Suryani, Fitri Budi and Rismiyanto,, Rismiyanto and Nurcahyo, Agung Dwi (2020) Efl student teachers’ teaching practice to peer students and real students in microteaching. [Experiment]
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Abstrak
Microteaching is a kind of teaching practicum for student teachers. It is characterized by student teachers practicing teaching in front of the small group of their peers in a shortened length of time. In microteaching, one student teacher will practice teaching and their peers will act as the students. The appearance of the peers to act as students might play two contradictory roles. The peers can support microteaching for they play a role as students who respond to the student teachers’ teaching practice and thus provide the student teachers with classroom-like situation. However, the kind of respond that is often unnatural might disadvantage student teachers since they do not get the real classroom situation. Therefore, microteaching sometimes involve real students of secondary school to participate as students of the student teacher in the course. Real students of secondary school can act naturally as students during teaching practice in student teachers’ classroom. Unlike the student teachers’ peers, real students do not need to pretend as students since they are the real students. This study aims to explore the significant difference of the EFL student teachers’ teaching practice to peer students and real students. Furthermore, it examines how EFL student teachers perceive teaching peer students and real students in microteaching course. The design of the study is quantitative. The participants were twenty-nine sixth-semester EFL student teachers of the English Education Department of Universitas Muria Kudus. The instruments to collect the data consisted of microteaching scoring sheet and questionnaire. The data from the scoring sheet and questionnaire were analysed quantitatively using descriptive and inferential statistics. The result of the study reveals that there is significant difference of the EFL student teachers' teaching practice to peer and that to real students in microteaching. Furthermore, the EFL student teachers perceive real student microteaching more naturally challenging teaching experience than peer microteaching. It is suggested that microteaching course invite real students to be the students of the EFL student teachers for teaching practice. It will be better if the EFL student teachers can teach real students more often than their peers due to the more benefits the EFL student teachers gain toward real student microteaching.
Item Type: | Experiment |
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Kata Kunci: | microteaching, EFL student teachers, peer students, real students, teaching practice |
Subjects: | Pendidikan > Pendidikan (Umum) Pendidikan > Teori dan praktek pendidikan Bahasa dan sastra > Bahasa Inggris Pendidikan > Teori dan praktek pendidikan > Tenaga pendidik |
Program Studi: | Fakultas Keguruan & Ilmu Pendidikan > Pendidikan Bahasa Inggris |
Depositing User: | Mr Firman Al Mubaroq |
Date Deposited: | 15 Mar 2022 01:16 |
Last Modified: | 15 Mar 2022 01:16 |
URI: | http://eprints.umk.ac.id/id/eprint/15956 |
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