SELF-CONFIDENCE IN PERFORMING TEACHING PRACTICE IN …
Transcript of SELF-CONFIDENCE IN PERFORMING TEACHING PRACTICE IN …
SELF-CONFIDENCE IN PERFORMING TEACHING
PRACTICE IN SIXTH SEMESTER STUDENTS’ OF ENGLISH
DEPARTMENT
(A Descriptive Research)
A THESIS
Submitted to the Faculty of Teacher Training and Education Muhammadiyah
University of Makassar in partial Fulfillment of requirement for the Degree of
English Department
SRY RUFIKA WARAH AR
10535 5755 14
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHERS TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2020
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH MAKASSAR
Jl. Sultan Alauddin (0411) 860 132 Makassar 90221
SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : SRY RUFIKA WARAH AR
NIM : 10535 5755 14
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : Analysis of Self-Confidence in Performing Teaching
Practice in Sixth Semester Students’ of English
Department (A Descriptive Research )
Dengan ini menyatakan:
Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya
sendiri bukan hasil ciptaan dan tidak dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia
menerima sanksi apabila pernyataan saya tidak benar.
Makassar, Februari 2020
Yang membuat pernyataan:
SRY RUFIKA WARAH AR
10535 5755 14
ix
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH MAKASSAR
Jl. Sultan Alauddin (0411) 860 132 Makassar 90221
SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Nama : SRY RUFIKA WARAH AR
NIM : 10535 5755 14
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : Analysis of Self-Confidence in Performing Teaching
Practice in Sixth Semester Students’ of English
Department (A Descriptive Research )
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya,
saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi
ini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1,2
dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang
berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Februari 2020
Yang membuat pernyataan:
SRY RUFIKA WARAH AR
10535 5755 14
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MOTTO
“To get a success, your courage must be greater than your fear.”
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ABSTRACT
SRY RUFIKA WARAH AR, 2020. Self-Confidence in Performing Teaching
Practice sixth Semester Students of English Department, under the thesis of English
Education Department the Faculty of Teacher Training and Education, Makassar
Muhammadiyah University (Guided by Sulfasyah and Radiah).
This study aims to determine students' confidence in teaching practice, in
preparing mental, learning design and other teaching readiness.
This research uses descriptive research. The research population was taken
in the 6th semester students of English language education at Muhammadiyah
University. The sample of this study was Class which consisted of 30 students using
questions and observations as instruments.
The results of research, some students’ met self-confidence criteria when
doing teaching practice such as explaining the material well, and it is not difficult
to interact with students. This can be seen also from the student statement, the
agreement shows that they mostly that their agree self-confidently can help the
process of learning, teaching, and interacting with students. It is showed by students'
confidence in teaching is at mean score of 69 it means that they are in high category.
.
Keywords: Self-confidence, Teaching Practice, Learning
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ABSTRAK
SRY RUFIKA WARAH AR, 2020. sebuah skripsi jurusan Pendidikan Bahasa
Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah
Makassar. (Dibimbing Oleh Sulfasyah dan Radiah).
Penelitian ini bertujuan untuk menentukan percaya diri siswa dalam latihan
mengajar, mempersiapkan mental, desain pembelajaran, dan persiapan mengajar
lainnya.
Penelitian ini menggunakan metode deskriptif. Populsai dalam penelitian ini
diambil dari mahasiswa semester 6 jurusan Pendidikan Bahasa Inggris di
Universitas Muhammadiyah Makassar. Sampel pada penilitian ini diambil dari
kelas yang jumlah siswanya 30 dan menggunakan pertanyaan dan observasi sebagai
instrument.
Hasil dari penelitian ini, beberapa siswa memenuhi kriteria kepercayaan diri
dalam melakukan praktik mengajar seperti menjelaskan materi dengan baik, dan
tidak sulit untuk berinteraksi dengan para siswa. Hal ini dapat dilihat dari
pernyataan siswa, pernyataan mereka menunjukkan bahwa percaya diri dapat
membantu dalam proses belajar, mengajar, dan berinteraksi dengan siswa. Hal ini
dapat ditunjukkan dalam kepercayaan siswa dalam mengajar berada pada nilai rata-
rata 69 yang berarti berada dalam kategori tinggi.
Kata Kunci: Percaya diri, Latihan Mengajar, Belajar.
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ACKNOWLEDGMENTS
In the name of ALLAH, most gracious, most merciful
Allhamdulillahi Rabbil Alamin, the researcher reveals her gratitude to the
almighty God, Allah SWT, who has given guidance, mercy and good health, so that
she could finish writing this thesis. Shalawat and salam are addressed to the Prophet
Muhammad SAW who has changed the human life.
The researcher would like to express her highest appreciation and
deepest thankfulness to her beloved parents Arham and Asmiaty Azis for their
prayer, loves, financial, motivation and sacrifice for researcher success and her
beloved sisters and brothers Dian Eka Rezky, Achmad Indra Ar, Gusnia Indah Sari,
Muhammad Khaidir Alyi Ar who always give her support and advices for finished
her study. The researcher realizes that in carrying out the research and writing this
thesis, many people have contributed their valuable suggestion, guidances,
assistances, and advices for the completion of this thesis. Therefore, she would like
to express her gratitude and honor to:
1. Prof. Dr. H. Abd. Rahman Rahim, SE. MM, the Rector of
Muhammadiyah University of Makassar .
