The Students’ Perceptions Of The Problems Faced By The Student-Teachers Of English Education Department Of Muria Kudus University In Teaching Practice Program

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THE STUDENTS’ PERCEPTIONS

OF THE PROBLEMS FACED BY THE STUDENT-TEACHERS

OF ENGLISH EDUCATION DEPARTMENT

OF MURIA KUDUS UNIVERSITY

IN TEACHING PRACTICE PROGRAM

IN ACADEMIC YEAR 2014/2015

By:

ERNA RIZQIYANA NIM 201132120

ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY

MURIA KUDUS UNIVERSITY 2015

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THE STUDENTS’ PERCEPTIONS

OF THE PROBLEMS FACED BY THE STUDENT-TEACHERS

OF ENGLISH EDUCATION DEPARTMENT

OF MURIA KUDUS UNIVERSITY

IN TEACHING PRACTICE PROGRAM

IN ACADEMIC YEAR 2014/2015

SKRIPSI

Presented to the University of Muria Kudus

In Partial Fulfillment of the Requirements for Completing the Sarjana Program In the Department of English Education

By:

ERNA RIZQIYANA 201132120

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY

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MOTTO AND DEDICATION

 Enrich your knowledge although you have to go to China to do it (The Hadist of the Prophet Muhammad SAW)

 Dream, pray, action (Yusuf Mansur)  Be open minded

(Farid Nor Romadlon)

 Be inspired or you will be expired (Ferry Numi C)

Dedication

The researcher would like to dedicate her final project to:

The most precious wealth of hers, her family.

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ACKNOLEDGMENT

Alhamdulillah in the name Allah SWT, The Most Gracious and The Most Merciful, The Lord of the Universe, because of Him, the researcher could finish this skripsi entitled “The Students’ Perceptions of the Problems Faced by the Student-Teachers of English Education Department of Muria Kudus University in Teaching Practice Program in Academic Year 2014/2015” as one of the requirement for Sarjana Pendidikan (S.Pd) in English Education Department of Teacher Training and Education Faculty of Muria Kudus University. Secondly sholawat and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness to the lightness.

This skripsi is not merely the researcher’s own work but also has been improved by the great cooperation and assistance of a number of people. Therefore, the researcher would like to express her gratitude to:

1. Dr. Slamet Utomo, M.Pd, the Dean of Teacher Training and Education Faculty of Muria Kudus University.

2. Diah Kurniati, S.Pd., M.Pd, the Head of English Education Department of Teacher Training and Education Faculty of Muria Kudus University.

3. Titis Sulistyowati, SS, M.Pd, as the first advisor who has guided and supported her in finishing this research with a great patience

4. Fajar Kartika, S.S, M.Hum, as the second advisor who has given his constructive criticisms and assistances during completing this research.

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5. The lecturers of English Education Department of Teacher Training and Education Faculty of Muria Kudus University.

6. All of the participants from eighth semester students in English Education Department in the academic year 2014/ 2015 that kindly have given time for filling the questionnaires.

7. The researcher’s beloved family, especially Mr. Soemarsono and Mrs. Supriyati for unconditional and whole-hearted loves, prays and supports during her lifetime. 8. The researcher’s beloved family in ECC “English Conversation Club” (Mrs. Chasnah, S.Pd., M.PdI, M.Faris, S.Pd, Siti Solikhatun, S.Pd, Dewi Ariyanti, Linda Ayu M, Kholishotun Nur, Foni Fathiyah, Wafroh Amalina, Ana Kholidaziya, Joko Purwanto, and Anis Lutfil K, S.Pd) who become her partner for learning the various thought, teaching her about solidarity and responsibility, giving the wonderful adventures of her life.

9. The researcher’s beloved sisters of PPL team “Beepolar” (Siti Rohmah, Farichal Frida N.L, Yatimatul Khusna, Hafiz Dwi H, Muawanatus Saniya, Ulil Afidah, and Umi Nafisah) who have given the researcher useful knowledge, best friendship and inspiration.

