administrative
and academic school.
2. Students can apply the basic skills of teacher training or education as a
whole and integrated into the actual situation;
3. Students can draw lessons from the experience, which is reflected in
everyday behaviour.
4. Students can carry out learning activities, school administration,
educational activities, and educational research.
5. Students can appreciate the personality of the teacher as a good person
for others.
According to pedoman PPL (2018) teaching practice program is
expected to be felt by various parties. Not only by students, but also by the
Faculty of Tarbiyah and Teacher Training, as well as by stakeholders.
16
1. For students, Teaching Practice Program is useful to provide direct
experience in applying and developing their teaching skills, ability to
manage school / madrasah administration, and train critical, creative, and
analytical thinking by using scientific procedures in solving educational
problems through research activities, as well as fostering the soul of the
teacher as a person who must be the father of hasanah for fellow humans.
2. For the Tarbiyah and Teacher Training Faculties, this activity is useful for
promotion, evaluating and getting feed back on the implementation of
learning activities, as well as input to prepare graduates who are better than
before.
3. For stakeholders, they get active contributions from universities in the field
of education and teaching as well as the initial assessment of recruitment of
prospective practitioners and education technicians for their institutions.
4. For students in schools , getting motivation to be more enthusiastic and
diligent in learning, and eager to continue to a higher level of education.
G. Relevant Studies
In this research, the researcher do the research about teachers‟
perception on the pre-service english teachers‟ compentence. There are some
relevant studies that have discussed about teachers‟ perception on the pre-service
teachers‟ compentence:
Firstly, Widiyastutik (2013) explore perception of teachers and
students about pre-service teachers‟s profile .This research aims to determine the
perception of teachers and students about pre-service teacher in teaching practice
progam. This research used a qualitative research method with a qualitative
descriptive approach carried out at Vocational School Perintis 29-02 Semarang .
The subjects of this research were pre-service Economic teachers. Data sources
were obtained from informants and documentation archives. Data collection
techniques are by interview and documentation. Test the validity of the data by
source triangulation and technical triangulation. Data analysis techniques are done
by data reduction, data presentation and verification.
17
The results of this research indicate that the perceptions of teachers
and students about pre-service teachers are 1) Personality competence, pre-service
teachers have good personalities as prospective professional teachers, 2) Social
competence, pre-service teachers have good social skills, 3) Professional
competence, pre-service teachers have sufficient ability in terms of mastery of
material, 4) Pedagogic competence, pre-service teachers have good abilities in
making lesson plans, opening and closing lessons, conducting variations in
learning, and using learning media. They have sufficient ability in terms of
method use and evaluation. They have less ability in terms of class management
and delivery or presentation of material.
Secondly, Kamil , et al. (2016) identify perception of mentor teachers
on teaching ability of pre-service teachers at State Vocational High School 1
Tilatang Kamang and State Vocational High School 5 Padang. This research was
conducted to find out the perception of mentor teachers on teaching ability of pre-
service teachers at State Vocational High School 1 Tilatang Kamang and State
Vocational High School 5 Padang.
The population of this descriptive research was all 34 engineering
teachers who acted as mentor at both schools in academic year 2016/2017. The
research sample was taken by using total sampling technique. Data were collected
by using Likert scale questionnaires.
The research result showed that the perception of mentor teachers on
teaching ability of pre-service teachers was in fair category; for pedagogic
competence was 74.93% or in fair category; for personal competence was 74.87%
ori n fair category; for social competence was 73.66% or inf air category; and for
professional competence was76.54% or also in fair category.
Next, Botha & Reddy (2011) investigate on in-service teachers‟
perspectives of pre-service teachers‟ knowledge domains in Science. This
exploratory research reports on in-service natural science teachers‟ inferences
regarding pre-service teachers‟ performance in natural science teaching, as
observed during a practice teaching period. Perspectives of in-service teachers of
the different know ledge domains of pre-service teachers during their final year
18
were investigated. Semi-structured interviews, incorporating a specific set of
open-ended questions, were conducted with in-service teachers following a practice
teaching period of four weeks.
The 11 participants consisted of in-service teachers from the various
schools where pre-service teachers were placed for teaching practice for a period
of nine weeks: six female teachers and five male teachers. Six schools were
selected: two primary and four secondary schools.
The findings indicate that the in-service teachers rated the pre-service
teachers positively in some knowledge domains but less positively in other
knowledge domains. The pre-service teachers had good content knowledge, but
they did not always present the knowledge in innovative and creative ways as
envisaged by the policy documents. Some of the pre-service teachers lacked the
confidence to teach or do practical work.
Finally, Wahyuni, E. S. (2017) explore perceptions of teachers about
the competencies of students PPL 2 Education Biology FKIP Untan. This research
aims to describe the perceptions of teachers pamong about the competencies of
students PPL 2 Education Biology FKIP Untan. The form of research is
descriptive with research instrument in the form of questionnaire. The subject of
this research is the student of PPL 2 which is found in ten schools in Pontianak
city.
The result of the research shows that pedagogic competency of PPL 2
Biology Education student of FKIP Untan is 77,17% good category, personality
competence 90,63% very good category, professional competence 77,29% good
category and social competence 57,50% enough category.
The relevant studies above did investigation with different indicators.
There is no investigation which explores the perception of teacher in area of
teaching English. Therefore , the researcher see the opportunity to do research.
The researcher will try to investigate about Teacher‟s perception on the pre-
service English teachers‟ pedagogical competence during teaching practice
program at Islamic Junior High School in Muaro Jambi.
19
CHAPTER III
METHOD OF RESEARCH
A. Design of Research
This research was a qualitative research. According to Creswell
(2009:4) qualitative research is a means for exploring and understanding the
meaning individuals or groups ascribe to a social or human problem. Mack et.al
(2005: 1) explain that qualitative research is especially effective in obtaining
culturally specific information about the values, opinion, behaviour, and social
context of particular populations. While, Fraenkel & Wallen (2009: 435) state
Qualitative researchers are particularly concerned in how things arise and
principally in the perspectives of the subjects of a research. So, qualitative
research collects the information that comes from the viewpoint of the subject of a
study that will be analyzed to take the conclusion.
This research used descriptive qualitative method. This research
attempts to explore certain information about a phenomenon or case of a subject.
The case of this research was teachers‟ perception on the pre-service English
teachers‟ pedagogical and professional competencies during teaching practice
progam at Islamic Junior High School in Muaro Jambi
Due to this research was descriptive qualitative method. As stated
Mack et. al (2005: 3) that descriptive research is used to explore the phenomena
by conducting interview, focus group and participant observation. This research
used that method because it is appropriate to the objectives of the research which
focuses on teachers‟ perception on the pre-service English teachers‟ pedagogical
and professional competencies during teaching practice progam at Islamic Junior
High School in Muaro Jambi. The results of the research emphasize more toward
the data interpretation found in the field. The results are not written in the form of
figures and tables with statistical measures, but it is illustrated in the form of
describing words to the results and it is presented in narrative.
20
B. Setting and Subject of the Research
The investigation conducted at 4 Islamic Junior High School in Muaro
Jambi. These include:
Table 3.1
Setting of the Research
Sources : UPL UIN STS Jambi
Based on the data above, English teachers who guide pre-service
English teachers during teaching practice program at Islamic Junior High School
in Muaro Jambi obtained 6 people. There are 4 in public schools and 2 in
private schools.
The subject of the research conducted on English teachers who guide
pre-service English teachers during teaching practice program at Islamic Junior
High School in Muaro Jambi in 2018/2019.
No School Address Total number of
teacher
1 MTSN 2 Muaro Jambi Jl. Lintas Timur, RT 09, Kel.
Berembang, Kec. Sakernan , Kab.
Muaro Jambi
2
2 MTSN 8 Muaro Jambi Jl. Jambi-Ma. Bulian, Kel Pijoan,
Kec. Jaluko
Kab. Muaro Jambi
2
3 MTSS Jauharul Iman Jl. Lintas Timur, RT 07, Kel.
Senaung, Kec . Jaluko, Kab Muaro
Jambi
1
4 MTSS Nurul Huda Jl. Jambi-Ma. Bulian Km 13 ET 12
Desa Mendalo Darat, Kec. Jaluko,
Kab. Muaro Jambi
1
21
C. Types of Data
1. Primary Source
Sugiyono (2010: 137) states that primary source is source which
can give valuable information directly. In other word, the primary source is to
give prominent data relate to problems of the research. This research, the
researcher used the result of interview. It means, the teacher‟s perception on
pre-service English teachers will be the data.
2. Secondary Source
Secondary source is data source that does not directly provide
data to data collector, for example through other people or through
documents. Here, the secondary source used is document (Sugiyono, 2010:
137). The document is the pre-service English teachers' lesson plan. The
lesson plan was used to know the pre-service English teachers' competence
in making lesson plan.
D. Tecnique of Data Collection
The researcher used interview and document. Those techniques
presented in different way.