2. Erwin Akib, M.Pd., Ph.D, the Dean of Teacher Training and Education
Department of FKIP UNISMUH Makassar.
3. Ummi Khaerati Syam, S.Pd., M.Pd the Head of English Education
Department, her Secretary Ismail Sangkala S.Pd., M.Pd and the Staff
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4. Her greatest thanks are due to her first consultant Sulfasya,. M.A, Ph.D
and Dra. Radiah Hamid, M.Pd as her second consultant who has given
their valuable time patient, to support assistance and guidance to finish
this thesis
5. Her heartful thank to all lectures of the FKIP UNISMUH especially to
the lectures of English Department and all of staff of Muhammdiyah
University of Makassar for their the years of the researcher’s study.
6. Thanks to the sixth semester of English Department students who were
to be the sample in this research.
7. The writer very grateful to have some close friends who always help and
support me. The first appreciation goes to my kinder hearted friends are
Rodiah Nahdatul Warda for lend me your laptop. The next appreciation
also for St. Nur Islamiyah Ismail, Ulfah Pattola, Dirgahayu Lestari, Ifta
Juniati, Humaerah Nafisah, and Hana Qonitah Rahayu who encourage
me to finish this thesis.
8. Thanks also the writer friends in ADDICTED 2014 (Class A) who have
give their energy and motivation during the writer arranging this thesis
Makassar, 2020
Sry Rufika Warah Ar
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TABLE OF CONTENTS
TITLE ........................................................................................................... i
LEMBAR PENGESAHAN .................................................................................. ii
APPROVAL SHEET ............................................................................................ iii
COUNSELLING SHEET I ..................................................................................iv
COUNSELLING SHEET II .................................................................................vi
SURAT PERNYATAAN ......................................................................................ix
SURAT PERJANJIAN .......................................................................................... x
MOTTO .................................................................................................................xi
ABSTRACT ......................................................................................................... xii
ACKNOWLEDGEMENT ................................................................................. xiv
TABLE OF CONTENTS ................................................................................... xvi
LIST OF TABLES ........................................................................................... xviii
LIST OF APPENDICES...................................................................................xvix
CHAPTER I: INTRODUCTION
A. Background .................................................................................................. 1
B. Problem Statement ....................................................................................... 3
C. Objective of the Study .................................................................................. 3
D. Significance of the Study ............................................................................. 3
E. Scope of the Study........................................................................................ 4
CHAPTER II: REVIEW OF RELATED LITERATURE
A. Previous of Related Findings ....................................................................... 5
B. Theoretical Reviews ..................................................................................... 7
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1. The Concept of Teaching ......................................................................... 7
2. The English Teaching .............................................................................. 8
3. The Concept of Self-Confidence .............................................................. 9
4.The Concept of Microteaching................................................................ 13
C. Conceptual Framework .............................................................................. 16
CHAPTER III: RESEARCH METHOD
A. Research Design ......................................................................................... 18
B. Population and Sample ............................................................................... 18
C. Research Variable and Indicators............................................................... 18
D. Research Instrument ................................................................................... 19
E. Data Collection........................................................................................... 19
F. Analysis Of Data ........................................................................................ 19
CHAPTER IV: FINDINGS AND DISCUSSION
A. Findings ...................................................................................................... 22
B. Discussion .................................................................................................. 26
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion .................................................................................................. 28
B. Suggestions ............................................................................................... 28s
BIBLIOGRAPHY ................................................................................................ 27
APPENDICES
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LIST OF TABLES
Page
Table 3.1: Likert Scale ...................................................................................................... 17
Table 3.2: The Interval Score of the Students Responses on The Questionnaire....... 17
Table 4.1: The Result of the Students Responses of Self-Confidence ....................... 20
Table 4.2: The Result of the Students Responses of Teaching Readiness ................. 20
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LIST OF APPENDICES
Appendix 1: Questionnaire
Appendix 2: Observation of Teaching
Appendix 3: The Result of the Students Responses on Their Questionnaire
Appendix 4: The Scores of the Students Questionnaire
Appendix 5: Students’ Name of G Class in Sixth Semester English Department
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CHAPTER I
INTRODUCTION
This chapter present about background, problem statement, objective of
the study, significant of the study and the scope of research
A. Background
Teaching is guiding students how to learn. Teaching means regulating
and creating conditions that exist in the student's environment so that they can
carry out learning activities. Simply put, teaching aims to convey knowledge
and train the mindset of students. The teaching and learning process is an
interaction between the teacher and students which are two different things,
but form a single entity. According to Capel et.al (2013) teaching is the
process of attending to people’s needs, experiences and feelings, and
intervening so that they learn particular things, and go beyond the given.
According to Shih (2011)Teaching English as a Foreign Language is
focused on the purposes or studies of English by teachers and English learners
with a different mother tongue. The precise interpretation for TEFL is that
they treat English as a tool of of communication in the world of various
countries, instead of using it as an official language, or primarily educational
language. Most generally, the term TEFL is applied to emphasize that English
language learning in nations, where English is not the most important
language.
