ANALYSING THE DIFFICULTIES FACED BY 7th SEMESTER STUDENTS’

DURING TEACHING PRACTICUM AT SMP N 10 BENGKULU CITY

IN PEDAGOGICAL AND PROFESSIONAL ASPECTS

Arranged By

Fifi Alfianty

NPM A1B018037

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF BENGKULU

2021

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 TABLE OF CONTENTS

Cover………….…………………………………………………………………i
Table Of Contents…...…………………………………………………………ii

Chapter 1

1.1 Background………..…………………………………………………….…1
1.2 statement of the problem………….………………………………………4
1.3 Research Question……………………………………………..…………..4
1.4 Research of objective……………………………………………………...4
1.5 limitation…………………………………………………………………...4
1.6 Significant of this research………………………………………………..4
1.7 research terminologies…………………………………………………….5

Chapter 2
Literature review

2.1 teacher trainee/students teacher…………………………………………7

2.2 teaching…………………………………………………………………….7
2.3 practicum…………………………………………………………………..8
2.4 competency………………………………………………………….……..8
2.5 teacher……………………………………………………………….……..9
2.6 teacher competencies……………………………………………………..10
2.7 kind of teacher competencies…………………………………………….13
2.8 behavioral profile's relate to the teaching competency………………...17

Chapter 3
3.1 research design……………………………………………………………21
3.2 participant of the research……………………………………………….22
3.3 setting of the research…………………………………………………….23
3.4 instruments……………………………………………………...………...23
3.5 technique of analyzing data.……………………………………..………23
3.5 research procedures……………………………………………..……….23

References……………………………………………..…………………...…25

Appendix………………………………..…………………………………….

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 CHAPTER 1

INTRODUCTION

1.1 Background

English education study program is a place for learning English by purpose which the

students are hoped to be a teacher in the future. To reach the goal, the university provides

some courses relevant to the teacher’s activities. Such as lesson plan, micro-teaching,

Internship 1, and Internship 2 ( teaching practicum ). Acoording to Gower and Walters (

1983 ) teaching practicum is extremely important program for educational study program .

While they are placed in school around twelve month as one of the courses from their

college. In line with that definition, teaching practicum aims to make the students have

knowledge and experience how to teach and implement their knowledge theory related to

the teaching which they have learned before. This is very important for the students to

master the teaching field, starting from the lesson plan who makes the students can prepare

the lesson until the teaching strategy.

The second practicum or known as internship 2 in Bengkulu University is the final

learning teaching at the English education study program. According to an expert, Koksal

and Gene ( 2019 ) said that in every teacher training study program must have a teaching

practicum so that the teacher-students can implement their knowledge theory and method

about teaching in real situations ( classroom ).

In Bengkulu University, the students are placed in a school for around 2 months. The

systematic of this teaching practicum is firstly the teachers trainee sent to a school that is

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ready to be a partnership with Bengkulu University. Second, they ask permission from the

headmaster to teach in the school. Third, the headmaster points out the English teacher to

be a tutor while the teachers trainee are teaching in the school. Fourth, the teachers trainee

are given the class which they are permitted to teach there. Fifth, they teach around 2 month

and after that they are returned to the university. From that systematic of teaching

practicum/internship 2, we know that the teacher trainee are doing teaching in real

condition, facing the real context of teaching and learning at class, to make it easier they

can modify the micro teaching experience practice to the larger participants while teaching

in classroom. The students are expected able to handle the students, make the students pay

attention, deliver the materials in understandable way, and solve the problems unexpected

in the classroom. There are so many tasks to do at school which are not familiar with the

student-teachers. Hence, it’s possible that they will face some difficulties in handling the

tasks. So that in this research, the writer is going to explore what the problems that teacher

trainee face on delivering materials during teaching at school.

Because there are so many things to do by students-teacher at school which are

not familiar to them. The situations are possible causing the difficulties to the student-

teachers. Therefore, the researcher as one of the participant of the 7th semester students of

English Education Study Program at Bengkulu University which is taking the internship 2

take them as the subject research. The participants of this research are the student-teachers

who follow internship 2 ( teaching practicum ) at SMP N 10 Bengkulu City. Based on the

observation and discuss among student-teachers at SMP N 10 Bengkulu City, we’ve found

challenges and difficulties which caused by some conditions of school. The similar

research has been done by Rahmi, a graduated student of UIN Banda Aceh with thesis title

is “ EFL Student-Teachers’ Difficulties During Teaching Practicum “ which this research