1. Interview
Semi structure interview was chosen as the type of interview.
Sugiyono (2010:320) states that this type of interview includes category of
in-depth interview, in which the implementation is freer than structured
interview. The purpose of type interviews is to find problems more openly,
the parties invited to interview are asked for their opinions and ideas. In
interviews, the researcher needs to listen carefully and take notes that were
presented by the informant. In this research, Mentor teachers as the
respondents in this research are the main source of data that will be
interviewed. The researcher asked the question around teaching competencies
pre-service English teacher during teaching practice program. The
22
competencies focused on pedagogical competence and professional
competence. Then the researcher recorded a conversation between
interviewer and interviee.
2. Document
According to Sugiyono (2010: 329), the document is a record of
events that have passed in the form of writing, pictures, or monumental. In
simple terms this method of documentation is done by collecting documents
or photographs and attachments that are useful as information in this research.
In this reserch, the researcher will collect the pre-service English teachers‟
lesson plans. The researcher only analyzes one lesson plan from each the pre-
service English teachers. It is done for knowing students‟ competence in
composing lesson plan which includes to pedagogical competence.
E. Technique of Data Analysis
The researcher divided the activity in analyzing data into three
activities, they were data reduction, data display, and conclusion drawing /
verification.
1. Data reduction
Sugiyono (2010: 338) claims that data display is summarizing,
reducing the original data by selecting important points, focusing on specific
parts of the topic so that the results can give researchers a clear description,
and facilitating researchers to continue the next step. It means the process of
selecting, identifying, classifying , and coding the data that are considered
important. In conducting research, the researcher will get much data. Hence,
the researcher must select data that will give valuable information in research.
Thus, at first the researcher has to do reduction to analyze the data. Based on
the concept of data reduction, reducing the data in this research is choosen by
identifying and focusing on teacher‟s perception on pre-service English
teachers‟ pedagogical and professional competence.
23
2. Data display
This stage done after data reduction. Data display can be called as
stage which provides qualitative data in short explanation, chart, flowchart,
and many other kinds (Sugiyono, 2010:341). Data display refers to show data
that have been reduced in the form of patterns. It benefits to help the
researcher in understanding the data. In displaying data, the researcher
described data that have been reduced into sentence form. In qualitative
research, the most frequent form of display data is narrative text. Hence, the
researcher arranged the data in good sequence of narrative text in order to be
easier to understand.
3. Conclusion drawing /verification.
In qualitative research, the characteristic of conclusion is
temporary. It can change if the researcher does not discover strong evidence
to support the next collecting data. However, if the conclusion in the previous
data can be evidenced by validity and consistency when the researcher is
going back to the field, so the conclusion is credible. In this research, the
researcher made conclusions from the data display. (Sugiyono, 2010: 345).
In short, the steps in analyzing the data are: (1) the researcher
collected the data through interview questionnaire and. Then, the researcher
selected, identified, and focused on the data by referring to formulation of the
research problem (2). After selecting the data, the researcher displayed those
data into good sentences (3). After displaying data, the conclusion was drawn.
F. Triangulation
The main technique of collecting data in this research was in-depth
interview. The researcher acquires the data by doing in-depth interview to English
teachers then checked the data by calculating the percentage of achievement of the
respondents . This technique called technique of triangulation in which to examine
the credibility of data conducted by checking the data with different technique
(Sugiyono, 373: 2010).
24
No Activities Month
January February March April Mei
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 Preparation of
proposal
2 Consultation of
proposal
3 Seminar
4 Improvement of
seminar
5 Making
research
permission
6 Collecting data
7 Improvement of
research
8 Writing a
Thesis
9 Thesis
Examination
G. Schedule of Research
Table 3.2
Schedule of Research
25
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Finding of the Research
The results of the research conducted are as follows:
1. Teachers’ Perception on the Pre-service English Teachers’
Pedagogical Competence
a. Knowing the Characteristics of Students
The researcher got that most of teachers said that pre-service
English teachers knew the characteristic of the students. It can be seen from
the quotes below:
P1 said “ Yes, the pre-service English teacher knew the
characteristic of the students well.” (Translated from Indonesian)
P2 said “The character of students is very different in class. When
students who had problems, the pre-service English teacher was
very attentive and spry in providing direction to dtudents.
(Translated from Indonesian)
P3 said “The pre-service English teacher knew the characteristic
of the students... (Translated from Indonesian)
P4 said “The pre-service English teacher knew the characteristic
of the students. If there are students who do not understand, the
pre-service English teachers gave direction to students...
(Translated from Indonesian)
Based on the quote above, the pre-service English teacher knew
the characteristic of the students well. The pre-service English teachers also
provided direction to students when their students did not understand during
teaching practice. It means the pre-service English teachers were good in
knowing the characteristics of students.
26
b. Mastering Learning Theory and Principle of Learning
Here, the researcher got that the pre-service English teachers
applied various approaches, strategies, methods, and learning techniques
during teaching practice. It can be seen from the quote below:
P1 said “Yes, the pre-service English teacher applied it according
to th lesson plan...” (Translated from Indonesian)
P2 said “ As far as I observed as mentor teacher. The pre-service
English teacher was more dominant appliying the lecture and
discussion method in teaching. In some material, students are
formed in several groups ... (Translated from Indonesian)
P5 said “Yes, they apply it, if my guidance, I taught how to teach
and what to teach. Alhamdulillah, the results in 3 months are
satisfying”. (Translated from Indonesian)
P6 said “For pre-service English teacher, Alhamdulillah for
almost 3 months when replacing my hours as an English teacher. I
notice that the pre-service English teacher has taken approaches
or strategies in dealing with students during the learning process”.
(Translated from Indonesian)
Based on qoutes above, the researcher concluded that the pre-
service English techers apply various approaches, strategies, methods, and
learning techniques according to the lesson plan. It means the pre-service
English teachers applied it well. The pre-service English teacher has taken
approaches or strategies in dealing with students during the learning process.
It means that the pre-service English teachers were good in mastering
learning theory and principle of learning. Even though, they was more
dominant appliying the lecture and discussion method in teaching.
c. Developing the Curriculum
In this section, the researcher asked whether the pre-service
English teachers designed lesson plans. Most of the teachers answer that the
pre-service English teachers made it by themself. It can be seen from the
quotes below:
27
P1 said “Fifty:fifty, she designed it herself and some of from
mentor teacher . She made a lesson plan based on the guidelines I
gave. She made it according to 2013 curriculum.” (Translated
from Indonesian)
P2 said “ I think the pre-service made a lesson plan according to
2013 curriculum. Even though, it was step by step. But, I think
the pre-service English teacher can arrange the time allocation to
the assessment aspect.” (Translated from Indonesian)
P3 said “I ask her to designed it herself. Even though, she did not
understand, she still ask to be guided...” (Translated from
Indonesian)
P4 said “When learning lesson plan, she made it herself, but when
the report was mine. And she made it according to 2013
curriculum.” (Translated from Indonesian)
Based on quotes above, the pre-service English teachers designed
lesson plans. Even though, the pre-service English teachers made it step by
step and still need guidance. But, most of the pre-service English teachers
designed lesson plan according to 2013 curriculum.
Here, the researcher also analyzed the pre-service English
teachers‟ lesson plans. Then the researcher got that most of the researcher
made lesson plan according to the curriculum is used. It means the the pre-
service English teachers were good in designing lesson plan.
d. Learning activities which educated
The researcher got that most of the pre-service English teachers
used carton, laptop, projector and speaker as instructional media. It can be
seen from the quotes below:
P1 said “Sometimes she used instructional media. For example
she used carton, speaker and laptop. It was in accordance with the
material” (Translated from Indonesian)
P2 said “I think in every material taught, the pre-service English
teacher used media that is in accordance with the material, for
example when the greeting card material, I observed that the pre-
service English teacher was using several cards for their
students.” (Translated from Indonesian)
28
P3 said "Yes, I told the pre-service English teacher to teach, she
had to use learning media ... she was good at using instructional
media according to the material she taught." (Translated from
Indonesian)
P4 said “Yes, she used media such as carton. For example, the
material can be countable and uncountable. She use pictures of
apples, sugar, and oil in learning. She often gives examples of
pictures using cards. It is in accordance with the material, because
every material is different, the use of the media is also different”
(Translated from Indonesian)
R6 said “Ya such as laptop and projector.” (Translated from
Indonesian)
Based on quotes above, it can be concluded that the pre-service
English teachers used carton, laptop, projector and speaker, carton, pictures
as instructional media. The pre-service English teacher used instructional
media according to the material. For example when the greeting materials,
they used card to teaching their students. It means the pre-service English
teachers were good in using instructional media.