10. The researcher’s best friends (Diah Ayu SM, Nur Solekah, Siti Suprihatin, Siti Afiyah and Nofiana Sari).

11. All fellows of hers in Iddea Learning Course, IC-D 2011, Jameela, Beepolars, and KKN for all beautiful, joyful and sometimes painful memories.

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Finally, this skripsi is expected to be able to provide useful knowledge and information to the readers, and the researcher is pleased to accept more constructive criticism, suggestion and contribution from the readers to improve this graduating paper.

May Allah always guide us to the best way of our life in the world and hereafter.

Kudus, July 2015

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x ABSTRAK

Rizqiyana, Erna. 2015. Persepsi dari Mahasiswa tentang masalah yang dihadapi selama PPL Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Muria Kudus dalam Program PPL Tahun Ajaran 2014/2015. Skripsi. Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muria Kudus. Pembimbing: (i) Titis Sulistyowati, SS, M.Pd (ii) Fajar Kartika, SS, M.Hum.

Kata Kunci : PPL, Masalah, Mahasiswa praktikan.

PPL (Praktik Pengalaman Lapangan) adalah bagian program terpenting dari fakultas keguruan dan ilmu pendidikan. PPL menjadi bagian inti pelatihan profesional. Program ini menjadi kesempatan bagi mahasiswa untuk mempraktikkan teori yang mereka dapatkan selama perkuliahan. Pada saat PPL, mungkin timbul perbedaan antara apa yang telah dipelajari selama kuliah dengan kondisi nyata di kelas. PPL seharusnya membuat mahasiswa praktikan bisa menyatukan keduanya, teori dan praktik.

Penelitian ini didesain untuk mengidentifikasi masalah-masalah yang dihadapi mahasiswa praktikan selama PPL dan untuk menemukan solusi atas masalah yang dihadapi oleh mahasiswa praktikan Pendidikan Bahasa Inggris Universitas Muria Kudus dalam PPL tahun ajaran 2014/2015.

Penelitian ini menggunakan pendekatan deskripsi kualitatif. Data dikumpulkan melalui (1) kuesioner tertutup untuk menggali informasi tentang persepsi siswa dari permasalahan-permasalahan yang muncul selama PPL (dampak dari microteaching, soft skill, management skill, teaching skill, language skill, hubungan dengan guru pamong, DPL, tim PPL, dan partisipasi diluar aktivitas wajib) dan (2) kuesioner terbuka untuk menggali informasi tentang permasalahan-permasalahan yang dihadapi mahasiswa praktikan selama PPL yang mungkin tidak tercantum dalam kuesioner tertutup.

Data dikumpulkan lalu dianalisis. Hasil dari kedua kuesioner menunjukkan bahwa ada beberapa masalah yang muncul selama PPL tahun ajaran 2014/2015. Temuan mayor adalah masalah-masalah yang berkaitan dengan soft skill, management skill, teaching skill, hubungan dengan guru pamong, DPL, tim PPL. Meskipun muncul beberapa masalah, tidak menjadi masalah serius selama bisa menyelesaikannya. Solusi yang diambil dari mahasiswa praktikan dalam menyelesaikan masalah selama PPL adalah memiliki persiapan yang matang sebelum PPL, banyak praktik, banyak membaca referensi, menjaga hubungan dengan guru pamong, DPL, guru-guru dan tim. Ketika ada masalah segera diselesaikan. Tetap bersikap positif.

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Mahasiswa praktikan seharusnya memiliki persiapan yang matang sebelum melaksanakan PPL. Karena program PPL diselenggarakan di sekolah-sekolah, itu artinya mahasiswa praktikan harus mematuhi peraturan yang ada. Di samping itu, menjaga hubungan dengan guru pamong, DPL, guru di sekolah, siswa, dan tim sangat dibutuhkan. Guru pamong, perwakilan guru yang mendampingi mahasiswa praktikan selama PPL, diharapkan mampu menerima mahasiswa pratikan dengan baik, mendampingi dengan baik, memberikan pengalaman-pengalaman mengajar, memberikan motivasi dan saran, dan fleksibel untuk diajak berdiskusi bersama.