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In teaching and learning there are ordinary problems that can be
encountered in class like, lack of concentration and confidence in teaching,
this problem can interfere with teaching and learning activities. Admittedly,
teaching is not an easy matter. It takes courage and strong confidence to be
able to convince people that what they convey is useful and beneficial to
others. However, everyone is basically able to teach. The problem really
depends on whether someone wants to develop themselves in good teaching
or not. Here are some tips that a person can do to continue to cultivate and
develop confidence in teaching: (a) practice regularly, (b) relax and don't
strain, (c) don't think wrong, just do it. (d) interact with students, (e) prepare
well.
Teaching can foster your confidence, your interactions with students in
the class get used to talking loudly in front of people. Teaching can also train
self-confidence. Confidence is something that is related to the world of
psychology that exists in every human being to believe everything about the
abilities possessed by him. Having high self confidence is what is needed to
be able to achieve success and dreams that you dream of.
Some research uses different evaluations to find out how far students
are confident in teaching. Researchers realize the importance of one’s self-
confidence in teaching and should not be ignored, as prospective teachers
must always practice because of confidence in teaching able to smooth
teaching and learning in class. Based on the explanation above, the researcher
is interested in conducting research entitled “Self-Confidence in Performing
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Teaching Practice in the Sixth Semester at Students’ in English Education at
Muhammadiyah University of Makassar”. This study was designed to find out
the extent to which students prepare themselves to become prospective.
B. Problem Statement
Based on the background has been explained above, the research question
is formulated as follows:
How is the self-confidence of sixth semester students’ of English
Department when performing teaching practice?
C. Objective of the Study
Based on the problem mentioned above, the objective of the study is
formulated as follows:
To know How is the self-confidence of sixth semester students’ of
English Department when performing teaching practice
D. Significant of the Study
There are many significant of the research which can be useful for :
a. For Researcher
The result of this research can be a useful as reference, it provides
information or knowledge to prospective educators about confidence
in teaching.
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b. For Students
The result of the research is useful for students to increase confidence
in teaching practice.
E. Scope of Research
This study talking about the influence of self-confidence student on
English teaching practices in Microteaching. In her study want to know how
far confident students as a prospective educator to teach. It is evaluated based
on the students’ practical readiness to teach at the Seventh Semester Students
English Department of Muhammadiyah University of Makassar.
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter present about previous related research finding, theoretical and
conceptual framework explain about self-confidence and English teaching practice.
A. Previous Related Research Finding
Some researchers have been conducting studies related to this
research, there are as follow:
1. Pujianti (2017) the title is “Influence of Learning Microteaching on
the Attitude of Self-Confidence”, based on the results of descriptive
statistical analysis of learning microteaching located at 64-68
intervals this result is located in the high category. While the
average score of confidence is located at interval 61-64 this result is
in the high category. Meaning there is a positive and significant
influence on microteaching learning the student's confidence in
carrying out practical experience in the field of experience majoring
in Islamic education at the Tarbiyah Faculty and Teaching of the
Alauddin State Islamic University in Makassar
2. Sungkar (2015) the title is “Sense of Humor as Step Improving
Teacher Confidence”, based on the result of the analysis and
discussion of research results, can be drawn conclusion that is: there
is relationship a very significant positive between Sense of Humor
with confidence means the higher the sense of humor then the
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higher his confidence or otherwise the lower the sense of humor
then the lower the confidence.
3. Kurniawati (2013) the title is “Improving The Self-Confidence in
Speaking Pratice by Using Role-Play Technique for The Eight
Grade Students of Smp Muhammadiyah 3 Yogyakarta”, the result
of the study showed that there were some improvements in the
students’ self-confidence. Related to the teaching-learning process
speaking, it was shown that role play techniques like guided role
play and the use of some role cards, cue, cards, colorful, pictures
and other accompanying actions (teaching the students’
pronunciation, asking the students to practice role play, asking the
students to perform in front of the class, and giving feedback) gave
the students a lot of opportunities to be more active.
From the research finding previously there is similarity to
this research such as discuss about self-confidence. The difference
of this study between Pujianti (2017) focused on the effect of
microteaching on the attitude of self-confidence. Sungkar (2015)
used a Sense of Humor to improve teacher confidence. Kurniawati
(2013) focused on the improving the self-confidence in speaking
practice by using role play technique.
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B. Theoretical Reviews
1. The Concept of Teaching
a. Definition of Teaching
Rohani (2004) who teaches about the learning process.
Experience itself is only possible if students are self-active in their
environment. For example, if a student wants to solve a problem, then
he must think according to certain steps.. Hence, just try for it, after
reading all the definitions. There are so many educationists,
complimented their definitions about teaching, here are some, to keep
in mind. According to Gage, "Teaching is a form of interpersonal
influence aimed at changing the behavior potential of another person."
