teaching practice students’ pedagogical knowledge

TEACHING PRACTICE STUDENTS’ PEDAGOGICAL KNOWLEDGE

DEVELOPMENT IN TEACHING ENGLISH IN A PRIVATE ENGLISH

INSTITUTION

THESIS

Submitted in Partial Fulfillment

of the Requirements for the Degree of

Sarjana Pendidikan

Hesty Herawati

112007017

ENGLISH DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

2013

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Name : Hesty Herawati

Student ID Number : 112007017

Study Program : English for Education

Faculty : Faculty of Language and Literature

Kind of Work : Undergraduate Thesis

In developing my knowledge, I agree to provide SWCU with non-exclusive royalty free right

for my intellectual property and the contents there in entitled:

Teaching Practice Students’ Pedagogical Knowledge Development in Teaching English in a

Private English Institution

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Made in : Salatiga

Date : February 11, 2013

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Thesis Supervisor Thesis Examiner

Anne I. Timotius, M. Ed Victoria Usadya Palupi, M.A. ELT

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Copyright@2012. Hesty Herawati and Anne I. Timotius, M. Ed

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Hesty Herawati:

Introduction

Teaching Practice (TP) is a part of teaching learning activities for TP students in

education faculties. In TP, the TP students will have an experience in teaching real situation,

real classes, and real students. The English Department (ED) also applies TP program for its

student since TP is one of the academic requirements for the students. Nolan (2011) believes

that “the primary purpose of the student teaching experience is to provide the students with a

carefully mentored experience to help the students develop and enhance the knowledge,

skills, and dispositions necessary to positively impact student learning and development” (p.

6). In TP program, the TP students will get many experiences to develop their pedagogical

knowledge that later will be useful for their teaching outside TP program.

In professional development, as stated by Grossman and Richert (1988), it is better if

TP students have knowledge of general pedagogical knowledge and skills and knowledge of

the subject matter to be taught. The reason is that TP is a central element in an education

department. Therefore, by having TP, TP students will be able to develop their pedagogical

knowledge in order to be a good teacher. In developing the pedagogical knowledge, it is

better if the TP students have the strategies in understanding the needs of the students so that

the students can gain knowledge in understanding the subject matter. It is an opportunity for

the TP students to develop their pedagogical knowledge by having the knowledge of teaching

in their TP experience.

Teaching in an English course instead of formal schools was a rare opportunity

because TP is usually done in formal schools. This is one of the reasons why I investigated

some TP students’ pedagogical knowledge development especially for those who have done

TP in the Private English Institution. Another reason is because there is no much research in

this kind of issue therefore I conducted TP students’ pedagogical knowledge development as

a research. The last reason is because the Private English Institution has several specialties

compared to formal schools. The first specialty is materials used in the Private English

Institution. There are many courses and the Private English Institution uses their own books.

The names of the materials are the name of the class which the students can take. The classes

are Express Programs, Children Class, Conversation Class, 1 Year Intensive English

Program, TOEFL Preparation Class, and also IELTS Class. In formal schools, the TP

students may only have one kind of material which is English and they may not have

experience in teaching TOEFL or IELTS class. Besides that, the students in the Private

English Institution already have motivation to learn English so that it will be another

challenge for the TP students to develop the materials which can fill the students’ needs. The

second specialty is various ages of learners. There are very young learners, young learners,

and also adult learners. On the other hand, the TP students in formal schools will most

probably only teach one level of students, for example junior high school students or senior

high school students. Then, the last specialty is the amount of students in the Private English

Institution. In the Private English Institution, the number of the students is fewer than in

formal schools. There are private and regular classes which have small number of students

but in formal school, there can be more than 20 students in the classroom.

Therefore, from the specialties that the Private English Institution has, this study

investigated TP students’ pedagogical knowledge development which aimed to answer these

two research questions:

1. What are the challenges faced by TP students related to their pedagogical

knowledge in teaching English in the Private English Institution?

2. How do TP students develop their pedagogical knowledge in teaching English

in the Private English Institution?

Theoretical Framework

This part of the paper will discuss theories which serve as the foundation of the study.

The literature, especially related to these kinds of knowledge used in teaching and learning

theories, will be presented.

The first theory that I would like to discuss is content knowledge. According to

Shulman (1987), teachers need to master two types of knowledge: (1) content knowledge of

the subject itself, and (2) knowledge of the curricular development. However, because the

subjects of this study are TP students, this study focused more on content knowledge than

curricular development because TP students are beginner teachers. It is better if TP students

master content knowledge first than curricular development and another thing because the TP

site is in the Private English Institution.

Content knowledge is “the knowledge teachers have of the subject matter they are

teaching. It affects planning, task setting, questioning, explaining, giving feedback and

assessment” (Shulman, 1987). It is important for teachers to have content knowledge of the

subjects they teach because according to McNamara (1991), “teachers with strong content

knowledge may teach in a more interesting and dynamic way whilst those with little content

knowledge may shy away from the more difficult aspects of the subject, or approach their

teaching in a didactic manner”. This case is also showed by Ahtee and Johnston (2006), they

showed that a lack knowledge in subject knowledge can lead to teaching difficulties.