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xii ABSTRACT

Rizqiyana, Erna. 2015. The Students’ Perceptions of the Problems Faced by the Student-Teachers of English Education Department of Muria Kudus University in Teaching Practice Program in Academic Year 2014/2015. Skripsi. English Education Department, Teacher Training and Education Faculty, Muria Kudus University. Advisors: (i) Titis Sulistyowati, SS, M.Pd (ii) Fajar Kartika, SS, M.Hum.

Key Words : Teaching Practice, Problems, Student-Teachers

Teaching practice is the most important part of teacher training and education faculty program. It should be the central pivot of the professional training. It is an opportunity for student-teachers to put their theoretical studies into practice. There may be some inconsistencies between what has been learned in university and the actual situation in the classroom. The teaching practice program should help student-teachers to integrate theory and practice.

The study was designed to identify the problems faced by the student-teachers during teaching practice and to find out the solutions related to the problems faced by the student-teachers of English Education Department of Muria Kudus University in Teaching Practice Program in Academic Year 2014/2015.

This research utilized descriptive qualitative research. The data were collected through (1) close-ended questionnaire which sought the information of the students’ perceptions of the problems in teaching practice (the impact of microteaching, soft skill, management skill, teaching skill, language skill, relation with the cooperative teacher, relation with the supervisor, assessment, and participation in other routine activities aspect) and (2) open-ended questionnaire which sought the information of the students’ perceptions of the problems that appear during teaching practice and its solutions.

The data were collected and tabulated. The result of the questionnaire, both, close-ended and questionnaire show that there are some problems came up during teaching practice program in academic year 2014/2015. Major findings are the problems are related to soft skill, management skill, teaching skill, relation with cooperative teacher, supervisor and team. Even though came some problems at that time, it did not really matter as long as they could solve it. The solutions taken from the student-teachers in solving the problems faced in teaching practice program are students must have good preparation before teaching practice, more practice, more reading many reference, keep good relationship with cooperative teachers, supervisor,

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teachers and team. When there is a problem, discuss and solve it as soon as possible. Keep positive and keep the attitude.

The student-teachers should have good preparation before teaching practice. Due to teaching practice is program that held in some representative schools, it means the student-teachers must follow the regulation in that school. Besides, keep good relationship with the cooperative teachers, teachers in the school, students, supervisor and team. Cooperative teacher, teacher who guide the student-teachers during teaching practice are expected to accept the student-teachers, guide them well, give experiences in teaching, give motivation and suggestion, and flexible to discuss with. By coming up the problems and finding the solutions, this research can contribute to build the better and better teaching practice program in English Education Department in the future.

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xiv TABLE OF CONTENTS PAGE COVER ……… i LOGO ………. ii TITLE ……… iii