Here, the researcher also got that the pre-service English teachers
had difficulties in managing the class. It can be seen from the quote below:
P4 said “For classroom management, students often
underestimate pre-service English teachers, because they assume
the pre-service English teachers to be a friend, so there are some
who listens well and there are those who do not. And also the
voice of the student is sometimes small when she teaches, but the
language is good only constraints on the volume ...” (Translated
from Indonesian)
P5 said “If my assessment is satisfy, because the background of
the students' character is different, for example the level of
naughtiness, it is automatically affects how pre-service English
teachers manage the class.” (Translated from Indonesian)
P6 said “For class management, here pre-service English teachers
taught in grades 7A, 7B and 8A. I see the management of class
8A with 7A is fair. While in class 7B is a bit difficult, because the
character of the students is different and consists of men, so
processing the class is a bit extra...” (Translated from Indonesian)
29
Based on quotes above, the pre-service English teachers had
difficulties in classroom management. It is influenced by several factors.
First, students assume the pre-service English teachers like friend, so that in
the learning process there are those who pay attention and some who don't
pay attention. Next, classrooms also influence class management. For
example, small classrooms make it difficult for students to be able to explore
what methods and strategies are used to teach. Finally, gender differences
also affect pre-service English teachers in managing classes.
e. Developing Potential of Students
The researcher got that when the pre-service English teachers
were good in developing potensial of students. It can be seen from the quotes
below:
P1 said “She adjusted to the ability of students in class, in class
there are smart, some are moderate, some are ignorant”
(Translated from Indonesian)
P3 said “Yes, they analyzed the potential of students.” (Translated
from Indonesian)
P4 said “They developed the potential of students, for example,
someone who likes English and students are more often appointed
so that other friends also know.” (Translated from Indonesian)
P5 said “ The pre-service English teachers often asked for
guidance with me, we often shared about the potential of students,
as far as I can see, they are very good at developing the potential
of students.” (Translated from Indonesian)
Based on the quotes above, it can be concluded that the pre-
service can adjusted to the abilities of students in the class. They can analyzed
the potential of students. They can distinguished students who are smart, who
are moderate, and who don't know. It means the pre-service English teachers
were good in developing potential of students.
30
f. Communication with Students
The researcher got that when the pre-service English teachers
were teaching, they can communicate students well. It can be seen from the
quotes below:
P1 said “Yes, he can interact with students well...” (Translated
from Indonesian)
P4 said “There is reciprocity, after the teacher explains, there are
students who do not understand, students ask, then the pre-service
English teacher answers.” (Translated from Indonesian)
Based on quotes above, it can be concluded that the pre-service
English teachers can communicate with students well. There was reciprocity
between the pre-service English teachers with students. When the students do
not understand about the material. Then , they ask to the pre-service English
teachers. The pre-service English teachers answer that questions. It means
that the pre-service English teachers were good in communicating with
students.
g. Assessment and Evaluation
Teachers' perceptions of assessment and evaluation that used by
pre-service English teachers in learning were positive responses. It can be
seen from the quotes below:
P3 said “Good, it is in accordance with the curriculum”
(Translated from Indonesian)
P5 said “Good, I have taught the pre-service English teachers
about assessment and evaluation of learning. Alhamdulillah, pre-
service English teacher can absorb all the knowledge I given.”
(Translated from Indonesian)
P6 said “Yes, good, for 3 months she enters the end of semester
assessment or semester exam, so that the assessment there was a
variety of instruments they made. the instrument is test of
multiple choices and essays...” (Translated from Indonesian)
31
Based on quotes above, the pre-service English teachers make
assessment and evaluation according to the direction given by the teacher and
also in accordance with the curriculum. It means the pre-service English
teachers were good in assessment and evaluation.
2. Teacher’s Perception on the Pre-service English Teachers’ Professional
Competence
a. Mastering the material
The researcher got that most of the pre-service English teachers
were fair in mastering the material. It can be seen from the quotes below:
P6 said “I think the pre-service English teacher still cannot master
the material in full, maybe when lectures have been taught. But in
reality, the pre-service English teacher has difficulty in mastering
the material.” (Translated from Indonesian)
P3 “I think it is fair for the pre-service English teacher. It is also
called pre-service English teacher, we cannot demand that the
pre-service English teacher has to be perfect” (Translated from
Indonesian)
P5 said “Yes, I think it is fair” (Translated from Indonesian)
P2 said “ From the aspect of mastery and delivery of material. I
think students are not maximal, so it can be said was fair.”
(Translated from Indonesian)
P1 said “...in delivering material, they use Indonesian. They
should use English and then translate to Indonesian. I want fifty:
fifty, 50 English and then translate 50 into Indonesian.
(Translated from Indonesian)
Based on quotes above, it can concluded that the pre-service
English teachers were not maximal in mastering the material. The pre-service
English teachers still cannot master the material in full. And also in delivering
material, they use Indonesian. They should use English and then translate to
Indonesian. It means the pre-service English teachers were fair in mastering
material.
32
B. Discussion
1. Pedagogical Competence
Generally, the pre-service English teachers' pedagogical
competence at Islamic Junior High School in Muaro Jambi were good. As we
know that teachers must master about pedagogical competence. If the
teachers do not master pedagogical competence, they cannot help learners to
achieve learning objective. Richards (2011:6) assumes that pedagogical
competence is knowledge that is drawn from the study of knowledge teaching
and language learning itself and which can be applied in different ways to the
resolution of practical issues in language teaching. It could include course
work in areas such as curriculum planning, assessment, reflective teaching,
classroom management, teaching children, teaching the four skills and so on.
It means that pedagogical knowledge purposes to give foundation in teaching
and learning which is addressed for teacher.
Based on findings, the results of teachers‟ perception on the pre-
service English teachers‟ pedagogical competence are as follows:
a. Knowing the Characteristic of the Students
The pre-service English teachers are good in knowing students‟
characteristics. The pre-service English teachers provided direction to
students when their students did not understand during teaching practice. In
fact, it is important for the teachers to get to know their students. Because the
more they get to know each student, the better they can teach their students,
in a way that they will learn. Schultz (2015) defines that teachers who know
how their students learn. It can guide them and lead them to grow in their
learning. Teachers who know their students as unique individuals. It can help
them to navigate the often confusing and anxiety filled lives that they lead.
b. Mastering the Theory and the Principles of Educational Learning
In teaching, teachers must master the theory and the principles of
educational learning like learning model. Learning model include approaches,
33
strategies, methods, and learning techniques. Teachers also apply it during
learning. It aims to achieve learning goals. Approaches, strategies, methods,
and learning techniques are also called methodology practice. As Harmer
(2007:62) states that in general area of methodology, people talk about
approaches, methods, techniques, procedures and models, all of which go into
the practice of English teaching.
In this research, the pre-service English techers understood
various learning theories and the principles of learning that are educational
related to English subject. The pre-service English teacher has taken
approaches or strategies in dealing with students during the learning process.
They applied the lecture and discussion method in teaching. Moreover, in
some material, students are formed in several groups. It means that the pre-
service English teachers were good in mastering learning theory and principle
of learning.
c. Developing the curriculum
In learning, lesson plan is one of the important tools in curriculum
development. The learning process begins from the lesson plans as the
guidance for the implementation of learning process. Lesson plans created
by teacher includes some instances such as creating the flow of lesson from
the beginning to finish with regard to learning approach which is chosen in
appropriate to basic competence, instructional media which is suitable with
the student‟s condition and the learning material, suitable learning method
for the student. Those aspects became a starting foundation in achieving
lesson goals.
As stated Richards & Renandya (2002:31) that lesson plan is
systematic records of a teacher‟s thought about what will be covered during a
lesson. Therefore, a lesson plan is a rehearsal for delivering effective
instruction in that it provides the teacher opportunity to anticipate
instructional and learning needs and make plans to address them before
stepping in front of the students.
34
In this research, the pre-service English teachers made lesson plan
themself. They made lesson plan according to the curriculum. It means the
pre-service English teachers were good in preparing lesson plan.
d. Learning activities which educated
Using instructional media is one of conducting learning activities
which educated. Teachers must able to use instructional media and
technology information and communication for learning needs. As stated
Setyowati (2006:56) that the kinds of instructional media. The kinds of audio
aids that can be used in teaching are record player, tape recorder, radio, and
language laboratory. Whereas, some of the visual aids are chalkboard,
posters, cartoons, real objects, realia, dolls, puppet, picture files, series
pictures, wall charts, flash cards, word cards, pocket cards, flannel or felt
board, clock, over head projector and transparencies, kodachrome slides, film
strips, and miscellaneous materials.
Teachers must able to use technology information and
communication for learning needs. As we know, using technology in EFL
classrooms has apparently been acknowledged for its positive impacts. Seen
from teachers„ perspective, use of technology is essential and should be a part
of today„s learning‖. Students also perceive that teacher„s use of technology
enhances students„ interest and satisfaction in learning (Lea, et al., 2001).
Tabatabaei & Gui (2011:516) also state that use of technology has helped
improving classroom activities, motivate students, and engage them in
classroom activities.