Therefore, it is important for teachers to have strong content knowledge so the students can

receive the subject matters easily. This is possibly why Hill, Rowan, and Ball (2005) said that

“many professional development activities are aimed at improving content knowledge

because evidence has shown that teacher knowledge in the subject area can strongly influence

student learning.”

In this study, TP students delivered the subject matters, in this case English. If TP

students have lack of content knowledge, they may not be able to deliver the subject matters

to the students very well and it can influence the students’ learning of the subject matters.

Therefore it is advised that TP students have strong content knowledge in order to give clear

explanation to their students.

The next theory is pedagogical knowledge. Different from content knowledge,

according to August and Hakuta (1997), pedagogical knowledge is:

any theory or belief about teaching and the process of learning that a teacher possesses that

influences that teacher's teaching. This process includes the ability to plan and prepare

materials; time and classroom management skills; implementation, problem solving, and

teaching strategies; questioning techniques; and assessment.

Shulman (1987) also has a similar definition of pedagogical knowledge. Shulman

(1987) said, “General pedagogical knowledge is the broad principles and strategies to manage

the classroom and to solve the problems which will be appear in the classroom”.

Therefore, in TP, pedagogical knowledge deals more than knowledge of the content

of teaching. This is basically the strategies, techniques, and methods in delivering the

knowledge itself. A teacher with good content knowledge may not be able to deliver the

material well without good pedagogical knowledge.

The same this applies to TP students. They also need pedagogical knowledge in

teaching their students. One way to this is by planing and preparing the materials before the

teaching learning process. Then, in the classroom, in the real teaching learning process, TP

students should have art of teachings, such as classroom management, problem solving,

questioning, teaching strategies, and assessment. If TP students have lack of pedagogical

knowledge, the teaching learning process will not be successful. As Turner-Bisset (2001) and

Schon’s (1983) suggest, in developing pedagogical knowledge, TP students have to practice

their teaching learning process. Therefore, TP students will be able to know whether they

have strong pedagogical knowledge or lack pedagogical knowledge. Also, they can develop

it.

Different from the above knowledge, pedagogical content knowledge is the

knowledge of how to teach within a particular subject area (Shulman, 1987). This knowledge

enables TP students to teach their students with clear explanations, appropriate materials, and

deliver the materials in interesting, motivating and entertaining ways. Shulman (1987) stated

that,

pedagogical content knowledge identifies the distinctive bodies of knowledge for teaching. It

represents the blending of content and pedagogy into an understanding of how particular

topics, problems or issues are organised, represented, and adapted to the diverse interests and

abilities of learners, and presented for instruction. (p.4)

In TP, especially for TP students in the Private English Institution, they have to make

AVAs, not just printed AVA but reusable AVA as their teaching aids so that they can deliver

the materials in interesting and entertaining ways. By delivering the materials in entertaining

and interesting ways can increase learners’ willingness to learn the subject matter. Besides

that, TP students have to motivate the students so that the students will have motivation in

learning the subject matters instead of thinking that English is very difficult subject, like what

some students in the Private English Institution think. These become the challenges for TP

students to motivate them to study English. Nevertheless, this can be faced if TP students

have pedagogical content knowledge. According to Shulman (1986) teacher should have

pedagogical content knowledge for successful teaching. By making AVA, planning, and

creating interesting materials, the TP students can develop their pedagogical content

knowledge. By having this knowledge, the TP students can create appropriate AVA and

motivate the students. They can also deliver the subject matter in interesting and entertaining

ways and they can help students to understand the subject matters and motivate the students

to learn things.

There is different knowledge related to teaching. However, the term pedagogical

knowledge in this study refers to all kinds of teaching knowledge.

The last theory is social learning theory. Learning theories are learning that

describes how the information received, understood, and done in teaching. In doing TP, TP

students faced many challenges in their teaching. Therefore, TP students often learn with and

from other people to develop their pedagogical knowledge. Below are some learning theories,

especially social learning theories.

a. Rotter’s Theory

The main idea in Rotter’s social learning theory (Rotter, 1954) is that it personality

represents an interaction of the individual with their environment. Also, Rotter (1954)

describes personality as a relatively stable set of potentials for responding to situations in a

particular way. Therefore, behavior is always changeable. As stated in Rotter, (1954)

behavior can change the way the person thinks or change the environment the person is

responding to. For example, TP students can learn from their environment how to teach

particular students and particular subject matters from their environment.

b. Vygotsky’s Theory

Vygotsky (1962) stated that we learn through our interaction and communities with

others. He suggested that learning takes place through the interaction between the students

and their peers, teachers, and the others. In Vygotsky’s theory, learning always occurs and

cannot be separated from social context. Knowledge development involves student-student

and expert-student’s collaboration in real world problems or task so that it can build person’s

language, skills, and experience (Vygotsky, 1978). For example, in learning, TP students can

get guidance from experienced person in order to solve their problems in teaching.

c. Bandura’s Theory

In social learning theory, Bandura (1977) showed that behavior is learned from

environment through the process of observational learning. For example, TP students can

learn from one another through observation, imitation, and modeling.