Teaching can be defined as engagement with learners to enable
their understanding and application of knowledge, concepts and
processes. It includes design, content selection, delivery, assessment
and reflection to teach is to engage students in learning; thus teaching
consists of getting students involved in the active construction of
knowledge. A teacher requires not only knowledge of subject matter,
but knowledge of how students learn and how to transform them into
active learners. Good teaching, then, requires a commitment to
systematic understanding of learning. The aim of teaching is not only
to transmit information, but also to transform students from passive
recipients of other people's knowledge into active constructors of their
own and others' knowledge. The teacher cannot transform without the
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student's active participation, of course. Teaching is fundamentally
about creating the pedagogical, social, and ethical conditions under
which students agree to take charge of their own learning, individually
and collectively.
b. The Model of Teaching
According to Joyce and Weil (1985), a model of teaching is a
plan or pattern that can be used to shape curricula, to
design instructional materials and to guide instruction in the classroom
and other setting. Each model consist of a rationale, a series of steps
(actions, behaviors) to be taken by the teacher and the learner, a
description of necessary support systems, and a method for evaluating
the learner’s progress. Some models are designed to help students
grow in self-awareness or creativity; some foster the development of
self-discipline or responsible participation in a group; some models
stimulate inductive reasoning or theory-building; and others provide
for mastery of subject matter. Bruce Joyce and Marsha well have
identified more than 80 distinct models of teaching from which a
teacher can choose, provided that the teacher knows the models exist
and that they meet his/her needs for creating various learning
environments.
2. The English Teaching
According to Goetting (1942: 3) teaching is an activity designed to
produce changes to students (students) to provide encouragement,
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assistance, and direction for certain changes. Success in teaching and
learning English can be achieved if all related components such as
teachers, students, principals, teacher guidance and counseling have the
willingness to improve the quality of the teaching and learning process. to
achieve the goal of teaching English, the teacher needs to know the
condition of the students what methods can facilitate them so that they are
easy and interested in learning English.
Teaching English, general non-technical terms for the work of
English teachers, both with children, adolescents, or adults, and whether
as a first, second, foreign language, or so on. Such teaching currently takes
place on a scale far beyond other languages in the past or present, and is
approached only (in a more limited geographical area) by Putonghua in
the People’s Republic of China. In Language teaching and linguistic
application, and increasingly in education in general, English teaching is
divided into five categories, each with its own traditions, terminology,
perspective, theory, practice, publications, organizations, and conference.
3. The Concept of Self-Confidence
a. The Definition of Self-Confidence
Self-confidence is contextualized within domain-specific and
person-specific self-views. Because of a fundamental need to evaluate
our opinions and abilities and because such judgments cannot be
objectively determined, we use others' views of us to inform our own
self-views. Even if our self-views are by some objective criterion
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chronically misconceived, the tendency to construct concepts of self as
consistent will obtain. The views that each holds of self may also play
out in quite contradictory ways and explanations of difference are
attributed, in part, to the differences in confidence with which persons
hold their self-views. Views of self are conceptualized in constructs
such as esteem, concept and efficacy. The relationship between self-
confidence and self-esteem is unclear, with the literature offering
confusing and contradictory messages. However, the term self-esteem
is regularly conflated with self-concept. According to Kröner and
Biermann (2007) that self-confidence judgments’ are influenced by
self-concept; reasoning that since self-concept represents self-
perceived competence in various domains (thereby including
individuals knowledge about extant skills and abilities), it is this
knowledge which individuals bring to bear when asked to judge
response confidence.
b. The Implications of Self-Confidence
A preliminary foray into the meaning of self-confidence exposes
it as a belief or view that each person has of self. It is a dimension of
every individual's self-representation which will play out in a range of
performance indicators and is associated with the individual’s
impression of his/her competence in a specific domain, context or
situation. This being so, it will be referenced in both internal and
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external factors (Marsh et al. 2006).It is important for teachers to
recognize that learner self-concept comprises academic and non-
academic elements, and that while self concept can affect
achievement, it is also susceptible to contextual and environmental
features. Teachers who enable learners to make adaptive attributions
for 'success' and 'failure' in learning, who include opportunity for the
mastery of curriculum content, and who incorporate meaningful choice
and involvement in learning activities are promoting positive self-
beliefs, and thereby supporting the development of healthy self-
concept(Valentine et al 2004).Thus the support and development of
self-concept with all that that means for increasing competence is an
important cue for teachers who seek to improve learner self-
confidence(Brunner et al. 2010).
c. The Factors that Affect Confidence
Factors that influence a person's confidence according to
Hakim (2002) as follows:
a. Age factor, a person will grow in line with age and experience.
Physical factors influence because they are more perfect
growth of talking organs, and muscle work to perform
movements and gesture. In adolescence, biological
developments that support ability language has reached the
level of maturity. Accompanied by intellectual development
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then teenagers / students will be able to show good and polite
ways of communicating.
b. Factors of environmental conditions, the environment in which
grow and develop contributed substantially to language
proficiency.48 According tosertain American Psychologist
says the environment includes conditions and nature world that
in some way affects our behavior, growth, development or life
process. Basically Environment Include as follows:
1. Family environment, is the oldest educational institution, is
of a nature informal first and foremost taken by children
and institutions educational nature of parents is responsible
nurture, care for, protect and educate children to grow and
well developed.
2. The School Environment is the second major educational
environment. Inside it accommodates learners, educators,
administrator counselors, media or tools that exist in the
school environment.
3. School organizational environment, a kind of social
consciousness, social skills developed with friends and the
right attitude in fostering relationships with fellow human
beings (social attitude)
4. Factors of physical condition, physical conditions such as
obesity, disability of limbs and disrupted his health or
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organ sound is not perfect one of the shortcomings which is
clearly visible to others.
5. The mental factor, a person will be confident because it has
that ability tend to be high based on one's experience, such
as talent, or special expertise he has.