In this research, the pre-service English teachers used the visual
aids such as laptop, projector, and speaker as instructional media when
teaching practice. It means they can operated laptop, projector, and speaker.
They also used some pictures, cards and others. For example when the
greeting material, they used card to teaching their students. It means that the
pre-service English teachers were good in using of instructional media and
technology information and communication for learning needs.
35
Next, classroom management is also one of learning activities
which educated. In this research, the pre-service English teachers were still
weak in classroom management. In educational learning activities, teachers
must manage the class effectively. According to Richards & Renandya
(2002:364) classroom managament is all conscious effort undertaken by the
the teacher to achive learning and the effort to give motivation for students
who have no interest in learning and to give countrains and make teacher's
role. Therefore, the teacher must have the ability to manage the class in order
to achieve learning goals and provide motivation for students who are not
interested in learning.
In this research, the pre-service English teachers were weak in
classroom mangement. It happens because of several factors. First, students
assume that the pre-service English teachers like friend, so that in the learning
process there are those who pay attention and some who do not pay attention.
Next, classrooms also influence class management. For example, small
classrooms make it difficult for students to be able to explore what methods
and strategies are used to teach. Finally, gender differences also affect the
pre-service English teachers in managing classes.
Based on explanation above, it can be concluded the pre-service
English teachers were good in using of instructional media and technology
information and communication for learning needs. And the pre-service
English teachers were weak in classroom mangement.
e. Developing potential of students
In this section, teachers are able to analyze the learning potential of
each student and identify potential development of students through the
learning program that supports students actualize their academic potential,
personality, and creativity until there is clear evidence that learners actualize
their potential.
36
In this research, the pre-service English teachers can adjusted to the
abilities of students in the class. They also can distinguished students who are
smart, who are moderate, and who don't know. It means the pre-service English
teachers were good in developing potential of learners.
f. Communication with the Students
In the Oxford Dictionary, communication is the act of imparting,
especially news, or the science and practice of transmitting information. These
definitions clearly show the link between „teaching‟ and „communication‟.
Teachers are constantly imparting new knowledge, or transmitting information.
In this research, the researcher got that when the pre-service
English teachers were teaching, they can communicated with students well.
There was reciprocity between the pre-service English teachers with students.
When the students do not understand about the material. Then, they ask to the
pre-service English teachers. The pre-service English teachers answer that
questions. It can concluded that the pre-service English teachers payed
attention, listened and responded to all questions and responses of students. It
means that the pre-service English teachers were good in communication with
the students.
g. Assessment and Evaluation
In this research, the pre-service English teachers make assessment
and evaluation according to the direction given by the teacher and also in
accordance with the curriculum. It means the pre-service English teachers
were good in assessment and evaluation. As we know that assessment and
evaluation are very important in learning. It aims to find out how far and far
the students understand the learning material. In addition, the teachers can
provide an opportunity so that students want to explore the learning more. As
Jabbarifar (2009:2) says that the purpose of assessment and evaluation is to
give students the opportunity to show what they have learned rather than
catching them out or to show what they have not learned. Brown (2004:4)
37
states that assesment is an ongoing process the encompasses a much wider
domain. For example, when a students respond to a question, offer a
comment, or try out a new word structure. The teachers subconscously make
an assessment students‟ performance.
Based on explanation above, it can be concluded that generally
the pre-service English teachers' pedagogical competence at Islamic Junior
High School in Muaro Jambi were good. They just were weak in classroom
mangement. It means the pre-service English teachers' pedagogical
competence at Islamic Junior High School in Muaro Jambi were good.
2. Professional Competence
Teachers must master professional competence like mastering
learning material. Professional competence is the ability of the teacher for
mastering educational material a whole and deeply that arrange possibility to
bring the education partcipant fulfil the standard of competence which
establish on national standard of education (National standard of education,
article 28 act 3). Thus the teacher must have extensive knowledge regarding
the field of study or subject matter.
Based on findings, the results of teachers‟ perception on the pre-
service English teachers‟ professional competence are as follows:
a. Mastering the material
In this research, the pre-service English teachers were not
maximal in mastering the material. The pre-service English teachers still
cannot master the material in full. Then in delivering material, they use
Indonesian. They should use English and then translate to Indonesian. As we
know that teachers must master the material when teaching. If a teacher does
not master the material, then the learning goals will not be achieved and will
not fulfill the standard of competence which establish on national standard of
education. As stated National standard of education, article 28 act 3 that
professional competence is the ability of the teacher for mastering educational
38
material a whole and deeply that arrange possibility to bring the education
participant fulfill the standard of competence which establish on national
standard of education.
Based on explanation above, the researcher can concluded that the
pre-service English teachers were still weak in mastereing the material. They
also still cannot master the material in full. Moreover, in delivering material,
they should use English and then translate to Indonesian. But they use
Indonesian a lot. It means the pre-service English teachers' professional
competence at Islamic Junior High School in Muaro Jambi were fair.
Based on discussion above, the researcher can concluded that
generally the pre-service English teachers' pedagogical competence at Islamic
Junior High School in Muaro Jambi were good. They just were weak in
classroom management. While, the pre-service English teachers' professional
competence at Islamic Junior High School in Muaro Jambi were fair. They
were still weak in mastereing the material. They were not maximal in
mastering the material. They also still cannot master the material in full.
Moreover, in delivering material, they use Indonesian a lot than English.
39
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Here, the researcher would like to take a conclusion from the result
of the research which has been conducted about teachers‟ perception on the
pre-service English teachers‟ pedagogical and professional competencies.
These conclusions explain the results of each research question .
Generally, the pre-service English teachers' pedagogical
competence were good. They just were weak in classroom mangement. It
means the pre-service English teachers' pedagogical competence at Islamic
Junior High School in Muaro Jambi were good.
Next, the pre-service English teachers were still weak in mastereing
the material . They were not maximal in mastering the material. They also still
cannot master the material in full. Moreover, in delivering material, they
should use English and then translate to Indonesian. But they use Indonesian a
lot. So the learning goals will not be achieved and will not fulfill the standard
of competence which establish on national standard of education. It means that
the pre-service English teachers‟ professional competence were fair.
B. Suggestions
Based on the conclusion above, the researcher would like to offer :
some suggestion. The first is for pre-service English teachers. During the teaching
practice program they are able to interact with both the school and the mentor
teachers, so that they really gain valuable experience from the teaching practice
program activities, and can learn to become professional teachers. This is intended
so that the teachers‟ perception on pre-service teachers is fair, will be good or
even very good. The second is for faculty of education and teacher training
faculty the Sulthan Thaha Saifuddin Jambi Islamic University in order to establish
cooperation with various parties to be even better. Efforts to optimize the
40
readiness of pre-service teachers to take part in the teaching practice program
carried out, so that pre-service teachers are really ready to be deployed to school.
It is hoped that they will always improve their competencies in order to be able to
support increased competence and professionalism as prospective educators in
schools. So that teachers' perceptions of student competence will be better. The
last is for teachers. Teachers can provide input to the supervisor for the
performance of his pre-service teachers and can establish a good relationship.
41
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44
Apenndix I
List of Questions for Interviews
1. Bagaimana menurut bapak/ibu penampilan dikelas mahasiswa praktikan
bahasa Inggris pada saat praktek mengajar ?
2. Berkaitan dengan cara mengajar, bagaimana cara mengajar mahasiswa
praktikan bahasa Inggris ?
3. Apakah mahasiswa praktikan bahasa Inggris memahami karakteristik
peserta didik saat pembelajaran? Lalu bagaimana mahasiswa pratikan
bahasa Inggris memahami potensi peserta didik pada saat pembelajaran?
4. Apakah mahasiswa pratikan bahasa Inggris menerapkan berbagai
pendekatan, strategi, metode, dan teknik pembelajaran yang mendidik
secara kreatif dalam mata pelajaran bahasa Inggris? dan menurut
bapak/ibu bagaimana mahasiswa praktikan bahasa Inggris
menerapkannya?
5. Apakah mahasiswa pratikan bahasa Inggris merancang rencana
pembelajaran? dan menurut bapak/ibu, bagaimana mahasiswa praktikan
bahasa Inggris merancang rencana pembelajaran?
6. Apakah mahasiswa pratikan mahasiswa bahasa inggris menggunakan
media pada saat pembelajaran? Menurut bapak/ibu, bagaimana variasi
medianya sudah sesuai dengan materi yang diajarkan?
7. Menurut bapak/ibu, bagaimana pengelolaan kelas yang dilakukan
mahasiswa praktikan bahasa Inggris pada saat pembelajaran ? Dan
apakah mahasiswa pratikan bahasa inggris mengelola kelas secara efektif
tanpa mendominasi?
8. Bagaimana penguasaan materi yang dilakukan mahasiswa praktikan
bahasa Inggris pada saat pembelajaran?
9. Bagaimana penilaian dan evaluasi yang digunakan mahasiswa praktikan
bahasa Inggris dalam pembelajaran?