The Study

Context of the Study

The setting of the study was in the Private English Institution. This TP site was

chosen because the Private English Institution is the only English course where ED students

can do their TP. The other sites are formal schools. Besides that, the Private English

Institution has some specialties I have mentioned earlier. An additional reason for choosing

the Private English Institution was because TP students here have different challenges when

they entered different classes and faced different kinds of students. TP students in the Private

English Institution learnt how to teach in an English Course that may technically be different

from formal schools.

Participants

The participants were 20 English Department TP students who have experienced in

doing TP in the Private English Institution. Four participants were willing to be interviewed

through email because they are out of this town. There were only 20 English Department TP

students because this study focused on TP students who have done TP in the Private English

Institution only. This study used purposive sampling or criterion based selection. The

participants were selected based on a certain criteria that were ED Students who have done

TP in the Private English Institution.

Instrument of Data Collection

In attempting to answer these research questions, the data was collected through semi

structured interview or “interview guided approach” (Patton, 1990). This study used semi

structure interview because the order of the questions can be changed depending on the

direction of the interview. Besides that, additional questions can be asked in order to get

richer data from the participants.

There were 20 TP students from the Private English Institution and each of the

interviews was scheduled to last around 20 minutes. The interview questions were divided

into two parts:

1. The challenges faced by TP students related to their pedagogical knowledge in

teaching English in the Private English Institution, and

2. How they developed their pedagogical knowledge.

Procedures of Data Collection

The study used of qualitative data (interview) with simple quantification. The

questions for semi structured interview were adopted from the paper in the international

seminar proceeding 2011 written by Timotius (2011). The questions involving a relatively

fixed interview schedule but also allowing and encouraging the interviewees to elaborate on

the particular issues. The participants contacted by phone or text message to make an

appointment for an interview. The interviews took 20-25 minutes on average and were

recorded and transcribed. The transcription used clear transcription because this study only

focus on the content of the interview and did not need any extra information as to the manner

in which the content is communicated. The transcription was analyzed using categorical

content (Lieblich et al, 1998) or content/thematic analysis (Riessman, 2008).

Discussion

This part of the paper will report the findings of the research. This will be separated

into two subheadings. The first one will be about the challenges faced by TP students in

teaching English in the Private English Institution. The second one will be about TP students’

pedagogical knowledge development.

A. The Challenges Faced by TP Students in Teaching English in a Private English

Institution

From the interview, it was discovered that the participants faced some the challenges

in teaching English in the Private English Institution. Below are the challenges that were

evident from the study which are divided into five groups.

Chart 1. The problems faced by TP students in teaching English in the Private

English Institution

1. Classroom Management

Eleven participants faced difficulties in classroom management. Two of the

participants said about their difficulty in handling the student, for example when the TP

students had to handle two different kinds of students, very active students and very passive

students. This is how Suci (one of the participants) said about handling active student,” The

most challenging that I had ever taught was kid classes because as I remember in that class

just found 1 student that was so active. He didn’t want to study English because he felt that

his English was good enough. When I came to teach him, he always asked me to play football

first with him and I had to defeat him. If he won the game, he won’t study with me. So in that

class, I had to think not just about the materials for him, but about the other alternatives so

that he wanted to learn with me.” Andhin (one of the participants) said about her difficulty in

handling passive student,” I have to encourage students to speak more and tell their idea in

front of the class and it is little bit difficult because sometimes the students did not speak

much in the class.” Besides handling the students, the other difficulty that related to

classroom management was about teach large number of students. One of TP students had

experience teaching large number of students. This is how she said,” “It is challenging when I

taught college students, because there are many students and I think it was hard to manage

them.” This result was similar to the study founded by Hill and Brodin (2004) where first-

year teachers feel that classroom management is the most difficult challenge.

2. Material Development

The result shows that ten out of twenty participants faced difficulties in developing

the materials. The participants had to find additional materials which were suitable with the

students’ ages and needs. As Lily said in the interview, “We have to find out the materials

which are suitable with their ages.” Also, Piuu said that,” I need to make my own materials

because I have to find the materials which are suitable with the students’ needs.” This finding

was similar to the result founded by Ferber & Nillas (2010), “When student teachers take

over full time teaching, they are faced with challenges such as developing new materials …”

3. Delivering the Materials and Preparing Teaching Activities

There were two kinds of challenges reported with the same quantity, which were nine

participants. The first challenge related to delivering the materials and related to preparing

teaching activities. Related to delivering the materials, this is what Marcellina said about her

difficulty in delivering the material. She mentioned that there were challenges on “how to be

able to teach in creative ways to students with different age and ability in English.”

(Marcellina) Also, Bogel said, “I have to teach how TOEFL understandable so it quite

challenging for me because me myself is quite hard to do it.” Related to preparing teaching

activities, TP students had to make AVA to support their teaching but when they had made

the AVA and had prepared the materials, the students did not come. Tyas mentioned, “In an

English course is not only high school students, but also adults, mothers who want to learn

English, so I have to think what games or what materials or AVA that are appropriate for the

students’ level so I have to make AVA which appropriate for them too.” This is how John

said, “The next problem was when we came and the student did not come because the

material that we have prepared will be useless. That is the problem.” In line with previous

study done by Alkhawaldeh (2011), one of the challenges of the pre-service teachers is the

preparation of lesson plans. They are lack of knowledge about preaparing lesson plans.

