CONTOH PROPOSAL

INVESTIGATION THE PROBLEMS ENCOUNTERED BY SEVENTH GRADE ENGLISH STUDENTS DURING TEACHING PRACTICE

1. RESEARCH BACKGROUND

Teaching is a challenging profession. It needs changes any time. Nowadays, almost all tools use technology and the education sector as well. That is why, the teacher is not as a central of knowledge source because the knowledge can be found by the students from a lot of sources like from internet easily.

The change of teacher center become students center certainly make the atmosphere in the classroom also change. In teacher center, teachers only convey the material of learning and students listen to the teacher; but in students center, teacher have to creative in manage the class so the environtment of the class that desirable, where all students in the class should be taken in class activity, can be created.

Teaching is a complex proccess. It is not transferring the information from teacher to students, but how to facilitate student to increase a possitive change in students behavior (Levin and Nolan, 1996:4). Teaching means an effort to make students experience studying by them selves base on the specific goals that have been given.

To respond this challenge, Teacher Training and Education Faculty of Ikip Budi Utomo Malang as the faculty that produces teacher candidates in the future, of course should prepares its students well. Therefore, its curriculum included teaching practice subject as a simulation of teaching process before the students become a teacher in real.

Teaching practice as a require subject in Teaching Training and Education Faculty hoped it can prepare the students become a good teacher. In this subject, students try to explore their skill such as making a lesson plan, explaining the material, managing the class, responding to students, making teaching media creatively, applying their skill and knowledge in the class, and interacting to the school’s environtment . In this practice, students being supervised by a supervisor and a cooperating teacher whom handling the subject in that school. Through this way, expected the teacher and the supervisor can give suggestions, critics, and guidances to the students during their teaching practice.

The aim of teaching practice is to provide students with practical experience in teaching. Because, it is very important to develop knowledge and skill of students in Teacher Training and Education Faculty to experienc teaching process by them selves. In this way student teachers gain experience in managing and evaluating class work, maintaining discipline and good order in the classroom, finding their own teaching style and personality, and becoming acquainted with school organisation and administration.

“Praktik Pengalaman Lapangan (PPL) adalah kegiatan mahasiswa untuk menerapkan teori pendidikan dan pengajaran yang terdiri atas pembekalan di kampus, observasi, praktik mengajar dan kegiatan kependidikan lainnya disekolah yang ditunjuk di bawah hubungan guru pamong dan dosen pamong.”

Therefore, teaching practice can provide school experiences for students under guidence and to develop student of Teaching Training and Education Faculty’s competency in teaching.

Base on the writer’s experience, there are some problems in teaching practice that can be found such as: the student teacher can not manage the class; student teacher can not deliver the material properly; the student teacher can not arrange the lesson plan well; the students lack of coordination to the coorperating teacher and supervisor; and many others. Sometimes, these problems make the students feel stressfull. Therefore, it is important for us to know how did the seventh grade English students overcome the problems in teaching practice. Therefore, the next generations can learn the problems and prepare them selves to take their teaching practice in the future.

2. RESEARCH PROBLEM

How did the students overcome the problems they found in teaching practice?

3. RESEARCH PURPOSE

To know how did the students overcome the problems they found in teaching practice.

4. FRAME OF THEORY

To support this research, the writer want to use some theories and explanations related to the tittle that are: the nature of teaching, the nature of teaching practice, and the issues in teaching practice.

1. The Nature of Teaching

Teaching is a complex proccess. It is not transferring the information from teacher to students, but how to facilitate student to increase a possitive change in students behavior (Levin and Nolan, 1996:4).

Teaching is an effort to make students experience studying by them selves base on the specific goals that have been given. According to Syahwani Umar and Syambasril (2011:7),” mengajar adalah upaya memberikan perangsang, bimbingan, pengarahan, dorongan kepada siswa agar terjadi proses belajar”. The meaning of teaching here is giving stimulation, guidance, direction, encouragement to the students in order to make students study.

A modern view of teaching also includes proffesional activities on the school level, such as cooperating in teams, building proffesional learning communities, participating in school development, and changing working condition (Darley-Hamnand et al: 2005). It means, teacher do not only in the classroom where they instruct students more or less in isolation from other classes and teacher.

2. The Nature of Teaching Practice

A student may never graduate without the experience. Taneja (2000) noted a number of term, such as the practice teaching, field studies, infield experience, school based experience or internship are used. In view of this, teaching practice occupies a key position in the program of teacher education and is the common professional element in preparation of teachers. Sharafaddin and Allison (1969) noted, trainee teachers see themselves grow through experience and they begin to link to a culture of teaching. During teaching practice, they feel engaged, challenged and even empowered. Ashraf (1999) pointed out that the term teaching practice embraces all the learning experience of student teachers in schools.

1. Objective of Teaching Practice

According to Akbar (2002) Following are the objectives of practice teaching:

1. To provide the prospective teachers with an opportunity of establishing an appropriate teacher pupil relationship.
2. To provide an opportunity for evaluating the student potential as a teacher and suitability for the teaching profession.
3. To develop personal relationship with others: administrators, teachers, parents and students.
4. To provide the future teacher with practical experience in school to overcome the problems of discipline and enable him / her to develop method of control.
5. To provide with an opportunity to put theories into practice and to develop a deeper understanding of educational principles and their implication for learning.
6. To enable the student teachers effectively to plan and prepare lessons.
7. To develop skill in the use of fundamental procedures, techniques and methods of teaching.
8. To develop desirable professional interests, attitudes and ideas relative to teaching profession.
9. To enable student teachers to acquire desirable characteristics / traits of a teacher and to display appropriate behaviour.
10. To provide student teachers with an opportunity to have teaching evaluated and to gain from the benefits of constructive criticism.
11. To provide an opportunity for self evaluation and to discover own strengths and weaknesses.
12. To develop skills in future teachers related to teaching like fluent speaking, meaningful reading, using blackboard and other teaching material.
13. To provide an opportunity to liaise with school environment, its functioning and with community and its resources.
14. To provide for the exchange of ideas and methods between practicing school and teacher training institution, by teacher training institutions’ staff and students, perceiving new ideas material and equipment in use in practicing schools and introducing new ideas, material and equipments into the school.