10. Menurut bapak/ibu kesulitan apa yang mahasiswa praktikan bahasa
Inggris temui pada saat praktek mengajar?
45
Appendix II
Transcipt Of Teachers’ Interviewing
Date : Tuesday, March 26th
2019
Interviewer : Reseacher ( R )
Interviewee : English Teacher, Mr RJ (P1)
R Assalamu‟alaikum Wr. Wb
P1 Wa‟alaikumsalam Wr.Wb
R Perkenalkan nama saya Reka Andani . Saya dari UIN STS Jambi dan
kebetulan jurusan Bahasa Inggris , nah disini saya mau riset di MTS N 2
Muaro Jambi dengan judul “Teachers‟ Perception on Pre-Service English
teachers‟ Competence”. Nah disini saya memerlukan data yang bapak
ketahui tentang mahasiswa PPL selama praktek mengajar disini. Langsung
saja pak , saya akan menginterview bapak, yang pertama, bagaimana
menurut bapak penampilan dikelas mahasiswa praktikan bahasa Inggris
pada saat praktek mengajar ?
P1 Awal mula mengajar, mahasiswa PPL itu biasanya introduction dulu ,
sebelum proses belajar dimulai. Kalau penampilannya Good performance.
R Kalau penampilannya pak?
P1 Kalau penampilannya good performance.
R Lanjut pertanyaan kedua pak, berkaitan dengan cara mengajar, bagaimana
cara mengajar mahasiswa praktikan bahasa Inggris ?
P1 Baik , sesuai dengan rencana pembelajaran.
R Selanjutnya, apakah mahasiswa praktikan bahasa Inggris memahami
karakteristik peserta didik saat pembelajaran?
P1 Mahasiswa memahami peserta didik dengan baik
R Lalu bagaimana mahasiswa pratikan bahasa Inggris mengembangkan
potensi peserta didik pada saat pembelajaran?
P1 Menyesuaikan dengan kemampuan pesrta didik di kelas lah , dikelas kan
ada yang pintar, ada yang sedang , ada yang ndak tahu.
R Oke lanjut, apakah mahasiswa pratikan bahasa Inggris menerapkan
berbagai pendekatan, strategi, metode, dan teknik pembelajaran yang
mendidik secara kreatif dalam mata pelajaran bahasa Inggris?
P1 Ya , dia menerapkan.
R Lalu menurut bapak bagaimana mahasiswa praktikan bahasa Inggris
menerapkannya?
P1 Ya menerapkannya, sesuai dengan rencana pembelajaranlah, sesuai yang
46
ada KBM di kelas.
R Kemudian, apakah mahasiswa pratikan bahasa Inggris merancang rencana
pembelajaran sendiri pak?
P1 Fifty:fifty lah, ada yang nerancang sendiri ada yang dari guru pamong.
R Apakah sudah sesuai dengan kurikulum yang berlaku disekolah ini pak?
P1 Ya, sesuai K13.
R Selanjutnya, apakah mahasiswa pratikan mahasiswa bahasa inggris
menggunakan media pada saat pembelajaran pak?
P1 Kadang-kadang menggunakan media, kadang-kadang tidak, medianya
misalnya karton, eeem apa lagi ya , listening pakai speaker dan laptop.
R Menurut bapak, bagaimana variasi medianya sudah sesuai dengan materi
yang diajarkan ?
P1 Ya sesuai dengan materi.
R Oke selanjutnya, menurut bapak, bagaimana pengelolaan kelas yang
dilakukan mahasiswa praktikan bahasa Inggris pada saat pembelajaran?
P1 Ya bagus.
R Lalu pak, apakah mahasiswa pratikan bahasa inggris mengelola kelas
secara efektif tanpa mendominasi atau sibuk dengan kegiatannya sendiri?
P1 Iya bisa berinteraksi dengan siswa dengan baaik , ndak ada sibuk sendiri.
R Selanjutnya tentang penguasaan materi pak, bagaimana penguasaan materi
yang dilakukan mahasiswa praktikan bahasa Inggris pada saat
pembelajaran?
P1 Cukup baik.
R Oke lanjut tentang penilaian dan evaluasi, menurut bapak ni, bagaimana
penilaian dan evaluasi yang digunakan mahasiswa praktikan bahasa
Inggris dalam pembelajaran?
P1 Ya kan lisan ada tulisan , ya kalau misalnya reading text itu berbentuk
tulisan, multiple choice misalnya, kemudian kalau bentuk lisan misalnya
speaking , listening, kemudian nilai nya berbentuk angka.
R Itu sesuai dengan kurikulum, atau mereka buat sendiri pak ?
P1 Sesuai dengan kurikulum dan sudah ada formatnya.
R Yang terakhir pak, menurut bapak kesulitan apa yang mahasiswa praktikan
bahasa Inggris temui pada saat praktek mengajar?
P1 Menurut saya tu spaking English nya kurang. dalam penyampaian materi
banyak menggunakan bahasa indonesia harusnya menggunakan bahsa
inggris lalu bahasa indonesia. Maunya saya tu fifty:fifty , 50 bahasa Inggris
lalu ditransletkan 50 ke bahasa indo.
R Ada lagi pak?
P1 Ndak ada , cukup.
R Oke , Makasih pak atas infonya, saya akhiri Wasalamu‟alaikum Wr. Wb
47
P1 Wa‟alaikumsalam Wr.Wb
Date : Saturday, March 30th
2019
Interviewer : Reseacher ( R )
Interviewee : English Teacher, Mr AI (P2)
R Assalamu‟alaikum Wr. Wb
P2 Wa‟alaikumsalam Wr.Wb
R Oke pak langsung saja, bagaimana menurut bapak penampilan dikelas
mahasiswa praktikan bahasa Inggris pada saat praktek mengajar ?
P2 Penampilan di kelas saat mengajar dia berpakaian rapi dan sopan.
R Berkaitan dengan cara mengajar, bagaimana cara mengajar mahasiswa
praktikan bahasa Inggris ?
P2 Cara dia menjelaskan materi juga bagus mahasiswa bisa menyampaikan
materi kepada peserta didik dengan baik.
R Kemudian pak, apakah mahasiswa praktikan bahasa Inggris memahami
karakteristik peserta didik saat pembelajaran?.Dan bagaimana mahasiswa
pratikan bahasa Inggris mengembangkan potensi peserta didik pada saat
pembelajaran?
P2 Karakter siswa sangat berbeda-beda di kelas. Ketika ada peserta didik
yang bermasalah mahasiswa ini sangat perhatian dan sigap dalam
memberikan arahan kepada peserta didik tersebut.
R Oke lanjut, apakah mahasiswa pratikan bahasa Inggris menerapkan
berbagai pendekatan, strategi, metode, dan teknik pembelajaran yang
mendidik secara kreatif dalam mata pelajaran bahasa Inggris?
P2 Ya , dia menerapkannya.
R Dan menurut bapak bagaimana mahasiswa praktikan bahasa Inggris
menerapkannya?
P2 Sejauh pengamatan saya sebagai guru pamong, mahasiswa lebih dominan
menerapkan metode ceramah dan diskusi dalam mengajar. Dalam
beberapa materi anak-anak dibentuk dalam beberapa kelompok untuk
memahami suatu materi.
R Lalu pak, apakah mahasiswa pratikan bahasa Inggris merancang rencana
pembelajaran? dan menurut bapak, bagaimana mahasiswa praktikan
bahasa Inggris merancang rencana pembelajaran?
P2 Karena kurikulum yang digunakan ini adalah kurikulum 13, jadi saya
mengarahkan mahasiswa untuk menyusun rancangan dan program belajar
lainnya.
48
R Apakah sudah sesuai dengan kurikulum yang berlaku disekolah ini pak?
P2 Bagi saya mahasiswa sudah bisa menyusun sesuai dengan kurikulum
tersebut walaupun tahap demi tahap, tapi saya pikir mahasiswa bisa
menyusun alokasi waktu hingga aspek penilaian.
R Apakah mahasiswa pratikan mahasiswa bahasa inggris menggunakan
media pada saat pembelajaran pak?
P2 Ya dia menggunakannya, setiap materi tentunya menggunakan bahan ajar
yang berbeda. Begitu juga dengan media.
R Lalu menurut bapak, bagaimana variasi medianya sudah sesuai dengan
materi yang diajarkan?
P2 Saya pikir dalam setiap materi yang diajarkan mahasiswa menggunakan
media yang sesuai dengan materi, contohnya ketika materi greeting card
yang saya amati mahasiswa menggunakan beberapa kartu untuk peserta
didiknya.
R Selanjutnya, menurut bapak bagaimana pengelolaan kelas yang dilakukan
mahasiswa praktikan bahasa Inggris pada saat pembelajaran ? Dan
apakah mahasiswa pratikan bahasa inggris mengelola kelas secara efektif
tanpa mendominasi?
P2 Bagi saya mahasiswa sudah cukup efektif dalam mengelola kelas.