4. Teaching Particular Subject

Based on my research in the Private English Institution, six of the participants had

challenge in teaching particular subject. The subjects were TOEFL, IELTS, and conversation

class. Piuu mentioned, “I think conversation class is the most challenging because for almost

two hours, I had to talk to her, I had to make the students talk too so it’s about talking,

talking, and I felt so tired after that.” This is how JAK said about her challenge in teaching

TOEFL class, “It was the TOEFL class because I taught grammar. It was a little bit of a

burden because I was supposed to teach something I wasn’t very good at. If I made any

mistake then my students will be misled.”

5. Teaching Various Ages of Students and Time Management

There were two kinds of the challenges were reported with the same quantity, which

were three participants. The challenges related to teaching various ages of learners and

managing time. Related to teaching various ages of students, Tyas mentioned that, “Teaching

adult is the most difficult because we have to really think about… for example if we want to

put picture or song, we need to think… I really want to use this or is this picture appropriate

for them… because I don’t want to insult them, I don’t want to underestimate them,

something like that.” The students involved in teaching practice should be encouraged to

design their courses with the student needs. This was consistent with recent study done by

Heeralal & Bayaga (2011). The other challenge was time management. Yuna said, “In a

Private English Institution, the time is one thirty hours and sometimes the materials have

done but I still have time.”

B. How TP Students Develop Their Pedagogical Knowledge

From the interview, it was discovered that the participants develop their pedagogical

knowledge in nine ways (Table 2).

Chart 2. TP Students’ pedagogical knowledge development – Learning strategies

1. The Courses from ED

In ED, there are many courses related to TP. Based on my research, fifteen of the

participants used the strategy in teaching by learning from the courses in ED, for example TP

students learn from TEYL Class, Grammar Classes, Speaking Classes, Micro Teaching Class,

and the others courses. One of the TP students, Rara said, “I can get many strategies in TEYL

class so I can apply in my Children Class when I taught Children Class.” The other TP

student, Vita Dolce said, “I learn through the courses in college, theories on how to be a good

teacher and how to manage the class.”

2. Participating Actively in Teaching

There were thirteen participants who agreed that they participated actively in teaching

to develop their pedagogical knowledge. TP students participated actively in teaching by

preparing teaching material, making AVA, and preparing lesson plan. For example, Intan

reported, “I prepare beforehand for all classes but for IELTS class I have like special

preparation…” and Vita Dolce said, “I use the materials given and then looking for additional

materials related to the subject given. I usually searched the materials in the internet before I

teach.” Regarding the challenges that the TP students faced, Ferber & Nillas (2010) showed

that, “Preservice teacher prepared for student teaching by working on materials ahead of

time”.

3. Sharing Knowledge and Information

There were twelve participants who agreed that they developed their pedagogical

knowledge by sharing knowledge and information. Participants in this study also develop

their teaching knowledge by sharing their knowledge and information through discussion,

conversation, and also joint activities with the other TP students. By sharing knowledge and

information, TP students were able to know the characters for each student they are going to

teach. Besides that, TP students could also discuss about the problems they had in teaching

with their friends in TP. For instance, Rere reported that, “If do not know about the materials

sometimes I asked my friends what it means.” Tyas, “Our teacher often share how to be a

good teacher, how do we need to do, they often ask our problems, what are the difficulties so

that we can share about that and we can have more understanding and more knowledge.” This

was similar to Rotter’s theory (Rotter, 1954) people learn through interaction with their

environment.

4. Previous Experience

There were some TP students who have experienced teaching. They have experience

before they did teaching practice. Some of the TP students have ever taught elementary

school students, teaching in Sunday schools, teaching in private courses and also a group of

children who gather together. Consistent with Dewey’s theory of experience stated in

Schmidt (2010), “as the pre-service teachers interacted with their teaching experiences, they

created continuity among and derived their own meanings from them.” There were ten

people who use the strategy from their previous experience in TP. Dita said, “I already have

teaching experience before. I thought that teaching in the Private English Institution such a

kind of fun. I had a lot of friends and students. Those experiences help me to manage the

classroom.” “My previous experience helped me very much because I can manage my

classroom management and then I also can handle the students…” This is the way Rara said

about her previous experience which helped her in managing classroom and handling the

student especially passive students.

5. Previous Teaching

There were ten participants who developed their pedagogical knowledge by learning

from previous teaching. They stated that they developed their pedagogical knowledge by

learning from their previous teaching. In this strategy, the TP students learn from the

mistakes they made after they taught the students in TP. For example, Rara said that,

“…when I teach again I learn from my mistake from previous teaching to improve my

teaching skill.” This was similar to a study done by Ethell & McMeniman (2000) who argue

that since student teachers get more experience from classrooms whilst practicing teaching at

schools, they often experience a failure to build on learning”.

6. Guidance from the Teacher

There were also nine participants who used the teachers’ advice to teach English. TP

students got feedback from the teacher in solving their problems in teaching. Intan said, “I

also ask the teacher in the Private English Institution because they have more experience so it

is very useful.” This was similar to Vygotsky’s theory (1962) about people learn through

interaction with others especially with experienced person.