MOTTO AND DEDICATION ………... iv

ADVISORS’ APPROVAL ………. v

EXAMINERS’ APPROVAL ……….. vi

ACKNOWLEDGMENT ………. vii

ABSTRAK ………. x

ABSTRACT ……….. xii

TABLE OF CONTENTS ……… xiv

LIST OF TABLES ……….. xix

LIST OF APPENDICES ……… xx

CHAPTER I INTRODUCTION ……… 1

1.1 Background of the Research ……… 1

1.2 Statements of the Problem ……….…….. 5

1.3 Objectives of the Research ……… 5

1.4 Significance of the Research ……… 6

1.5 Scope of the Research ………. 6

1.6 Operational Definition ……… 8

CHAPTER II REVIEW TO RELATED LITERATURE ... 9

2.1 Teaching ... 9

2.2 Microteaching... 10

2.3 Teaching Practice ... 11

2.4 Objective of Teaching Practice ... 14

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2.5.1 Primary Stage ... 15

2.5.2 Preparation of Lesson ... 16

2.5.3 Qualities of Good Lesson ... 16

2.5.4 Teaching in Classroom ... 17

2.5.5 Evaluation of Teaching Practice ... 18

2.5.6 Participation in other Routine Work of School... 18

2.6 Role of Supervisor and Cooperative Teacher in Teaching Practice ... 19

2.6.1 Role of Supervisor ………. 19

2.6.2 Role of Cooperative Teacher……….. 20

2.7 Problems in Teaching Practice ... 20

2.8 Teaching Practice in Muria Kudus University ... 22

2.8.1 The Implementation. ... 22

2.8.2 The Objectives ... 23

2.8.3 The Implementation of Teaching Practice Program in Muria Kudus University ... 24

2.8.4 The Assessment ... 24

2.9 Review Previous Research ... 25

2.10 Theoretical Framework ... 27

CHAPTER III METHOD OF THE RESEARCH ... 28

3.1 Design of the Research ... 28

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3.3 Data Collection ... 30 3.4 Data Analysis ... 30 CHAPTER IV FINDINGS OF THE RESEARCH ... 33 4.1 The Students’ Perceptions about the Problems Faced by

the Student-Teachers of English Education Department of Muria Kudus University in Teaching Practice Program in Academic Year

2014/2015 In Close-ended Questionnaire ... 33 4.2 The Students’ Perceptions about Problems Faced by the Student-

Teachers of English Education Department of Muria Kudus University in Teaching Practice Program in Academic Year

2014/2015 (Open-ended Questionnaire) ... 42 4.3 The Solutions Taken by the Student-teachers in Solving the Problems

Faced in Teaching Practice ... 52 4.4 The Student-teacher’s Recommendation or Suggestion for the Next

Teaching Practice Program in English Education Department 66 CHAPTER V DISCUSSION ... 70 5.1 The Students’ Perceptions about the Problems Faced by the Student-

teachers of English Education Department of Muria Kudus University in Teaching Practice Program in Academic

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5.1.1. The Problems Faced by the Student-Teachers of English

Education Department of Muria Kudus University in Teaching Practice

Program in Academic Year 2014/2015 on Closed-ended

Questionnaire Result………..….. 71

5.1.2 The Problems Faced by the Student-Teachers of English Education

Department of Muria Kudus University in Teaching Practice Program in Academic Year 2014/2015 on Open-ended

Questionnaire Result……….. 78

5.2. The Solution Taken by the Student-Teachers of English Education

Department of Muria Kudus University in Solving the Problem Faced in Teaching Practice Program

in Academic Year 2014/2015 ……… 82 5.3. The Student-teacher’s Recommendation or Suggestion for the

Next Teaching Practice Program in English Education

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CHAPTER VI CONCLUSION AND SUGGESTION ... 87

6.1 Conclusion ... 87 6.2 Suggestion ... 89 REFERENCES ... 91 APPENDICES ... 93 STATEMENT ... 118 CURRICULUM VITAE ... 121

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LIST OF TABLES

TABLE PAGE

3.1 Analyzing data in terms of percentage and mean scores……… 31 3.2 Developing Final Themes from the Data……… 32 4.1.Close-ended Questionnaire and Student’s Responses………… 34 4.2. The Data of Student-Teacher’s Problems in Teaching

Practice Program………. 43

4.3. Developing the Data Based on the Classification……… 46

4.4 The Data of Solutions Taken by the Student-teachers in Solving the Problems in Teaching Practice Program………..………. 52

4.5 Adjusting the Data Based on the Classification……… 55 4.6. The Student’s Recommendation about the Next Teaching

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LIST OF APPENDICES

APPENDIX PAGE

1. Questionnaire Form... 94 2. Result of Questionnaire Application ... 100

Figure

Updating...

References