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Descriptive Statistics of Supervisor Roles in Microteaching Class
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Context 1
... descriptive results as illustrated in Table 4, show the mean scores of the questionnaire in three subdomains of supervisor roles in microteaching class. The finding reveals that the roles of a supervisor in microteaching class are categorized into three i.e., instructor, counselor, and evaluator. ...Context 2
... finding reveals that the roles of a supervisor in microteaching class are categorized into three i.e., instructor, counselor, and evaluator. From Table 4, it can be seen that the role as evaluator has the highest mean score (3.76). Subsequently, the role as instructor is the second-highest mean score (3.42), and counselor role is as the third one (3.27). ...Context 3
... descriptive results as illustrated in Table 4, show the mean scores of the questionnaire in three subdomains of supervisor roles in microteaching class. The finding reveals that the roles of a supervisor in microteaching class are categorized into three i.e., instructor, counselor, and evaluator. ...Context 4
... finding reveals that the roles of a supervisor in microteaching class are categorized into three i.e., instructor, counselor, and evaluator. From Table 4, it can be seen that the role as evaluator has the highest mean score (3.76). Subsequently, the role as instructor is the second-highest mean score (3.42), and counselor role is as the third one (3.27). ...Similar publications
Citations
... The significance of listening in English education lies in its ability to facilitate learners in effectively reacting to auditory stimuli. According to Helgesen in Nunan (2003), "Listening is active process by people to understand and respond to what they hear" (Aimah, Rukmini, Saleh, & Bharati, 2020). ...
The aim of this research is to find out whether there is a significant effect of using the audio-lingual method on the listening comprehension of tenth grade students at Nommensen Private High School, Pematang Siantar Campus. In addition, the aim of this research is to make teachers consider appropriate methods that they can implement in the classroom to teach students about listening comprehension. Therefore, teachers must pay attention to the appropriate methods that can be used to achieve maximum listening comprehension indicators. Another aim of this research is to help students understand listening comprehension material using the Audio Lingual Method and to entertain them with various ways of teaching in the learning process by providing them with music or other educational entertainment to increase their motivation in learning and creating. they are interested in listening to the material to achieve good habits from the learning process in the classroom which is the main goal of the Audio-Lingual Method. This research is quantitative research with the form of an experimental design. This research involves two variables; there is an independent variable, namely the Audio Lingual Method (X) and a dependent variable, namely students' listening comprehension (Y). In this research, the researcher used a purposive sampling technique to select the sample, and decided class X-3 as the Experiment Class and X2 as the Control Class to be the sample for this research where the number of students in the class was 30 students. Researchers also use research instruments which are divided into two instruments, namely instrument blueprints and instrument calibration. Researchers use tests, observation, and documentation as data collection methods. After calculating the average and standard deviation of the two classes, the researcher uses the t-test formula, the results of the t-test must be higher than the t-table with a significance level of 5% (2.265 > 1.680). Based on the research findings, the researcher concluded that the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected. So, it can be concluded that the use of the audio lingual method influences the listening comprehension of tenth grade students.
... Researchers used interview as intrument. The researcher had 9 learners as respondents, consisting of three students with the highest average scores, three students with middle average scores, and three students with the lowest average scores (Aimah et al., 2020b). The following is the analysis of the results of interviews conducted by the researcher with these learners; ...
This research aim to investigate the personality type of EFL learners on reading comprehension at SMP N 2 Tapian Dolok. This research method is design as qualitative. The sample of research is taken from IX-2 class that consist of 9 to purposively. The characteristics of the sample are three learners with the highest average scores, three learners with middle average scores, and three learners with the lowest average score. The technique collecting data is interview. The researcher gives some question to the learners and the total questions of question are eight question. The questions are related to the personality type in reading comprehension. The result of this research showed that personality types of learners are different. The researcher found extroverted personality is less often than introverted personality.. From the nine learners, 3 learners are extroverted Personality and 6 learners are introverted personality. The learners with extrovert personality type get higher score on reading comprehension than introvert personality type.
... So through this course it is hoped that prospective teacher students can minimize deficiencies or failures in teaching, microteaching is a basic teaching performance exercise designed to clearly separate the component parts and the teaching process so that teachers or prospective teachers can understand a set of basic teaching skills in simplified situations. So it is from microteaching that will help prospective teachers overcome deficiencies in teaching (Aimah et al., 2020b). ...
This study aims to find out student perceptions and benefits of the Micro Teaching Course for Teaching Internships at the English Department of HKBP Nommensen University. Researchers used a qualitative descriptive method. The population is seventh semester students of English education, amounting to 20 students. Data was collected through questionnaires and interviews. To collect data, the researcher gave 20 statement in the form of a questionnaire and then distributed them to 20 students and 7 questions through interviews with 10 students. From the results of the questionnaire the researchers concluded that students felt helped by their experiences in microteaching, as many as 20 participants 70% of whom agree and 29,75% strongly agree that microteaching had an effect on increasing their skills in teaching, From the results of the interviews, the researcher also concluded that students' perceptions of the microteaching course had an impact on their teaching practices as evidenced by the students' narrative presentations. Students think that with microteaching students can improve their skills in making and teaching based on lesson plans, skills in explaining material, time management and increasing self-confidence in teaching.
... Accordingly, feedback is crucial in the microteaching class because the supervisor, peers, and practicing teachers must collaborate to discuss what needs to improve from their performance. It supports Aimah et al.'s (2020a) study that feedback allows pre-service teachers to reflect on their performance and think about what needs to be refined and improved. Therefore, it results in changes in teaching performance. ...
... Therefore, the advisor was required to help them in figuring out the strengths and weaknesses of their teaching. It strengthens Aimah et al.'s (2020a) study that the role of the advisor in the microteaching class is crucial to determine how to improve pre-service English teachers' teaching performance by highlighting the strengths and weaknesses of their teaching. By concentrating on their teaching weaknesses, pre-service English teachers realized that their teaching performance was not conducted precisely and systematically. ...
... These tips facilitated the process for pre-service English teachers. It supports Aimah et al.'s (2020a) ...
... Pre-service teachers can reflect on their own teaching or the teaching of peers and mentors (Aimah et al., 2020;Adnyani, 2017). Amiah et al. (2020) suggested recordings of pre-service teachers' teaching in schools or microteaching in education programs could be used as reference materials for course instructors and pre-service teachers to evaluate, offer feedback, and reflect on (Adnyani, 2017). Thus, even when pre-service teachers are unable to reflect on their own teaching, the observation of peers or a mentor's teaching can still offer opportunities for reflection (Adnyani, 2017). ...
Ensuring the quality of education pre-service English teachers receive is crucial for guaranteeing the effectiveness of the early language learning experiences of their future students. This qualitative case study examined how an English language streamed primary teacher education program and year-long teaching practicum prepared two year-four pre-service teachers to teach English in a local primary school in the Macau SAR. Transcripts of interviews with the two pre-service teachers were subjected to qualitative content analysis to reveal how the education program and the teaching practicum left the participants prepared to teach English in primary schools. The pre-service teachers reported practical and theoretical knowledge acquired from the teacher education program was effective at enhancing their teaching during the practicum to different degrees. In addition, the pre-service teachers were shown to have lacked practical teacher knowledge that could have eased the transition from classroom-based learning to the teaching practicum. This chapter argues that strengthening the link between theory and practice and providing teaching experiences during the teacher education program may ease pre-service teachers' anxiety about the formal teaching practicum while also leading to increased teaching effectiveness.