7. Observing Teachers or TP students

Five of the TP students agreed that they learnt teaching by observing their teacher in

ED or in the Private English Institution and also observing the other TP students. They saw

them teaching and used the similar strategy to teach. In line with Bandura’s theory (1977)

that people learn through observation. In this study, TP students observed other TP students

or their teacher to inspire their teaching. One of five participants, Rara stated that, “I

observed how my lecturer taught the students. If the teachers have good method, I will apply

it in my teaching.”

8. Imitating Lecturers or Friends

The next strategy that was used by TP students was imitating lecturers or friends. TP

students imitated the way the lecturers or friends did when they teach the students, for

example when the lecturers or friends taking a class or delivering the subject matters,

questioning, asking questions, and making preparation to teach. There were only two

participants, Marcellina and John, who learn by imitating lecturers or friends. Marcellina

said, “I learn by imitating what other lectures do. If they have good method in teaching I

imitate it.” Bandura (1977) also stated that people often learn through imitating others. By

imitating the lecturers or friends can really help the TP students how to be teach well.

9. Other Strategies

Two of the participants learnt through other strategies. The strategy was by building

good relationship with the students. In line with Ferber & Nillas (2010), “The biggest success

of the student teaching experience was the ability of preservice teachers to build relationships

with their students”. One particpant learnt teaching by asking the students about their feeling

and from the students’ feeling, the participant knew how to teach the students. This is how

Piuu mentioned, “I learn it from the students. I usually ask my students, how they feel, what

they want to learn in the class, how they feel about English. Everything about the students, I

focused on the students so I make the atmosphere like they want it to be. But if they are not in

the mood in learning English I would try to make them in the mood in learning English.” The

other participant, John said, “You are competent not only knowledgeable about the material,

knowledgeable about the knowledge but the way you built the relation with the students ...”

Conclusion

This research aimed to answer two research questions; (1) What are the challenges

faced by TP students related to their pedagogical knowledge in teaching English in the

Private English Institution? (2.) How do TP students develop their pedagogical knowledge in

teaching English in the Private English Institution?

For the first research question, there were seven challenges faced by participants in

teaching English in the Private English Institution. The problems were related to classroom

management, material development, delivering the materials, preparing teaching activities,

teaching various subjects, teaching various ages of learners, and time management. The

highest problem was in managing classroom. TP students had to plan and prepare the

materials before teaching learning process. In the classroom, TP students had to be able to

manage the classroom and had to have art of teachings. As stated in Shulman’s theory (1987)

by having pedagogical knowledge, TP students can manage the classroom and solve the

problems which will be appear in the classroom.

In developing pedagogical knowledge, the participants learnt through nine ways. They

learnt from the courses in ED, learnt by participating actively in teaching, learnt by sharing

knowledge and information, learnt from previous experience, learnt from previous teaching,

learnt through guidance from the teacher, learnt by observing teacher or TP students, learnt

by imitating lecturers, and learnt through other strategies. Based on my research, most of the

participants learnt from the courses in ED. They learnt from the courses that they got from

the college before they did TP. Besides that, TP students also learn through participating

actively in teaching. This is in line with Vygotsky’s (1962) theory. People learn through

interaction between the students and their peers, teachers, and the others. Also, learning from

experienced people. In line with Rotter’s (1954) theory, the participants learned from the

interaction with their environment by sharing knowledge and information. The other things

TP students did to develop their pedagogical knowledge were they learnt from their previous

experience. Consistent with Dewey’s theory of experience stated in Schmidt (2010), the

participants interacted with their teaching experiences, they learnt from their experience

before did TP. With the same quantity, which were ten participants, learnt from previous

teaching. This was similar to a study done by Ethell & McMeniman (2000) who argue that

student teachers get more experience from classrooms whilst practicing teaching at schools,

then they learnt from failure done in previous teaching. In line with Vygotsky’s theory

(1962), TP students also learned from experienced person that was through guidance from the

teacher. Besides that, TP students learnt by observing teachers or others TP students and

imitating teachers or TP students. In line with Bandura’s (1977) social learning theory,

people learn through their environment by observing and imitating one another. The last

things that TP students learnt were from the other strategies which were by building good

relationship with the learners. As stated by Ferber & Nillas (2010), “The biggest success of

the student teaching experience was the ability of preservice teachers to build relationships

with their students”.

Due to the limited time, there were only 20 participants participated in this study.

However, this study can still be developed by involving more TP students and more TP sites

to see the difference between them. Future research can also focus on TP students in

elementary schools because in some elementary schools, TP students do not only teach

English but they also teach the others subject matters, as Science and Mathematics. The

problems and the ways TP students develop their pedagogical knowledge might be more

various than this study. Then, the challenges TP students faced in the Private English

Instituiton and formal TP sites can be compared. Moreover, the data can be collected through

two kinds of data instrument that are interview and observation in order to get richer data.

Acknowledgements

I am deeply grateful to many individuals for helping me throughout the thesis process.

First, I express my thanks to my Lord, Jesus who always blesses me. My family who has

helped me through this thesis process. Without their love and support, I would not be able to

do this. To my beloved brother, Ary Rusdianto, thank you for your books and your revision

that really helped me in revising my grammar erros. To my beloved Daeyz, Trika, thank you

for accompany me long days and all the complaining and listening to my frustration.

