AN ANALYSIS OF STUDENT TEACHERS REFLECTION ON PEER TEACHING PRACTICUM EXPERIENCE IN MICROTEACHING CLASSES
Dublin Core
Title
AN ANALYSIS OF STUDENT TEACHERS REFLECTION ON PEER TEACHING PRACTICUM EXPERIENCE IN MICROTEACHING CLASSES
Description
Purpose of this research subject was to determine student teachers reflection on teaching practicum experience in microteaching classes in fourth semester English students of the English Study Program of Muhammadiyah University of Bengkulu. The results of this study were students with negative criteria with a percentage of 44%, which means that they are not doing enough. This research uses a descriptive method. The subjects of this study were 60 students who were divided into 6 sixth semester microteaching classes who took the microteaching course as a teaching practice class in the English Study Program, Muhammadiyah University of Bengkulu. Researchers used a questionnaire as a research instrument. The results of this study indicate that teaching in the microteaching class is in a negative category which means less implementation. Researchers suggest to English students, by knowing the causes of the inadequate implementation of these teaching indicators, students can find ways to overcome these causes. This is also related to the importance of good teaching methods so that prospective student teachers will be ready to teach in the field later.
Creator
YUNITA SARI
NPM.1621110064
NPM.1621110064
Advisor : Ririn Putri Ananda, M.Pd
Source
ENGLISH EDUCATION STUDY PROGRAM
Publisher
upt
Date
19/03/2021
Contributor
MUHAMMADIYAH UNIVERSITY OF BENGKULU
Rights
MUHAMMADIYAH UNIVERSITY OF BENGKULU
Relation
Azeem, M. (2011). Problems of prospective teachers during teaching practice. Academic Research International, 1(2), 308.
Amobi, F., & Irwin, L. (2009). Implementing on-campus microteaching to elicit preservice teachers’ reflection on teaching actions: Fresh perspective on an established practice. Journal of the Scholarship of Teaching and Learning, 27-34.
Afandi, M. (2014). The importance of classroom action research for teachers in learning in primary schools. Basic Education Scientific Journal, 1 (1), 1-19.
Can, V. (2009). A microteaching application on a teaching practice course. Cypriot Journal of Educational Sciences, 4(2), 125-140.
Cornford, I. R. (1991). Microteaching skill generalization and transfer: Training preservice teachers in introductory lesson skills. Teaching and Teacher Education, 7(1), 25-56.
Farrah, M. (2019). MA TEFL Students' Reflection on a Practicum Course: A Qualitative Study. The Qualitative Report, 24(9), 2332-2350.
Gore, J. M., & Zeichner, K. M. (1991). Action research and reflective teaching in preservice teacher education: A case study from the United States. Teaching and teacher education, 7(2), 119-136.
Hagevik, R., Aydeniz, M., & Rowell, C. G. (2012). Using action research in middle level teacher education to evaluate and deepen reflective practice. Teaching and Teacher Education, 28(5), 675-684.
Hermawan, C. M. (2019). Student Teacher's Reflection in Conducting Action Research to Improve Student Success. Muallimuna: Jurnal Madrasah Ibtidaiyah, 4(2), 78-91.
James, E. Alana, Milenkiewicz, Margaret T. dan Bucknam, Alan. (2008). Participatory Action Research for Educational Leadership: Using Data-Driven Decision Making to Improve Schools. USA: SAGE Publications
Lougran, John. (2010). What Expert Teachers do: Enhancing Professional Knowledge for Classroom Practice. Australia: Allen & Unwin.
Marcos, J. J. M., & Tillema, H. (2006). Studying studies on teacher reflection and action: An appraisal of research contributions. Educational Research Review, 1(2), 112-132.
Mahnun, N. (2012). Learning media (study of the steps for selecting media and their implementation in learning). An-Nida ', 37 (1), 27-34.
Singh, A. K. J. Learning to Teach through Reflection on Observations of ESL Student Teachers’ Recorded Macro and Micro Teaching Raja Nor Safinas Raja Harun (Ph. D) Sultan Idris Education University, Malaysia.
Amobi, F., & Irwin, L. (2009). Implementing on-campus microteaching to elicit preservice teachers’ reflection on teaching actions: Fresh perspective on an established practice. Journal of the Scholarship of Teaching and Learning, 27-34.
Afandi, M. (2014). The importance of classroom action research for teachers in learning in primary schools. Basic Education Scientific Journal, 1 (1), 1-19.
Can, V. (2009). A microteaching application on a teaching practice course. Cypriot Journal of Educational Sciences, 4(2), 125-140.
Cornford, I. R. (1991). Microteaching skill generalization and transfer: Training preservice teachers in introductory lesson skills. Teaching and Teacher Education, 7(1), 25-56.
Farrah, M. (2019). MA TEFL Students' Reflection on a Practicum Course: A Qualitative Study. The Qualitative Report, 24(9), 2332-2350.
Gore, J. M., & Zeichner, K. M. (1991). Action research and reflective teaching in preservice teacher education: A case study from the United States. Teaching and teacher education, 7(2), 119-136.
Hagevik, R., Aydeniz, M., & Rowell, C. G. (2012). Using action research in middle level teacher education to evaluate and deepen reflective practice. Teaching and Teacher Education, 28(5), 675-684.
Hermawan, C. M. (2019). Student Teacher's Reflection in Conducting Action Research to Improve Student Success. Muallimuna: Jurnal Madrasah Ibtidaiyah, 4(2), 78-91.
James, E. Alana, Milenkiewicz, Margaret T. dan Bucknam, Alan. (2008). Participatory Action Research for Educational Leadership: Using Data-Driven Decision Making to Improve Schools. USA: SAGE Publications
Lougran, John. (2010). What Expert Teachers do: Enhancing Professional Knowledge for Classroom Practice. Australia: Allen & Unwin.
Marcos, J. J. M., & Tillema, H. (2006). Studying studies on teacher reflection and action: An appraisal of research contributions. Educational Research Review, 1(2), 112-132.
Mahnun, N. (2012). Learning media (study of the steps for selecting media and their implementation in learning). An-Nida ', 37 (1), 27-34.
Singh, A. K. J. Learning to Teach through Reflection on Observations of ESL Student Teachers’ Recorded Macro and Micro Teaching Raja Nor Safinas Raja Harun (Ph. D) Sultan Idris Education University, Malaysia.
Format
pdf
Language
bahasa indonesia
Coverage
bahasa indonesia
Collection
Citation
YUNITA SARI
NPM.1621110064
and Advisor : Ririn Putri Ananda, M.Pd, “ AN ANALYSIS OF STUDENT TEACHERS REFLECTION ON PEER TEACHING PRACTICUM EXPERIENCE IN MICROTEACHING CLASSES
,” Repository Universitas Muhammadiyah Bengkulu, accessed March 28, 2024, http://repo.umb.ac.id/items/show/1775.
,” Repository Universitas Muhammadiyah Bengkulu, accessed March 28, 2024, http://repo.umb.ac.id/items/show/1775.