Walaupun ada beberapa kelas yang sedikit berat dikondisikan, karena ada
beberapa faktor dari peserta didik tapi secara keseluruhan mahasiswa
sudah cukup efektif.
R Lalu pak, bagaimana dengan penguasaan materi pembelajaran?
P2 Kalau dari aspek penguasaan materi. Saya pikir mahasiswa belum
maksimal, jadi bisa dikatakan masih cukup.
R Kemudian pak, bagaimana penilaian dan evaluasi yang digunakan
mahasiswa praktikan bahasa Inggris dalam pembelajaran?
P2 Penilaian mahasiswa terhadap peserta menggunakan tes atau ujian yang
diterpakan melalui lisan dan tertulis.
R Yang terakhir pak, menurut bapak kesulitan apa yang mahasiswa
praktikan bahasa Inggris temui pada saat praktek mengajar?
P2 Kesulitan mahasiswa yang saya perhatikan adalah mengelola waktu.
Contohnya ketika pergantian jam pelajaran, mahasiswa sering
kekurangan waktu dalam menyampaikan materi.
R Baiklah pak makasih atas waktunya dan infonya, Saya akhiri
Wasalamu‟alaikum Wr.Wb
P2 Wa‟alaikumsalam Wr.Wb
49
Date : Thursday, March 28th
2019
Interviewer : Reseacher ( R )
Interviewee : English Teacher, Mrs EP (P3)
R Assalamu‟alaikum Wr. Wb
P3 Wa‟alaikumsalam Wr.Wb
R Perkenalkan nama saya Reka Andani . Dan kebetulan saya dari UIN STS
Jambi, nah disini saya ingin riset di sekolah sini. Nah disini saya
membutuhkan bantuan ibu untuk mendapatkan informasi. Langsung saja
bu, pertanyaannya yang pertama, bagaimana menurut ibu penampilan
dikelas mahasiswa praktikan bahasa Inggris pada saat praktek
mengajar?
P3 Selama ppl disini penampilannya selama mengajar cukup baik, namun
namanya mahasiswa ppl gitu ya sedikit banyaknya ada groginya,
namanya siapa aja yang pertama pasti ada groginya, tapi selanjutnya
biasa biasa saja, santai , enak ngajarnya.
R Lanjut bu, berkaitan dengan cara mengajar, bagaimana cara mengajar
mahasiswa praktikan bahasa Inggris ?
P3 Menurut pantauan saya selama ini dengan guru PPL. Kalau mengajar
dikelas itu sudah cukup baik, namun namanya anak anak, kita katakan
guru ppl. mereka menganggap sebagai kawan .
R Selanjutnya, apakah mahasiswa praktikan bahasa Inggris memahami
karakteristik peserta didik saat pembelajaran?
P3 Mereka memahami karakteristik peseta didik. Bagaimana tingkat smp,
bagaimana untuk supaya pendekatannya bagus dengan siswa.
R Lalu bagaimana mahasiswa pratikan bahasa Inggris mengembangkan
potensi peserta didik pada saat pembelajaran?
P3 Ya, mereka mengembangkan potensi peserta didik.
R Selanjutnya bu, apakah mahasiswa pratikan bahasa Inggris menerapkan
berbagai pendekatan, strategi, metode, dan teknik pembelajaran yang
mendidik secara kreatif dalam mata pelajaran bahasa Inggris?
P3 Sebagiannya ada yang sudah , maklum kan mahasiswa mahasiswa ppl
gitu yah belum begitu pengalamannya belum banyak .
R Lalu menurut ibu bagaimana mahasiswa praktikan bahasa Inggris
menerapkannya apakah sudah sesuai dengan kurikulum yang digunakan
sekolah sini?
P3 Ya sudah, mereka kan sebelum mengajar menanyakan pada guru pamong
apa saja yang dibutuhkan, kurikulumnya apa, bukunya apa, jadi mereka
langsung merapkan kurikulum yang digunakan pada saat itu disekolah
trsebut ,sudah diterpakannya , menyesuaikan dengan sekolah.
50
R Pernyataanya selanjutnya bu, apakah mahasiswa pratikan bahasa Inggris
merancang rencana pembelajaran sendiri?
P3 Kemarin itu, saya kasih RPP yang ada. Saya punya RPP yang berbentuk
K13. Saya kasih dengan dia, saya suruh mereka merancang sendiri, tetapi
belum begitu paham, masih minta dibimbing.
R Lalu apakah sudah sesuai dengan kurikulum yang berlaku disekolah ini
bu?
P3 Sesuai dengan contoh sesuai dengan k13
R Selanjutnya, apakah mahasiswa pratikan mahasiswa bahasa inggris
menggunakan media pada saat pembelajaran bu?
P3 Iya , harus , saya tekan kan kepada mahasiswa untuk mengajar harus ada
media pembelajaran sesuai dengan apa yang diajari. Mengajar itu supaya
lebih aktif kita harus menggunakan media.
R Berarti menurut ibu, bagaimana variasi media yang digunakan mahasiswa
ppl kemarin sudah bisa dikatkan baik bu dan sesuai dengan materi yang
diajarkan ?
P3 Bagus, sesuai dengan materi yang mereka ajarkan
R Oke lanjut bu, menurut ibu, bagaimana pengelolaan kelas yang dilakukan
mahasiswa praktikan bahasa Inggris pada saat pembelajaran?
P3 Ya pengelolaan kelas itu agak namanya siswa smp banyak ragamnya,
untuk penyesuaian kelas, pendekatan dengan siswa agak begitu lama, tapi
bisa.
R Kemudian bu, apakah mahasiswa pratikan bahasa inggris mengelola kelas
secara efektif tanpa mendominasi atau sibuk dengan kegiatannya sendiri?
P3 Ndak, mereka seius mengajar.
R Berarti bisa timbal balik ya bu.
P3 Ya bahkan siswa bisa sharing dengan mahasiswa PPL.
R Lanjut tentang penguasaan materi ya bu, bagaimana penguasaan materi
yang dilakukan mahasiswa praktikan bahasa Inggris pada saat
pembelajaran?
P3 Saya rasa itu cukup baik untuk seorang mahasiswa PPL. Namanya juga
mahasiswa PPL ya ngga bisa kita nuntut harus perfect
R Oke lalu bu tentang penilaian dan evaluasi, menurut ibu ni, bagaimana
penilaian dan evaluasi yang digunakan mahasiswa praktikan bahasa
Inggris dalam pembelajaran?
P3 Bagus dia mengguanakan evaluasi sesuai dengan kurikulum.
R Yang terakhir bu, menurut ibu kesulitan apa yang mahasiswa praktikan
bahasa Inggris temui pada saat praktek mengajar?
P3 Kesulitannya itu dengan siswanya.
51
R Itu masalah pengelolaan kelas atau pemahaman karakteristik?
P3 Penguasaan kelas. Pokonya berhubungan dengan siswa agak lama.
R Oke bu, makasih atas infonya, dan saya akhiri Wasalamu‟alaikum Wr.
Wb
P3 Wa‟alaikumsalam Wr.Wb
Date : Thursday, March 28th
2019
Interviewer : Reseacher ( R )
Interviewee : English Teacher, Mrs RH (P4)
R Assalamu‟alaikum Wr. Wb
P4 Wa‟alaikumsalam Wr.Wb
R Perkenalkan nama saya Reka Andani. Saya dari UIN STS Jambi, nah
disini saya mau riset di MTS N 8 ini. Nah disini Reka membutuhkan
informasi dari ibu. Langsung saja bu, pernyataan yang pertama,
bagaimana menurut ibu penampilan dikelas mahasiswa praktikan bahasa
Inggris pada saat praktek mengajar ?
P4 Penggunaan bahasa inggrisnya ketika mengajar lumayan bagus,
terkadang menggunakan bahasa Inggris terkadang diselipkan bahasa
Indonesia .
R Lanjut, berkaitan dengan cara mengajar, bagaimana cara mengajar
mahasiswa praktikan bahasa Inggris ?
P4 Cara mengajar Baik , karena sudah menggunakan media dan materinya
sudah sesuai dengan silabus dan RPP.
R Selanjutnya, apakah mahasiswa praktikan bahasa Inggris memahami
karakteristik peserta didik saat pembelajaran?
P4 Memahami karakteristik pesrta didik, kalaupun ada peserta didik yang
tidak paham dia pun meluruskan ketidak pahaman siswa tersebut .
R Lalu bu bagaimana mahasiswa pratikan bahasa Inggris mengembangkan
potensi peserta didik pada saat pembelajaran?
P4 Ya mengembangkan potensi, misalnya ada yang suka bahasa Inggris dan
anak tersebut lebih sering ditunjuk sehingga teman yang lainnya juga
tahu.
R Oh gitu ya bu, pernyataan selanjutnya, apakah mahasiswa pratikan bahasa
Inggris menerapkan berbagai pendekatan, strategi, metode, dan teknik
pembelajaran yang mendidik secara kreatif dalam mata pelajaran bahasa
Inggris?