Although you could not help me in revising my thesis, but your supports, your patience, and

your love helped me very much. To the rest of my family and all of my friends especially for

you who are in “Kos Payung 7a”, thank you for your support throughout all of this. I am so

thankful to have all of you in my life.

I want to thank to the Faculty of Language and Literature, English Department for

helping me to obtain my bachelor degree. To my supervisor, Mrs. Anne, thank you very

much for your guiding and your time. Thank you for being my partner in the 6th

International

Seminar for presenting my thesis. To my examiner, Mrs. Vic, thank you for your time and

your suggestion for my thesis. The last, I would like to express my thanks to the Private

English Institution where I could get the permission to use the name and also helped me in

finishing my thesis, thank you for all of you there.

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Appendix A

Interview excerpt for 16 participants

Warm-up questions:

1. What is your name?

2. In what “angkatan” are you?

3. When TP was done?

General questions on the problems faced by TP students:

1. How did you feel when you started teaching in the Private English Institution?

2. How many classes did you teach?

3. What kinds of classes did you teach?

4. From those classes, which one is the most challenging for you? Why?

5. Overall, what were the challenges that you faced in teaching in the Private English

Institution?

Specific questions about how the TP students do to develop their TP:

6. How do you become knowledgeable about how to teach?

Have you ever experienced in teaching before doing TP?

How did your previous experience help you in your TP?

What are the knowledge you gained in ED related to TP?

7. How do you become knowledgeable about the content of the subjects you teach?

What do you think about the materials in the Private English Institution

Did you master all the materials given? Which one and why?

How did you do to develop the materials given?

What are the knowledge you gained in ED related to the content of the subject

you teach?

8. How much do you learn things related to teaching in TP?

Teaching skill (e.g. classroom management, questioning techniques, etc.)

Teaching content (e.g. theories, understanding of the subject matter)

Other teaching related to matters (e.g. material development, how to handle

students)

9. What are the strategies you use to learn things related to teaching in TP?

10. Do you have any information you want to add related to TP in the Private English

Institution?

Appendix B

Interview excerpt for 4 participants through email

1. What is your name (pseudonym nama samaran)?








Institution?


10. Have you ever experienced in teaching before doing TP?

11. How did your previous experience help you in your TP? (If you don’t have experience

before doing teaching practice, what are the things which help you in teaching

practice?)

12. What are the knowledge you gained in ED related to TP?


14. What do you think about the materials in the Private English Institution?

15. Did you master all the materials given? Which one and why?

16. How did you do to develop the materials given?

17. What are the knowledge you gained in ED related to the content of the subject you

teach?

18. How do you learn:




students)



Institution?

Appendix C

Transcription for John:

Hesty : Good afternoon, thank you for coming. Today, I want several questions

about teaching practice in the Private English Institution. First of all, I want to

know your name…

John : Ok, my name is John.

Hesty : In what angkatan are you?

John : I am 2007er

Hesty : Ok. So, I think you have done your teaching practice, right?

John : Yes.

Hesty : So, when it was done?

John : My teaching practice was done in 2010.

Hesty : 2010. When you started teaching in the Private English Institution, how did

you feel?

John : When I started teaching in the Private English Institution, I think it was the

first experience for me for teaching and it was to be very complicated.

Hesty : Why it was complicated?

John : Because I have no any background knowledge about teaching at all.

Hesty : So, in the Private English Institution, how many classes did you teach?

John : I taught maybe five or six times.

Hesty : What are they?

John : Do you mean I have to mention them?

Hesty : Yes.

John : Ok, so EP 1, EP 2, and Conversation Class, and after that TOEFL class, and I

also taught some students from health, AKBID, and beside that I think I taught

Children Class.

Hesty : So, from those classes, which one is the most challenging for you?

John : For me, I think Children Class is not challenging for me, maybe other friends

found Children Class is the most challenging but for me it was not challenging

because I enjoy teaching Children Class. I still remember up to now. Aldo is

very close to me so that I think I have no problems in teaching Children Class.

The most challenging is when I taught… what is that… not conversation

also… TOEFL class.

Hesty : TOEFL class. Why?

John : For me myself, at that time, I hate listening. I don’t know why but I hate it.

At that time, I taught TOEFL especially for listening.

Hesty : When you hate listening for TOEFL, what are your strategies to deal with

listening in TOEFL class?

John : My strategy at that time before the class started, I came earlier and I prepared

everything and at that time I had to try listening from the recording.

Fortunately, I already passed listening 1 up to listening 4, listening is already

trained so that it was not something new for us. Yeah… I prepared myself

before teaching.

Hesty : Ok. Overall, what are the challenges you faced in teaching in the Private

English Institution?

John : The most challenging? Do you mean all of the challenge?

Hesty : Yes. All the challenges.

John : Ok, I think about the time management also.

Hesty : Why? Can you explain about the time management?

John : The problems at that time when I was taking 15 credits belong to finishing

my thesis. So, the problem was when I was learning in the class and suddenly

I have got the information and I have to teach, for example. I think this is the

problem for me about the time management but I enjoyed it.

Hesty : Do you mean the time management from you outside the teaching practice?