4. The Concept of Microteaching
The act of Undang-UndangRepublik Indonesia number 14 year
2005 Chapter IV Verse 10 on teacher and lecturer, explain that a
teacher has to have a competence which is reliable. It refers to the
teaching context and teacher in society context. That competence
includes pedagogical competence, personal competence, professional
competence, and social competence. It indicates that to be a
professional teacher, student teacher should have enough preparation.
In order to create a professional teacher, it can be developed by
Practicum, Microteaching then will be continue with Teaching
Practice Program (Yusuf, 2010).
Microteaching is usually applied before student teachers do the
teaching practice program to examine theory readiness of student
teachers so that it reduces the student teachers nervous in real
teaching. According to Remesh and Memorial (2013), Microteaching
is a teachers exercise to learn a teaching skills. It employs real
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teaching situation for developing skills and help to get knowledge in
teaching process. Besides that, Kilic (2010) argued that microteaching
can develop the ability of making a lesson plan, decide a teaching’s
purposes, teach in front of the students, and try to evaluate teaching
learning process. It can be done in a small group of students.
a. Definition of Microteaching
Allen et.al (2000) defined microteaching as “A system of
controlled practice that makes it possible to concentrate on specific
teaching behavior and to practice teaching under controlled
conditions”.
Microteaching method offers new and different opportunities
to pre-service teachers about the planning and implementation of new
teaching strategies. Microteaching has an important place in
preparation for the teaching profession because of its potential to
emphasize the relationship between theory and practice (Ajayi-
Dopemuet,al, 2001).
Microteaching is a technique in teacher education which
provides a transition from theory to real teaching situations (Çelik,
2001)In microteaching, pre-service teachers find opportunities to
develop skills to prepare lesson plans, choose teaching goals, take
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students’ attention, speak in front of group, ask questions, managing
time effectively, and assessment techniques (Kılıç, 2010).
In summary, microteaching is an instrument for teacher
training. If offers the student the opportunity to practice teaching
activities under controlled and simulate circumstances such that the
complexity of the real teaching situation is simplified in terms of the
number of students, the amount of teaching time and the amount of
teaching activities to which particular attention can be given.
b. The Cycle of Microteaching
The Microteaching cycle starts with planning. In order to
reduce the complexities involved in teaching, the student teacher is
asked to plan a "micro-lesson" i.e a short lesson for 5-10 minutes
which he will teach in front of a "micro-class” i.e a group consisting 3-
4 students, a supervisor and peers if necessary. There is scope for
projection of model teaching skills if required to help the teacher
prepare for his session. The student teacher is asked to teach
concentrating one or few of the teaching skills enumerated earlier. His
teaching is evaluated by the students, peers and the supervisor using
checklists to help them. Video recording can be done if facilities
permit. At the- end of the 5 or 10 minutes session as planned, the
teacher is given a feedback on the deficiencies noticed in his teaching
methodology. Feedback can be aided by playing back the video
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Self-Confidence in Teaching
Practice
Students high and low in
Performing Teaching
Practice
Questionnaire and
observation
recording. Using the feedback to help himself, the teacher is asked to
re-plan his lesson keeping the comments in view and reteach
immediately the same lesson to another group. Such repeated cycles of
teaching, feedback and re-teaching help the teacher to improve his
teaching skills one at a time. Several such sequences can be planned at
the departmental level.
C. Conceptual Framework
The conceptual framework underlying in this research is given in the
following:
Figure 2.1 Conceptual Framework
The conceptual framework above is explain about of the concept
of this research. A teacher’s confidence will be reflected in each of her
behavior. Therefore, to see one’s confidence, it can be seen from the
attitude and appearance of behavior. For example, everyone must feel able
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to talk with anyone. However, the conditions will be very different when
someone is confronted with a classroom atmosphere in which there are
students who have different characteristics and others. That’s where our
speaking ability is tested, there are some people who are nervous, feel
insecure and so on. Of course this has been felt by every new teacher who
becomes a teacher. To see confidence in teaching practices, researchers
use observation and questionnaire to see students high and low in
performing teaching practice.
CHAPTER III
RESEARCH METHOD
Research method is a method that be used in investigated a problem. One of
topic that has been discussed, the writer using descriptive method to investigate about
the influence of students’ self-confidence in teaching practice, for seventh semester
students in Muhammadiyah University of Makassar.
A. Research Design
In this research, the writer used descriptive quantitative which is
written words or saying words from people who can be observed in. Here, the
writer will come to the collage as a nonparticipant researcher to observe
directly and then take the data from questionnaire.
B. Population and Sample
Population is a group of individual persons, object, or items
from which samples are taken for statistical measurement . Sample is
small part or quantity intended to show what the whole is like. the population
of this study students of English education department. The number of the
population is 200 students and the writer select sample that consist of 35
studentsin the classroom microteaching. The researcher used Random
sampling is a part of the sampling technique in which each sample has an
equal probability of being chosen.
19
C. Research Variable and Indicators
The aspect of variable that be investigated is the influence of student’s
self-confidence in teaching practice, where there are two types of variables
that are independent and dependent variables. In the research self-confidence
is independent variable and English teaching practice is dependent variable.
and the indicator of this research is knowing the self-confidence of students’
and teaching readiness.