P4 Melakukan metode dan teknik pembelajaran yang sesuai RPP .
R Lalu menurut ibu bagaimana mahasiswa praktikan bahasa Inggris
52
menerapkannya? Apakah bisa dikatakan baik, cukup atau masih kurang?
Apakah sudah sesuai dengan kurikulum yang berlaku di sekolah ini?
P4 Baik dan sudah menerapkan k13, RPP nya pun RPP k13
R Lanjut ni bu , apakah mahasiswa pratikan bahasa Inggris merancang
rencana pembelajaran sendiri pak?
P4 Ketika pembelajaran RPP sendiri , tapi ketika pas laporan yang punya
saya .
R Lalu menurut ibu, apakah sudah sesuai dengan kurikulum yang berlaku
disekolah ini bu?
P4 Sudah sesuai.
R Selanjutnya, apakah mahasiswa pratikan mahasiswa bahasa inggris
menggunakan media pada saat pembelajaran bu?
P4 Ya menggunakan media, media karton, misalnya contohnya kartu,
misalnya materi countable dan uncountable gambar apel , gambar gula,
gambar minyak, sering mencontohkan gambar dengan mneggunakan
card .
R Menurut ibu, bagaimana variasi medianya sudah sesuai dengan materi
yang diajarkan ?
P4 Sudah sesuai, karena setiap materi lain medianya.
R Lanjut ni bu tentang pengelolaan kelas, bagaimana pengelolaan kelas
yang dilakukan mahasiswa praktikan bahasa Inggris pada saat
pembelajaran?
P4 Pengelolaan kelas, berhubung anak mahasiswa, jadi anak itu sering
menganggap remeh ada yang mendengarkan dengan baik ada yang tidak,
suara mahasiswa pun kadang kecil waktu dia mengajar, namun
bahasanya bagus hanya saja berkendala di volume suara. Kalau guru kan
suara harus besar harus tegas , anak harus fokus ke kita.
R Lalu pak, apakah mahasiswa pratikan bahasa inggris mengelola kelas
secara efektif tanpa mendominasi atau sibuk dengan kegiatannya sendiri?
P4 Ada timbal balik, setelah guru menerangkan, ada siswa yang tidak
paham, siswa bertanya, dan guru menjawab menjawab.
R Selanjutnya tentang penguasaan materi bu, bagaimana penguasaan materi
yang dilakukan mahasiswa praktikan bahasa Inggris pada saat
pembelajaran?
P4 Baik, penguasaan materi juga bagus .
R Oke lanjut tentang penilaian dan evaluasi, menurut ibu, bagaimana
penilaian dan evaluasi yang digunakan mahasiswa praktikan bahasa
Inggris dalam pembelajaran?
P4 Setelah materi memang diberi penugasan, langsung dikumpul hari itu
53
berhubungan materi.
R Penilaiannya apakah sudah sesuai ?
P4 enilaian sudah sesuai karena mengikuti RPP tadi.
R Pernyataan terakhir bu, menurut ibu kesulitan apa yang mahasiswa
praktikan bahasa Inggris temui pada saat praktek mengajar?
P4 Suara yang kecil, kalau pronoun bagus, writingnya bagus, pengusaan
materi bagus, pada penyampaian materi kurang besar volumenya jadi
anak tidak fokus.
R Oke , Makasih bu atas infonya, saya akhiri Wasalamu‟alaikum Wr. Wb
P4 Wa‟alaikumsalam Wr.Wb
Date : Tuesday, March 26th
2019
Interviewer : Reseacher ( R )
Interviewee : English Teacher, Mrs RNJ (P5)
R Assalamu‟alaikum Wr. Wb
P5 Wa‟alaikumsalam Wr.Wb
R Bu, perkenalkan nama saya Reka Andani. Saya disini mau
mewawancarai ibu tentang persepsi ibu terhadap mahasiswa PPL yang
kemarin PPL dsini. Apakah ibu bersedia?
P5 Ya saya bersedia.
R Langsung saja bu, bagaimana menurut bapak penampilan dikelas
mahasiswa praktikan bahasa Inggris pada saat praktek mengajar ?
P5 Menurut pemantauan ibu, selama mahaiswa ppl dalam hal penampilan
tergolong sangat baik , sangat sopan sesuai dengan karakter anak UIN
yg seharusnya.
R Oke makasih bu, kemudian, berkaitan dengan cara mengajar, bagaimana
cara mengajar mahasiswa praktikan bahasa Inggris ?
P5 Pertama kan memang mahasiswa ppl disini memang belajar bagaimana
caranya. Yang pertama tentu saja, mereka diberikan pengetahuan dulu
bagaimana cara mengajar apa yang dia ajar setelah proses itu dilihat lagi,
intinya semua di proses. Sebelum proses baik, tapi setelah proses
alhamdulillah sangat baik , mencapai standarlah sangat baik artinya.
R Selanjutnya, apakah mahasiswa praktikan bahasa Inggris memahami
karakteristik peserta didik saat pembelajaran?
P5 Mahasiswa ppl didini kan selama 3 bulan kurang, tentu saja dalam masa
3 bulan itu belum cukup untuk mengenal siswa. Ibu rasa sedikit banyak
mungkin sudah cukup mengerti, tapi memang masih perlu waktu banyak
untuk mempelajari lebih dalam tentang karakter siswa.
R Lalu bagaimana mahasiswa pratikan bahasa Inggris mengembangkan
54
potensi peserta didik pada saat pembelajaran?
P5 Mahasiswa ppl sering bimbingan dengan ibu, kami sering sharing
mengenai potensi siswa, sejauh pengamatan ibu sangat baik mahasiswa
memahami potensi anak.
R Oke selanjutnya, apakah mahasiswa pratikan bahasa Inggris menerapkan
berbagai pendekatan, strategi, metode, dan teknik pembelajaran yang
mendidik secara kreatif dalam mata pelajaran bahasa Inggris?
P5 Iya, mereka menerapkannya.
R Lalu menurut ibu bagaimana mahasiswa praktikan bahasa Inggris
menerapkannya?
P5 Kalau bimbingan ibu insyaallah selama ibu menjadi guru pamongnya.
Ibu gembleng bagaimana caranya, „How to teach and what to teach”
Alhamdulillah hasilnya dalam 3 bulan lumayan memuaskan.
R Kemudian, apakah mahasiswa pratikan bahasa Inggris merancang
rencana pembelajaran sendiri?
P5 Iya mereka merancang pembelajaran.
R Terus bagaimana menurut ibu mereka merancang rencana pembelajaran,
apakah sudah sesuai dengan kurikulum yang berlaku disekolah ini ?
P5 Ya sesuai.
R Kemudian, apakah mahasiswa pratikan mahasiswa bahasa inggris
menggunakan media pada saat pembelajaran pak?
P5 Iya , mahasiswa ppl disini menggunakan media dan sarana pembelajaran.
R Misalnya seperti apa bu?
P5 Misalnya materi pembelajaran itu masalah wacth , mereka menggunakan
media karton, media paper, pokoknya ada media yang digunakan ,intinya
sudah sesuia dengan materi pembelajaran.
R Kemudian bu, bagaimana pengelolaan kelas yang dilakukan mahasiswa
praktikan bahasa Inggris pada saat pembelajaran?
P5 Kalau Penilaian ibu itu memuasakan, tapi tolak ukur memuaskan itu, apa
namnaya, karena latar belakang karakter siswa berbeda-beda. Misalnya
tingkat kenakalan, otomatis mempengaruhi juga bagaimana mahasiswa
mengelola kelas. Selama pemantauan ibu mereka memuaskan mengelola
kelas.
R Kemudian, apakah mahasiswa pratikan bahasa inggris mengelola kelas
secara efektif tanpa mendominasi atau sibuk dengan kegiatannya sendiri?
P5 Oh ndak lah , mereka mengakomodir peserta didik untuk serta belajar
R Kemudian, tentang penguasaan materi bu, bagaimana penguasaan materi
yang dilakukan mahasiswa praktikan bahasa Inggris pada saat
pembelajaran?
P5 Ya saya pikir cukup baik.
55
R Kemudian, tentang penilaian dan evaluasi bu ya, bagaimana penilaian
dan evaluasi yang digunakan mahasiswa praktikan bahasa Inggris dalam
pembelajaran?
P5 Ya sangat baik.
R Apakah disekolah sudah disediakan cara mengevaluasi atau giman bu?
P5 Iya sudah disediain, semua perangkat sudah kami ajarkan pada
mahasiswa sudah kami bimbing apa yang maudiajar bagaimana cara
mengajar yang baik dan benar itu dibimbing, tergantung mahasiswanya.
Alhamdulillah mahasiswa bahasa inggris yang PPL disini menyerap
semua ilmu yang diberikan.
R Pertanyaan terakhir ni bu, menurut ibu kesulitan apa yang mahasiswa
praktikan bahasa Inggris temui pada saat praktek mengajar?