John : Time management in here not only for me but also my friends because

maybe at that time we did not give our schedule of study in English

Department so it will be any adjustment between teaching practice here and

our learning. This is the first problem. The next problem was when we came

and the student did not come. That is the problem.

Hesty : Ok, so the problem is from the student itself?

John : Yes, from the student itself. And then for those who haven’t had any English

background knowledge, I mean they haven’t, let say… they only come to take

English in that course. The thing that what they should do is knowing how to

speak in English but we don’t notice that they have to learn from the very

basic one, it means maybe they have to learn about English alphabet, their

interpretation in their mind is coming to be able to speak English and that is

the problem for teacher in teaching.

Hesty : So, what are your strategies for that?

John : For my strategy, sometimes I just give advice.

Hesty : Ok, you gave advice for the students.

John : Yes, I gave advice for the students that, “you could follow the course but

remember you have to find other way to improve your English so yeah to

make the progress to learn English."

Hesty : Any others?

John : Another problem, for me myself.

Hesty : Ok, what is it?

John : Actually, I don’t have any background knowledge in teaching.

Hesty : So, when you don’t have any background knowledge of teaching, how do

you learn teaching?

John : Teaching Practicum in the Private English Institution became my first

experience in teaching and it becomes my teacher in teaching. That’s why I

learnt so much how to teach, how to face students. So, for strategy, I have so

many strategies I just learnt how to imitate our teachers when they were

teaching. How, when you become a teacher and you spent in front of your

students, what should you do? So, I learnt about it.

Hesty : So, you imitate from your teacher.

John : Mostly, I imitate the teachers’ way of teaching when they were teaching at

that time.

Hesty : Any others? Or that’s all for the challenges?

John : About the challenges, ehmm… but this is not the challenges but this is my

way to study. I think at that time, the first challenge for me is how to arrange

the lesson plan because arranging lesson plan in the Private English

Institution, you already know, it should be very detail but I think this is not the

problem. Maybe the problem comes from myself, not the problem from the

lesson plan itself, how to arrange it but it comes from myself.

Hesty : How about the material development?

John : Material development in…?

Hesty : In making lesson plan, do you have the difficulties or not?

John : I think in making lesson plan, my guru pamong at that time taught us many

things. Gave the strategies in arranging good lesson plan and we follow that.

And you know, finally I got the good score for that.

Hesty : So, how do you become knowledgeable about how to teach?

John : Become knowledgeable, do you mean that I after teaching or …?

Hesty : Before and after teaching.

John : Before teaching, I didn’t have any experience in teaching so that it was very

difficult for me and when I taught the students, sometimes I thought, can I do

that? What should I do? And you know sometimes like I feel I was in

something just like a problem and it made myself come… what do I do was

afraid.

Hesty : You said that teaching practice is your first experience in teaching, so you

don’t have any experience before teaching practice.

John : Actually, I never had been in an educational institution. I just stay in general

school, and after that I went everywhere. I did not know what teaching is, how

to teach. After teaching, I know how to teach because I learnt it in the Private

English Institution. So, the Private English Institution helps me very much in

teaching. I can’t avoid it.

Hesty : What are the knowledge you gained in ED related to teaching practice?

John : Mostly, you know knowledge before coming to teaching practicum? And the

knowledge that lead us to teach? Something like that?

Hesty : Before you take teaching practice.

John : I know the knowledge that lead us how to do teaching practice. I think there

is some knowledge about teaching. Related to teaching or related to the

material?

Hesty : Both of them.

John : I think before we come to the teaching practicum, there are some classes that

teach us how to become a teacher, like TLS and after that before teaching

practicum, micro teaching. From these classes, I learnt to teach.

Hesty : So, the knowledge from ED is help you to teach.

John : Not the knowledge but the strategies in teaching, learning from the others

subject like TLS, like micro teaching. And when come to teaching practicum,

I can learn about teaching from that. I think many things I get about

knowledge, something that we learnt in English Department it is also in

English Institution so when came for example you teach about past tense. You

already learnt about past tense in ED after that you came to teaching

practicum, there are several materials about past tense and you have to teach

that. Your background knowledge are already formed in ED.

Hesty : What do you think about the material in the Private English institution?

John : For the materials, I think it is good because it started from EP one and it is

very basic one. For the materials for the course is appropriate.

Hesty : Appropriate for the students?

John : Yes for the students. The problem is that the background knowledge of the

students because they have different ability in English, they don’t have any

background knowledge how to use English well because they have never

study about that. For example, they taking social class in senior high school

and after that they take Economic program in here and they are forced or they

are demanded to learn English. It can become force them to learn English.

What come in their mind is I have to be able to speak English. English is not

easy as they think. This is probably the very basic one. I think EP 1 and EP 2

is good.

Hesty : So, to conclude that the materials in the Private English Institution are good

for any level of students.

John : For me, so far when I did my teaching practice there, I think TP students’

background knowledge helps students. For the materials I think ok.

Hesty : So, it depends on the TP students itself.

John : I think it is impossible for you to learn about a, b, c in the course because you

are teaching English in English course.

Hesty : I think you have to master all the materials.

John : When you are teaching, what materials that you want to serve for the

students, you have to master it.