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also discusses about the problems faced by teacher trainee during teaching practicum. The

gap of the previous study is the previous study is too general analysing about problems

occurs during teaching practicum. Another study was done by Ahmad Redho Ilahi from

Bengkulu University. The title of his research is “ Classroom Management Problems Faced

by Internship 2 Students Of S1English Study Program Of Academic Year 2020/2021

During The Pandemic Of Covid-19 In An Online Class “ the results of this research is the

results about students teacher difficulties managing the classroom on teaching online. So

in this research, the writer is going to focus on the segment pedagogical and professional

the problems faced by 7th during teaching practicum which doing internship at SMPN 10

Bengkulu city, in offline classroom or face to face, taking 3 samples from all population of

7th EDSA students. The reason is because we want to dig deeply the difficulties faced by

student-teachers only in SMP N 10 because every school has different situation, so in this

research case study aims to digging deeply student-teachers difficulties based on

pedagogical and professional aspects of teacher competencies in SMP N 10 Bengkulu

City. Writter choose the segment 2 aspects of teacher competencies because 4 teacher

competencies are really big and not all of 4 competencies relate directly to the teaching

students in the classroom. Researcher narrows down only pedagogical and professional

competences to be analyzed in this case study, a successful teaching and learning process

are really influenced by it. The more professional a teacher is, the more possibility of a

conducive the classroom and supporting the students success in achieving the knowledge.

Pedagogical competence means the teacher has ability to manage the learning process and

show it by mastery the knowledge and skills. Professional competence means the teacher

must make her/him self as the professional educators, it can be seen by how they plan, do,

and evaluate the teaching and learning process. In order to be a good english teacher, we

need to master teacher competencies. So in this research, the writer is going to analyze what

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 difficulties faced by teachers ( trainee ) of 7 semester English Education Study Program in

pedagogical and professional aspects because these 2 aspects are really related to the

teaching practice. So that we can know what problems occurs in the process in order to be

a good english teacher

1.2 Statement Of The Problem

Good education is needed in every country including Indonesia. So that to create

good education, we need to have good quality of teacher. In order to have good teacher

quality, we need to make good quality of teacher trainee. By doing this research, the

writer is going to analyze the problems or the difficulties faced by students trainee in

teaching at school during teaching practicum in pedagogical and professional

competencies aspects.

1.3 Research Question

1. What are the difficulties faced by students teacher during the teaching practicum

based on pedagogical and professional aspects?

1.4 Research Objective

1. To find out the difficulties that students’ trainee face during the teaching practicum

in pedagogical and professional of teacher competency

1.5 Limitation

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 In this research, the writer focuses on analysing the difficulties faced by 7th students of

english education study program which doing teaching practicum at SMP N 10

Bengkulu City concluding the solutions based on their experiences.

1.6 Significant of this research

The significant of this research is to identify the difficulties occurs when the

teacher trainee doing the teaching practicum. What they would do when face the

problems, for example when the students are noisy when they are delivering the

materials what technique they do to make the students silent and pay attention. Then,

what they do if the students don’t understand the materials, how they re-explain it. How

they do when the time is very limited, what strategies they do to make the core materials

are delivered. By these cases, knowing their difficulties or problems faced by them. We

can dig the information how they manage, solve, and handle in order to reach segment

pedagogical and professional of teacher competency. The fact that teacher trainee of

english education study program are spread to many school, so to avoid it become bias.

We need to make it specific as the case study teaching practicum at SMP N 10 Bengkulu

City. In order to make this thesis will be useful for the future teacher trainee and as the

references for the next researches.

1.7 Research Terminologies

A. Teaching Difficulties

Teaching is an activity of transfer knowledge from one person to one person or more.

Teaching mostly can be found in the classroom, while the person who deliver the materials

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 are called by “ teacher “ and whom the receive the materials known as students. This is

relevant with the expert view, Sanjaya ( 2007 ) said that the process of giving the

information or knowledge from the teacher to students called “teaching”.

The meaning of difficulties on the dictionary is the state or condition being difficult, a

thing hard to accomplish, deal with, or understand, and a situation that is difficult or

dangerous.

So, the teaching difficulties is the condition/situation which is hard to deal with happen

in teaching and learning process and it can be problems.

B. Teaching Practicum

Merc ( 2015 ) defines that teaching practicum is a preceptive program from which

include teacher trainee, tutor teachers, university supervisor, administrators, and students.

