ANALYZING METHODS OF TEACHING MICROTEACHING COURSE TO TEACH SENIOR HIGH SCHOOL STUDENTS FOR ENGLISH EDUCATION DEPARTMENTS IN BALI
DOI:
https://doi.org/10.23887/jpbi.v1i1.5461Abstract
Penelitian ini bertujuan untuk menganalisis masalah dan kebutuhan yang dihadapi oleh dosen mata kuliah Microteaching. Selain itu, metode mengajar, pendekatan, dan teknik dalam mata kuliah ini berdasarkan Kurikulum 2013 juga dianalisis. Penelitian ini adalah bagian dari sebuah penelitian yang lebih besar yang menggunakan model instruksi yang dikembangkan oleh Dick dan Carrey. Karena penelitian ini hanya menganalisa, instrumen yang digunakan adalah kuesioner dan panduan wawancara. Subjek penelitian ini adalah dosen Microteaching di Bali Untuk masalah dan kebutuhan dalam mata kuliah Microteaching, para responden menyatakan adanya masalah dan kebutuhan yang menyangkut ketersediaan materi dan media yang sesuai dengan Kurikulum 2013. Pendekatan yang dipilih oleh responden adalah konstruktivisme yang merupakan pembentukan pengetahuan oleh siswa dan humanisme yang merupakan pembelajaran oleh siswa sebagai manusia serta pandangan interaksional dan fungsional. Ada empat belas metode yang dianalisa. Menurut para responden, metode-metode yang telah disebutkan di atas dapat digunakan untuk melaksanakan kegiatan pembelajaran secara khusus. Untuk membuka pelajaran, metode yang paling cocok adalah problem-based, project-based, dan CLT. Untuk melaksanakan kegiatan inti, metode yang cocok adalah CLT, problem-based, dan inquiry-based learning. Untuk menutup pelajaran, metode tercocok adalah CLT. Teknik mengajar Microteaching yang sesuai adalah teknik kedua yang terdiri dari dari pemberian input, praktik, dan sesi pre-microteaching. Pada akhirnya, hasil akhir dari penelitian ini bisa dijadikan referensi bagi dosen mata kuliah Microteaching.Kata Kunci : Kurikulum 2013, metode pembelajaran, pendekatan pembelajaran, mata kuliah Microteaching, teknik Microteaching.
This research aimed at analyzing the problems and needs of Microteaching course that were encountered by Microteaching course lecturers. Besides, the appropriate Microteaching course learning methods, approaches, and techniques according to Curriculum 2013 were also analyzed. This research was a part of a bigger research that was using the instructional model of Dick and Carrey. Since this research only aimed to analyze, the instruments were questionnaire sheet and an interview guide. The research subject was Mircoteaching lecturers in Bali. As for the problems and needs, respondent stated that the problems were about the unavailable material and media relevant to Curriculum 2013. The approaches were constructivism meaning the construction of student's own knowledge and humanism meaning students as human being and also interactional view and fungsional view. There are fourteen methods in the course. According to the respondents, those methods were appropriate to be used in certain activities in a lesson. For opening a lesson, the most appropriate methods are problem-based, project-based, and CLT. For conducting the whilst-activity, the appropriate methods are CLT, problem-based, and inquiry-based learning. In closing a lesson the most appropriate method is CLT. The cycle chosen by the respondents was the second cycle that consists of giving input, practice, and pre-microteaching session. The end result is expected to be a reference to Microteaching course lecturers to be able to conduct the course appropriately.
keyword : Curriculum 2013, learning approach, learning method, Microteaching course, Microteaching technique.
Published
2015-07-27
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