P5 Pengelolaan kelas, mahasiswa kan ibu serahkan kelas 7 dan kelas 8, kelas
7 itu dengan ruangan besar dengan anakyang berjumlah 20 orang , kelas
8 ruangan kecil dengan anak 20 orang sehingga menyulitkan mahasiswa
untuk bisa mengeksplor apa metode, strategi yang digunakan untuk
mengajar. Pengelolaan kelas ibu pikir.
R Baiklah bu, Terimakasih atas infonya, dan saya akhiri Wasalamu‟alaikum
Wr. Wb
P5 Wa‟alaikumsalam Wr.Wb
Date : Monday, April 08th
2019
Interviewer : Reseacher ( R )
Interviewee : English Teacher, Mrs SR (P6)
R Assalamu‟alaikum Wr. Wb
P6 Wa‟alaikumsalam Wr.Wb
R Perkenalkan nama saya Reka Andani. Nah saya disini mau riset. Nah say
disini saya membutuhkan informasi dari ibu tentang mahasiswa PPL
yang kemarin PPL MTS sini bu. Langsung saja bu, bagaimana menurut
bapak penampilan dikelas mahasiswa praktikan bahasa Inggris pada saat
praktek mengajar ?
P6 Mahasiswa PPL saat mengajar Alhamdulillah penampilannya cukup baik,
cukup bagus mulai dari penampilan pribadi kemudian penampilan dia
mengajar di depan anak-anak Alhamdulillah cukup baik.
R Berkaitan dengan cara mengajar, bagaimana cara mengajar mahasiswa
praktikan bahasa Inggris ?
P6 Kalau untuk lingkup sekolah mungkin sudah cukup baik, tetapi masih
banyak kekurangan, Ibu lihat ketika mengajar itu masih belum bisa
menguasai kelas secara optimal sehingga masih banyak anak-anak itu
atau peserta didik itu tidak terperhatikan. Nah ketika mengajar itu terjadi
56
semacam Mungkin ada bising yang ada yang satu dengan yang lainnya
itu mengganggu temannya kalau untuk segi pengajaran seperti itu.
R Selanjutnya, apakah mahasiswa praktikan bahasa Inggris memahami
karakteristik peserta didik saat pembelajaran?
P6 Kalau menurut ibu masih perlu penambahan-penambahan masih banyak
kekurangan-kekurangan. Karena begini, kalau kita sudah bisa memahami
karakteristik peserta didik otomatis ke pembelajaran di kelas itu bisa
berjalan dengan baik. Di sini sepertinya sudah cukup, cukup baik tetapi
masih perlu penambahan- penambahan.
R Lalu bu, bagaimana mahasiswa pratikan bahasa Inggris mengembangkan
potensi peserta didik pada saat pembelajaran?
P6 Sepertinya untuk mengembangkan potensi peserta didik, guru atau
mahasiswa praktikan belum sepenuhnya mengetahui potensi-potensi apa
saja yang dimiliki oleh peserta didik.
R Lanjut bu, apakah mahasiswa pratikan bahasa Inggris menerapkan
berbagai pendekatan, strategi, metode, dan teknik pembelajaran yang
mendidik secara kreatif dalam mata pelajaran bahasa Inggris?
P6 Untuk mahasiswa praktikan Alhamdulillah selama yang hampir kurang
lebih 3 bulan itu, ketika menggantikan jam ibu sebagai bahasa Inggris.
Ketika masuk saya perhatikan perhatikan mereka sudah melakukan
pendekatan-pendekatan atau strategi-strategi dalam menghadapi siswa
ketika proses pembelajaran berlangsung.
R Lalu bu, menurut ibu bagaimana mahasiswa praktikan bahasa Inggris
menerapkannya apakah sesuai dengan kurikulum bu?
P6 Kalau menurut acuan yang sebenarnya yang sesuai dengan Kurikulum,
ibu kata kan belum memuaskan, tetapi untuk seorang mahasiswa yang
praktek mengajar di kelas untuk mata pelajaran bahasa Inggris, ibu rasa
sudah cukup bagus tetapi kalau mengacu kepada kurikulum masih
kurang.
R Kemudian, apakah mahasiswa pratikan bahasa Inggris merancang
rencana pembelajaran ?
P6 Iya merancang pembelajaran.
R Lalu bu, sudah sesuai dengan kurikulum yang berlaku disekolah ini ?
P6 Ya sudah sesuai.
R Lanjut bu, apakah mahasiswa pratikan mahasiswa bahasa inggris
menggunakan media pada saat pembelajaran pak?
P6 Iya menggunakan.
R Contohnya seperti apa bu?
P6 Iya seperti laptop dan pakai infokus.
R Berarti sudah sesuai bu dengan materi yang mereka ajarkan?
P6 Ya sudah sesuai
R Terus bu, bagaimana pengelolaan kelas yang dilakukan mahasiswa
57
praktikan bahasa Inggris pada saat pembelajaran?
P6 Pengelolaan kelas sepertinya karena di sini kan yang diajarkan anak kelas
7a 7b kemudian kelas 8A kemarin kalau ibu lihat itu untuk pengelolaan
kelas 8A dengan 7A itu sudah cukup baik, tetapi di kelas 7B itu mungkin
karena karakter peserta didiknya berbeda karena itu isinya laki-laki
semua. Jadi pengolahan kelasnya sedikit extra tetapi belum bisa dikatakan
baik, karena proses pembelajaran itu belum cukup baik.
R Lanjut ya bu, tentang penguasaan materi bu, bagaimana penguasaan
materi yang dilakukan mahasiswa praktikan bahasa Inggris pada saat
pembelajaran?
P6 Cukup baik.
R Kemudian, bagaimana penilaian dan evaluasi yang digunakan mahasiswa
praktikan bahasa Inggris dalam pembelajaran?
P6 Iya baik, selama 3 bulan itu mereka masuk ke penilaian akhir semester
atau ujian semester sehingga penilaian yang ada di situ ada berbagai
macam instrumen yang mereka buat. Kemudian instrumen itu soalnya ada
ganda ada essay. Kemudian evaluasi juga yang dilakukan di kelas
termasuk ke dalam situ penilaian harian, kemudian penilaian tengah
semester dan penilaian akhir semester.
R Yang terakhir ni bu, menurut ibu kesulitan apa yang mahasiswa praktikan
bahasa Inggris temui pada saat praktek mengajar?
P6 Oke kalau ibu rasa kesulitannya tuh begini, satu mereka mungkin karena
baru mengajar baru praktek pengalaman mereka kurang, kesulitan yang
dihadapi itu mungkin masalah peserta didik, mereka tidak menguasai
kelas. Sehingga peserta didik ini ada yang main ada yang ganggu
temannya pokoknya ada, apa namanya peserta didik yang di kelas itu
tidak maksimal ketika seorang praktikan itu menyampaikan materi
pembelajaran nya seperti itu. Nah kesulitan lainnya, mungkin anak
pratikan begini kalau untuk bahasa Inggris khususnya dengan ibu gitu.
Mereka memang perangkat-perangkatnya kurang. Sehingga untuk
menambah materi untuk penambahan-penambahan materi kan kita kan
sumber atau buku ada apa aja gitu. Nah perangkat-perangkat yang seperti
itu mereka masih kurang. Dan lagi Ibu lihat masih belum bisa menguasai
materi secara penuh. Misalnya mungkin ketika pembekalan sudah
diajarkan penilaian seperti ini, ketika kita belajar seperti ini, ketika kita
buat RPP seperti ini, ibu rasa waktu pembekalan sudah, tetapi kenyataan
di lapangan kesulitan seperti itulah yang dialami oleh oleh mahasiswa
yang mengadakan proses pembelajaran.
R Terimakasih atas infonya, dan saya akhiri Wasalamu‟alaikum Wr. Wb
P6 Wa‟alaikumsalam Wr.Wb
58
Appendix III
The Letter of Research Permit
59
60
61
62
Appendix IV
The Letter of Approval becomes the Object of Research
Appendix IV
The Letter of Approval becomes the
Object of Research
63
64
65
66
67
68
69
Appendix V
Photo Documentation
70
71
72
73
CURRICULUM VITAE
PERSONAL INFORMATION
Name : Reka Andani
Date of Birth : Rimbo Bujang, January 26th
1997
Adress : Jl. Anggrek, Desa Rantau Kembang,
Kecamatan Rimbo Ilir, Kabupaten
Tebo
Gender : Female
Status : Single
Religion : Islam
Nationality : Indonesia
Phone Number : 082282228363
Email : [email protected]
EDUCATIONAL BACKGROUND
No Education Graduation Year
1 The State Elementary School 185/VIII Kab.Tebo 2009
2 The State Junior High School 6 Kab.Tebo 2012
3 The State Vocational High School 2 Kab.Tebo 2015
4 The State Islamic University STS Jambi 2019