D. Research Instrument
In this research, the writer used a questionnaire to gather information
from students about their self-confidence in the English teaching practice.
Then the writer observed students when practicing teaching English in sixth
semester of Muhammadiyah University.
1. Observation
The writer took primary data from observation in the
microteaching class. Here, the writer act as a nonparticipant observed
who only observes the event without being involved as a participant
2. Questionnaire
The writer designed a questionnaire to find out the self-
confidence of students’ in the English teaching practice.
20
E. Data Collection
In this research, the writer collected the data by using questionnaire
and observation. The writer design questionnaire to know students’
confidence in teaching practice.
F. Analysis of Data
According to Patton (1980) Data analysis is the process of organizing
data sizes, organizing them into a basic pattern, category, and description unit.
The data gathered from students through qualitative using questionnaire and
observation. Researchers using behavioral observation checklists. Behavioral
checklist is a method of observation that is able to provide information about
whether or not the behavior observed. To determine the effect of trust in
teaching practices, the result of the questionnaire were analyzed using the
following percentage system:
1. The Likert scale and scoring
Table.3.1. Likert Scale
(Sugiyono, 2012:135)
Table 3.2 The interval score of the students’ responses on the questionnaire.
No Items Score
1 Strongly Agree 5
2 Agree 4
3 Undecided 3
4 Disagree 2
5 Strongly Disagree 1
Interval Score Category
21
81- 100
61-80
41-60
21-40
<-20
Very High
High
Medium
Low
Very Low
(Gay, 1981)
2. Calculating the percentage of the students score by using the following
formula:
𝑃 = 𝑓× 100%
𝑛
Where: P : Precentage
F : Frequency of the score
n : Total respondent
(Gay, 1981:298)
3. Calculating the mean score by using formula:
𝑋 =
Where : X : Mean Score
∑𝑥 : Total Score
N : Total Respon
∑𝑥
N
(Gay,1981:29)
CHAPTER IV
FINDINGS AND DISCUSSION
In this chapter, the results of the study were presented. The chapter was divided into
two main sections. The first section presents the findings of the research, and the second
section presents the discussion of the research. The researcher showed the data obtained from
the result in order to answer the research questions stated on previous chapter
A. Findings
In this section, researcher described the results of data analysis based
on problem statements. The purpose of this study is to look at students'
confidence in doing teaching practice. There are several attitudes of students
when conducting teaching practices having a positive attitude. In this study,
researchers used observations and questionnaires to obtain more accurate and
valid data.
Based on the observation list, writer have found that the teaching
practice process of students is quite good, and is very confident because some
students often do repeated teaching practices in schools in Magang 1 and 2
given by the University which are very helpful for students to foster a sense of
confident in teaching.
23
A. Self-Confidence
The result of the students responses of self-confidence is
presented in the following table:
Table 4.1 The result of the students responses of Self-Confidence
Items SA A U D SD
1 15 13 4 3 0
2 13 13 6 3 0
3 12 14 6 3 0
4 10 16 5 2 2
Based on the table above items 1 to 4 are questions about self-
confidence indicators, where students do not have many students
choose undecided and disagree which means there are still students
who are still not confident in their teaching abilities but not a few
students who choose strongly agree and agree which shows that
students have confidence and believe in their abilities in the
teaching and learning process.
B. Teaching Readiness
The result of the students responses of teaching readiness is
presented in the following table:
24
Table 4.2 The result of the students responses of Teaching Readiness
Items SA A U D SD
5 8 16 7 2 2
6 10 15 7 2 1
7 17 13 5 0 1
8 13 19 3 0 0
9 9 18 6 2 0
10 11 10 10 4 0
11 9 13 6 5 2
12 10 9 13 3 0
13 15 10 8 2 0
14 5 8 13 6 3
15 7 13 8 4 3
16 13 10 5 4 3
17 15 7 8 3 2
18 13 9 8 3 1
Total 205 226 128 51 20
In the indicators of teaching readiness in items 5 to 18 students
show a positive response in teaching readiness as in questions item
7 which reads “I made a lesson plan before teaching” the response
many students choose strongly agree and agree that as we know that
the learning plan is very important before carrying out the process
learning, and in lesson plans have goals that must be achieved in
learning. in question item 13 which reads "I will direct students to
interact with each other and be able to work together through
assignment" no one chooses to strongly disagree and there are some
who choose strongly agree and agree this proves that in addition to
teaching they will also make students interact with one another so
25
that the learning process is not only the interaction of students and
teachers but also interactions with other students are maintained.
In question item 13 which reads "I will direct students to
interact with each other and be able to work together through
assignment" no one chooses to strongly disagree and there are some
who choose strongly agree and agree this proves that in addition to
teaching they will also make students interact with one another so
that the learning process is not only the interaction of students and
teachers but also interactions with other students are maintained.
C. The Mean Score of the Students Questionnaire and the Result of
Observation
In this research, the researcher used a descriptive research
about analysis of self-confidence performing teaching practice in sixth
semester students of English department . After calculating the result
of the students’ score, the mean score of the questionnaire and result
of observation could be present in the following :
From 35 students total score of the questionnaire is 2450 and
total number of the items is 18. So, below the means score:
𝑋 =
∑𝑥
N
𝑋 = 2446
35
26
= 69
This is also seen from the score statement 69, that the category of
student confidence is high. As for the result of observations, some
people meet the criteria when doing teaching practices such as
explaining the material well, and it is not difficult to interact with
students. This show that confidence plays an important role in the
teaching process so that the learning process. This was also expressed
by Dimyati and Mudjiono (2009) that self-confidence is an attitude that
arises from oneself to realize his desire to succeed.
