Students’ Voice on Their Teaching in Real Classes at School: What Does It Reveal?

Tamah, Siti Mina (2012) Students’ Voice on Their Teaching in Real Classes at School: What Does It Reveal? Students’ Voice on Their Teaching in Real Classes at School: What Does It Reveal?. pp. 1-73. ISSN - (Unpublished)

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Abstract

This descriptive study has its main concern on revealing how Teaching Parctice in real classes at school is perceived by student teachers. More particularly this particular study is intended to document the extent the student teachers think they have been assisted in their teaching in real classes at school. The minor objectives are: 1. to reveal the extent to which pre-activities of Teaching Practice are useful for student teachers in their teaching in real classes, 2. to reveal the extent to which post-activities of Teaching Practice are useful for student teachers in their teaching in real classes, 3. to reveal the extent to which teaching demonstration in Micro Teaching is advantageous, 4. to reveal the extent to which Micro Teaching assists student teachers in their Teaching Practice with regard to Lesson Plan making, 5. to reveal the extent to which Micro Teaching assists student teachers in their Teaching Practice with regard to Lesson Plan implementation, 6. to reveal the extent to which Micro Teaching is perceived different from Teaching Practice by student teachers, 7. to reveal the extent to which the difference between Micro Teaching and TP causes problem to student teachers, and 8. to reveal the extent to which Micro Teaching assists student teachers in their Teaching Practice with regard to the knowledge and teaching skills in real classroom instruction. This study engaged 38 student teachers studying at the English Department of a university in Surabaya. They were the students who programmed Teaching Practice in the odd semester of 2011/2012 academic year. They just finished their Teaching Practice at school a semester ago for it was the even semester of 2011/2012 academic year when this study was conducted. A set of questionnaire was devised to obtain the data. Two types of questions – open and closed ones – were formulated in such a way to gather information concerning the student teachers’ awareness indicating the extent the knowledge and skills they got in Micro Teaching were transferred in real classroom implementation at school. The closed questions in the questionnaire asked respondents to indicate on a Likert scale of 1 to 4 how much they agreed to the statement provided. Items to reveal suggestions and comments with regard to the contribution of Micro Teaching for their Teaching Practice were also included. Another instrument employed was semi structured interview and stimulated recall taken from the collection of their Lesson Plans developed both in Micro Teaching and Teaching Practice. The data from the interview and stimulated recall were, however, not analysed as the main data. The study finds that the majority of the student teachers thought the preevaluation activities – observing the school’s tutor teaching, consulting the lesson plan to the school tutor and the lecturer – are useful for them. It is also found that the majority of the student teachers thought that the post-evaluation activities – getting the feedback from the school tutor and the lecturer – are beneficial to them. Teaching demonstration is perceived to be advantageous owing to some factors covering (1) the student teachers’ own teaching, (2) the student teachers’ self-reflection, (3) the peer comments, (4) the student teacher’s being a student, (5) the student teacher’s being a

Item Type:	Article
Subjects:	English Education
Divisions:	Book > English Education Study Program
Depositing User:	F.X. Hadi
Date Deposited:	04 Jan 2023 07:52
Last Modified:	04 Jan 2023 07:52
URI:	http://repository.ukwms.ac.id/id/eprint/32818

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