2. Good Teaching Practice

Hopefully, the students can do their best in experience this subject. The seven principles of good teaching practice according to Chickering and Zelda Gamson (1987), those are:

1) Good practice encourages interaction between students and faculty.

Frequent student-faculty contact in and out of class is a most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. It also enhances students' intellectual commitment and encourages them to think about their own values and plans.

2) Good practice encourages interaction and collaboration between students.

Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's ideas and responding to others improves thinking and deepens understanding.

3) Good practice uses active learning techniques.

Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. They must make what the learn part of themselves.

4) Good practice gives prompt feedback.

Knowing what you know and don't know focuses your learning. In getting started, students need help in assessing their existing knowledge and competence. Then, in classes, students need frequent opportunities to perform and receive feedback on their performance. At various points during college, and at its end, students need chances to reflect on what they have learned, what they still need to know,

5) Good practice emphasizes time on task.

Time plus energy equals learning. Learning to use one's time well is critical for students and professionals alike. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty.

6) Good practice communicates high expectations.

Expect more and you will get it. High expectations are important for everyone - for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy.

7) Good practice respects diversity talents, experience, and ways of learning.

Many roads lead to learning. Different students bring different talents and styles to college. Brilliant students in a seminar might be all thumbs in a lab or studio; students rich in hands-on experience may not do so well with theory. Students need opportunities to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily.

3. The Issues of Teaching Practice:

Some of the key issues in practice teaching base on Ganga Ram Gautam (2011):

1. Student teachers did not know how to prepare lesson plans: Maybe this is because they were not taught how to do it in the campus or they did not pay attention. The reason behind this was not observed in the response.
2. They had weak language proficiency (English teachers) and therefore could not teach English in schools properly.
3. The faculty members confessed that the Internal Supervisors were not honest in supervision. This shows the lack of sincerity on the part of the teachers.
4. Lack of uniformity among the internal supervisors was a major issue. They say that the supervisors did not give uniform instruction/suggestions to the student teachers which created several problems.
5. Large number of students in teacher training course was another big challenge. Due to this reason the student teachers could not practice the skills in the classrooms.
6. One supervisor had to observe many student teachers in schools located in different places and at the same time the teachers had to teach in the campus as well.
7. Student teachers did not take teaching practice seriously and they took it as a formality and they had a tendency of giving undue pressure to the teachers for giving more marks in their external supervision.
8. On campus teaching (micro-teaching) was not effective as this was also considered by the teachers as a formality.
9. Courses were not taught practically in the campus and the students did not practice the skills in the training situation.
10. Very little or no incentives for the internal supervisors which was also a major contributing factor for the frequency of supervision.
11. Halo effect in the evaluation was also mentioned. The students felt that obtaining marks in teaching practice is a mercy of the internal and external supervisors.

5. FRAME OF CONCEPT

Teaching Practice is not only teaching in a class but also interacting to the school environment and faculty. Therefore, the cooperation among students, faculty, and school is needed to reach the expected objectives of teaching practice. It will be created if all of the elements cooperate to apply good teaching practice.

However, the students still find some problems in applying good teaching practice. In this way, the writer want to analyze the problems related to the attainment in objective of teaching practice base on Akbar (2002) which usually encountered by seventh semester of English study program’s students of Teaching Training and Education Faculty, Ikip budi utomo malang. Based on the theories mentioned above, the writer focuses on these problems:

1. In developing personal relationship with others: administrators, teachers, parents and students.
2. In developing skill in the use of fundamental procedures, techniques and methods of teaching.
3. In providing an opportunity for the exchange of ideas and methods between practicing school and teacher training institution, by teacher training institutions’ staff and students, perceiving new ideas material and equipment in use in practicing schools and introducing new ideas, material and equipments into the school.

The total sample will be used in this study is 15 students. The writer will analyze the seventh semester of English students in academic year 2011 for this research, because teaching practice subject contained in seventh semester in this faculty. They have taken this subject recently. Therefore, the informations that will be got from this research are the current informations.

TEMPORARY BIBLIOGRAPHY

Akbar, R. A. (2002). A Study of Practice Teaching of prospective secondary scool Teacher and Development of Practice Teaching Model, Arid Agricultural University Rawalpindi (Unpublished Ph. D. Thesis).

Ashraf, Muhammad. (1990). Dictionary of Primary Education. A. P. H. Publishing corporation, New Delhi.

Chikering, Artur., & Gamson, Zelda. (1969). Seven Principles of Good Practice in Undergraduate Education. (http://www.aahe.org/technology0ehrnmann.htm; America Assosiation of Higher Education.

Gautam, Ram Ganga. (2011). Teaching Pracctice: A Reflection, Nepal:_

Sharafaddin & Allison. (1969). Teaching Practice Concept. (http://www.articlesbased). College and University Articles.

Taneja. (2000). Encycopedia of Comparative education, Vol. 4. Annol Publication. Lt; New Delhi.

Umar, Syahrani,. & Syambasril. (2011): Buku Ajar. Pontianak; FKIP UNTAN.

___. (2011). Panduan Pelaksanaan Program Pengalaman Lapangan Mahasiswa IKIP BUDI UTOMO MALANG

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