B. Discussion
According to Widarso (2005) ”Confidence is an awareness of one's own
strengths and abilities". another opinion, Confidence is a person's belief in all
aspects of their strengths and this belief makes them feel able to achieve various
goals in their lives Hakim (2005). Based on the opinion above, it can be said
that someone who has confidence will be optimistic in doing all their activities,
and have realistic goals, meaning that the individual will make life goals that
are able to be done, so that what is planned will be done with confidence will
succeed or will achieve the goals set. to see one's confidence, it can be seen
from the attitude and appearance of behavior to be able to speak in front of
people, a prospective teacher must have a strong mental and self-confidence.
27
As presented in the findings, the results in the questionnaire indicate that
students have a high category in confidence in teaching practices in supporting
students' teaching skills. That can be seen from the average score of the data.
This research questionnaire is intended to gather students' confidence in
conducting teaching practices. In the distributed questionnaire, respondents
were asked to respond to 18 items relating to self-confidence and teaching
readiness to support their teaching skills in teaching practice. Students have a
high category of confidence. Researchers assume that students consider self-
confidence as important in conducting teaching practices
Based on the results of student responses and the results of observations
by researchers, showing that students have a high category of confidence in
teaching, this is evidenced by seeing the preparation of students, by preparing
lesson plans, learning media and explaining the material well.
CHAPTER V
CONCLUSING AND SUGGESTION
This chapter consist of two sections, the first section dealt with the conclusion
of findings of the research and the other one deal with suggestion.
A. Conclusion
Based on research findings and discussions, researcher concluded that,
some students’ met self-confidence criteria when doing teaching practice
such as explaining the material well, and it is not difficult to interact with
students. This can be seen also from the student statement, the agreement
shows that they mostly that their agree self confidently can help the process
of learning, teaching, and interacting with students. It is showed by
students' confidence in teaching is at mean score of 69 it means that they
are in high category.
B. Suggestions
Based on the conclusion above, the researcher proposes some
suggestion. The researcher would like to suggest as follows:
1. For the Lecturer
Foster self-confidence in students by continuing to practice, so that they
become a good prospective teacher.
29
2. For the Student
As a prospective teacher to be able to familiarize teaching practices in
order to have provisions when teaching at school
3. For the next Researcher
This thesis can be a reference material for future researchers. Future
researchers may use Descriptive Research design to know Self-
confidence in teaching practice.
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APPENDIX 1
QUESTIONNAIRE
Identity of the Respondent
Name :
Class :
Nim :
Instruction
Read any questions carefully before answer and give checklist () in the
answer column matching in the according to the condition.
SA : Strongly Agree D : Disagree
A : Agree SD : Strongly Disagree
U : Undecided
STATEMENT SA A U D SD
Self-Confidence
1. I relax when I want to teach
2. I have not difficulty interacting with
students
3. I have the ability to teach
4. I am sure I can finish the material well
Teaching Readiness
5. I will try to recognize the ability of
students to be able to manage the
learning program appropriately
6. I will use various teaching methods so
students can understand and not get
bored
7. I made a lesson plan before teaching
8. I learn more about the material that I
will convey to students
9. I will understand the characteristics of
students to support the teaching and
learning activities
10. I will adjust and communicate with
students in various situations
11. I deliver learning material in sequence
12. I will explain learning material
13. I will direct students to interact with
each other and be able to work together
through assignment
14. I feel I can’t afford to use media in
addition to the book
15. I give opportunity to ask questions and
express opinions to students about the
subject matter
16. I give praise when students answer questions
17. I will give school assignments to
students so that they are trained
18. I will ask again the material that has
been taught at the end of the lesson
(Source: Dewi, 2016)
APPENDIX 2
OBSERVATION OF TEACHING PRACTICE
No Criteria Yes No
1. Explain the purpose of the material
2. Can explain the material well
3. Monitors classroom situation
4. Nervous when explaining material
5. Difficult to interact with students
6. Good opening and closing
7. Provide feedback to students
8. Check Attendance
APPENDIX 3
The Result of the Students Responses on their Questionnaire
Questionnaire
Items
Responses
SA A U D SD
1 15 13 4 3 0
2 13 13 6 3 0
3 12 14 6 3 0
4 10 16 5 2 2
5 8 16 7 2 2
6 10 15 7 2 1
7 17 13 5 0 0
8 13 19 3 0 0
9 9 18 6 2 0
10 11 10 10 4 0
11 9 13 6 5 2
12 10 9 13 3 0
13 15 10 8 2 0
14 5 8 13 6 3
15 7 13 8 4 3
16 13 10 5 4 3
17 15 7 8 3 2
18 13 9 8 3 2
Total 205 226 128 51 20
APPENDIX 4
The Scores of the Students Questionnaire
Resp.