Hesty : Maybe how to deliver the materials to be understood for the students.

John : Yes, to be understood for the students and you have to master it and how can

you share the materials for the students.

Hesty : So, how did you do to develop the materials?

John : For example the topic for tomorrow is about passive voice. Of course, we

already got it when we learnt in ED but when you want to teach, you have to

find the source, you have to find materials, you go through the games, you

memorize just to recall the materials again so when you are teaching, you will

not have any mistakes. Maybe there will be mistakes, but you can minimize

them.

Hesty : How do you learn, for example teaching skill, teaching content, included

classroom management, time management? How do you learn all of those

things?

John : There are many things. The best teaching learning is experience, for example

the first meeting you wrong in time management and the next meeting you

have to consider that you will not do the same mistake. You know, for

example the material today, you do not master it well. If you prepare yourself

for today’s materials and after this you try hard to understand the material.

Then, next materials will be better from the first. This is the step in learning.

And about the way you teach, I think ED teaches us how to teach. But in ED,

there are some assumptions. If you do not want to be a teacher, but there are

some subject which teach you to be a teacher. So, from that, for me I learnt

that the way our teacher teach, their style, and when we come to teach we

already know about teaching.

Hesty : So, you imitate that?

John : Yes, imitation is also best beside experience.

Hesty : Overall, what are your strategies in teaching in the Private English

Institution?

John : My strategy at that time? Strategy related to what?

Hesty : Maybe you have some problems in one case, what are your strategies for

that?

John : I think the strategy depends on the problems you faced. For example, the

problem is when the students that you teach did not understand about the

subject, then how do you use any way to make the materials be clear so the

students can get the point. The problem is sometimes time management. The

time is up, one and a half but the students did not get any point for that, then I

gave advice for the students, I will retell again about that, I repeat the

materials maybe just about the main point of the materials so that the students

can understand.

Hesty : Maybe you also have problem in time management, how do you learn it?

You also said that, you imitating other teachers do, what are the other

strategies you used besides imitating?

John : About the material?

Hesty : Maybe it can be about the materials, or the way you teach the students.

John : For the materials, sometimes I prepare the materials by searching internet, so

if I don’t get any knowledge from the book, I have to find additional materials.

Sometimes for example you teach about something you have to search or find

some tips for the students. For example, they asked, ”how can I learn English

well?” and you have to find the tips, “When you want to learn English, you

should do this...“

Hesty : Any others maybe?

John : The students will feel good it also depends on the way the teachers teach. So,

you are competent not only knowledgeable about the material, knowledgeable

about the knowledge but the way you built the relation with the students. Not,

the relationship in negative, but the relationship with your students when you

are in the class. You have to be able to make interesting activities in the class.

Hesty : Is it difficult for you to teach only with one student?

John : I think it is not difficult but teaching one student sometimes become strange

because sometimes if in one room the student is a girl and I as a teacher is a

man, sometimes the student feels afraid. So, you have to make the student

feels comfortable with you. For example, you introduce yourself, where you

come from. It is only the way to make the student feel in a situation like

scaring for her. It is what we have to do as a teacher, make comfortable

situation for the student.

Hesty : Do you have any others information do you want to add related to teaching in

the Private English Institution?

John : I think the information, for me myself, maybe for the others friends, they

have many problems. But for me, in the Private English Institution, if there are

some problems I have to learn it, I found a lot of things in teaching. For me,

I’m not only to get good score but the experience is important.

Hesty : Only that?

John : Yes, no others information.

Hesty : Ok. This is the end of our interview. Thank you for your time and good

afternoon.

John : Good afternoon.

Appendix D

Transcription through email for Vita Dolce:

1. What is your name (pseudonym)?

My name is Vita Dolce


2007, you already know.


I don’t remember, maybe in 2010


I felt nervous but also excited to experience teaching in English courses.


I forgot how many, more than ten maybe.


I taught various class, children, college students, also adult people.


When I taught college students, because there are many students and I think it was

hard to manage them.


Institution?

Sometimes the class schedule is unpredicted that I have to teach without preparation

but somehow it also helps me to be a professional teacher in any condition.


Yes, through the experiences in teaching in various ages.

10. Have you ever experienced in teaching before doing TP?

No.

11. How did your previous experience help you in your TP?

Through the courses in college.

12. What are the knowledge you gained in ED related to TP?

Theories on how to be a good teacher and how to manage the class.


I searched the materials in the internet before I teach.

14. What do you think about the materials in the Private English Institution?

I think they were good materials.

15. Did you master all the materials given? Which one and why?

Not all of them. Just some of them that become my subject in teaching.

16. How did you do to develop the materials given?

I just use the materials given and then looking for additional materials related to the

subject given.

17. What are the knowledge you gained in ED related to the content of the subject you

teach?

So many, for examples grammar and reading comprehension.

18. How do you learn:


through the courses that I took before the TP.


the same, through the courses in college.


students)

basically also from the college, but about how to handle the students it’s

actually will come naturally after experiencing a lot of teaching.


Read a lot about it and the most important is asking to other friends that already

experience teaching.


Institution?

I think it’s a good experience to teach in such place, because it let me learn many

things.

teaching practice students’ pedagogical knowledge

Documents