Questionnaire Items Total
score
Category
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
1 5 5 4 3 4 3 5 4 4 5 3 3 5 2 4 5 5 5 74 High
2 5 4 4 3 3 5 5 4 5 3 3 3 5 2 4 5 4 5 72 High
3 4 5 3 5 5 3 4 5 5 5 4 3 4 4 5 5 4 5 78 High
4 5 3 5 4 4 4 4 5 5 5 3 2 4 3 4 4 5 4 73 High
5 5 5 4 5 5 4 4 4 4 3 5 3 5 3 5 5 5 5 79 High
6 3 4 5 4 3 4 4 5 3 3 2 4 3 4 4 5 5 5 70 High
7 5 3 4 4 4 4 4 4 3 4 5 3 5 3 2 3 4 4 68 High
8 3 4 3 4 4 4 4 4 4 5 3 4 4 3 2 3 5 4 67 High
9 5 4 5 3 3 4 3 4 4 4 4 3 5 3 3 2 4 4 67 High
10 5 3 3 4 2 4 5 3 4 5 5 3 5 3 2 1 5 5 67 High
11 5 4 5 4 4 5 5 4 5 4 2 4 3 4 4 2 5 5 74 High
12 4 5 4 4 5 5 5 4 4 5 4 5 5 3 3 3 5 5 78 High
13 2 2 2 1 1 2 5 5 2 3 5 2 2 5 4 4 3 3 53 Medium
14 4 5 4 4 4 5 3 5 4 5 2 5 5 3 3 3 4 3 71 High
15 4 5 4 4 4 5 3 5 4 5 2 5 5 5 4 4 2 3 73 High
16 4 4 5 4 4 5 4 4 5 2 5 4 2 3 3 4 1 3 66 High
17 4 3 3 4 4 4 5 4 4 5 4 4 3 4 4 1 2 3 65 High
18 2 2 2 2 2 1 5 5 3 3 4 5 5 5 5 4 3 3 61 High
19 4 5 5 3 3 3 5 4 4 5 4 5 5 2 2 3 5 3 70 High
20 4 5 5 5 5 5 5 4 3 2 4 5 4 2 1 1 1 2 63 High
21 2 2 2 2 1 2 5 5 2 3 5 2 4 5 5 2 5 2 56 Medium
22 3 5 4 4 5 3 4 4 4 4 5 3 5 1 1 4 3 3 65 High
23 3 5 4 4 5 4 4 3 3 4 5 5 3 3 3 4 3 2 60 Medium
24 4 4 4 4 4 3 4 4 4 4 5 5 3 3 3 4 3 1 66 High
25 4 3 3 1 3 3 4 5 4 3 3 5 5 5 1 2 4 2 60 Medium
26 5 4 4 5 4 5 5 5 5 5 4 3 4 4 4 5 5 5 81 Very High
27 5 4 5 5 5 4 5 4 5 2 4 3 5 4 4 5 5 5 79 High
28 5 4 4 5 4 4 5 4 4 3 2 4 5 3 4 5 4 4 73 High
29 4 5 5 5 4 4 5 4 5 3 3 4 3 3 3 4 5 4 73 High
30 5 4 5 5 4 3 5 5 4 3 4 3 4 4 5 5 5 4 77 High
31 5 5 4 3 3 5 4 5 4 4 5 3 4 3 5 5 4 5 76 High
32 4 5 4 4 4 4 4 5 5 4 3 5 4 2 4 4 3 5 73 High
33 5 4 3 4 4 4 5 4 4 4 4 4 3 4 5 5 3 5 74 High
34 5 4 5 5 5 4 3 4 4 2 4 3 4 2 3 5 3 5 70 High
35 4 3 4 5 3 5 3 3 3 4 4 4 3 1 4 5 5 4 67 High
Total 2446
Means core: 𝑋 = 2446
35
= 69
APPENDIX 5
Students’ Name of H Class in Sixth Semester English Department
Name Sample
Kasma S-1
Khairil Aswar S-2
A Widya Lestari S-3
Nurhayati S-4
Rosmala S-5
Mayang Sari S-6
Hasmila S-7
Ariana S-8
Andi Hasriani S-9
Anugrah S-10
Muhaikal S-11
Maya Soraya S-12
Safitri Raoda S-13
Nurmaharani S-14
Bau Sarah S-15
Reski Kurnia S-16
Syahruni S-17
Nur Ratna S-18
Ridha Sari S-19
Adhe Rezky S-20
Tria Wahyuni S-21
Andi Nur Reski S-22
Nur Reski Amalia S-23
Amaral Gibran S-24
Wildan Hidayat S-25
Jusrida S-26
Maruf S-27
Mustika S-28
Suhair S-29
Yundira S-30
Nirmala S-31
Kasma S-32
Soraya S-33
Mansur S-34
Khairil Aswar S-35
CURRICULUM VITAE
SRY RUFIKA WARAH AR was born in Barru, on
December 29th
, 1996. Her father’s name is Arham and her
mother’s name is Asmiaty Azis. She began his elementary
school at SDN Kumala Makassar and graduated in 2008. She
continued his study at SMPN 1 Tanete Riaja and graduated in
2011. After finishing his study in junior high school, she
continued his study at SMAN 1 Tanete Riaja and graduated in
2014. in the same year, she was registered as a student of English Education Department
in Muhammadiyah University of Makassar on strata one program.