By the expert definition above, teaching practicum is one of the courses about teaching which

must be taken by students of education study program which this course is done at the

classroom of a school, and in the execution we have tutor teachers who guide us and help us,

university supervisor and administrator who monitor the progress of teaching practicum, and

the students as the object.

C. Teachers Competency

Teacher competency is a set of knowledge, skills, and attitude which must be

had and mastered by the teacher in order to be a professional teacher.

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 CHAPTER II

LITERATURE REVIEW

2.1 Teacher trainee / students teacher

According to the dictionary, student teacher is a student from educational study

program which is doing training, observing, doing supervised teaching in a school. Student

teachers faced a lot of issues while they were on their practicum experience. Some of the issues

and concerns were content knowledge, classroom skills, school culture and setting (Loche,

1996); the implementation of managerial and instructional practices, assuming the role of

instructional leader, and undergoing evaluations (Kyriacou & Stephens, 1999), and

expectations of faculty supervisors and mentor teachers (Woods & Weasmer, 2003).

Harwell and Moore (2010) highlighted concerns like inconsistencies in the actual and

expected practicum experience, the amount of work, and the pressure felt during the practicum

experience. They indicated that student teachers seemed to be most concerned about their

ability to perform successfully in the practicum experience and they had unrealistic or

inaccurate expectations of the practicum experience.

2.2 Teaching

Teaching is the process of transfer knowledge by one person to others. Sanjaya (2007)

also says that the activities are done by teachers to the students like giving information or

knowledge. In the learning process, the teacher as a guidance who help students get the

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knowledge and value. Maswan and Muslimin ( 2011 ) stated that to make the students gain

experiences by giving the students training and guidance in lessons activities that is teaching.

2.3 Practicum

Practicum is the implementation of the theory. Djamarah and Zain ( 2013 ) explain

that practicum is the learning approach for students teacher trainee to know what should they

do when they become a teacher by getting the experience of studied content. Suparno (2007 )

explained that there are two parts of practicum practices, these are directed practice and free

practice.

2.4 Competency

According to Nana Sudjana, Competency is the skills required to persue a profession.

This statement is supported by Sudirman which said that competency is basic skill which must

be had by someone relate to his/her profession. From these defitions, we can conclude that

competency is the ability of mastering knowledge and skill added by good attitude which are

really helpful and supportive for our job or work. This ability will make us easier to do our

work and increase the percentage of successful of that works. Competencies as the combination

of knowledge, skills, and values aim to increase the performance by being capable and qualified

enough as a teacher.

According to ( Houstan, 1987 ) competencies are a set of knowledge, skill, and value

which must be had by teacher-trainee as a requirement in order to be success on their education

study program because they will be a teacher in the future. Parallel with this definition, in this

research the researcher will look for how far then competencies had by teacher-trainee of

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 English Education Study Program during their teaching practicum/internship 2 at high school,

how far they master the competencies and what the competencies mostly they don’t have or

hardly to master in their school situation during the teaching practicum.

Competencies have some characteristics such as :

- Competencies have more than one skills mastered in order to achieve the goal of

competencies it self.

- 3 all competencies include knowledge, skills, and attitude domains are linked to each

others and can be measured

- The competencies can be measured and proved

- To measure the teacher competences, we can also assess it from the teacher teaching

and performance.

2.5 Teacher

According to Noor Jamaluddin ( 1978 : 1 ) Teacher are educators which help and guide

the students to develop their physical and spiritual in order to be a mature person. A teacher also

someone who is independent and do their duties as the assigned leader by Allah as a social and

individual creature.

Based on Law No. 14 of 2005, teachers are educators. professionals with the main task

of educating, teaching, guiding, direct, train, assess, and evaluate learners on early childhood

education pathways of formal education, primary education, and secondary education.

Teacher role is not only exist in the classroom. Beside the teacher teach and educate the

students in the school area. The fact the the teacher also has a role in the society is true which

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called social function of teachers. T. Raka Joni ( 1984 ) explained that the social function of

teacher in the society include :

1. Teachers are expected to be an agent of reforming. The teachThers are able to spread

the well truth, new work skills, good moral values in school and in the society.

2. Teachers are able to organize the lesson, facilitate the students by giving help for

students to make rich the result of their learning outcome and in technical (didactic-

methodical) the teacher is able to guide student learning. All of the successful can be

measured by how far the students can reach the goal effectively and effisien. The

teacher has responsibility of it.

3. Morever, the teacher has duty in immorality side. The teacher must pay attention of

their attitude, the teacher must be a role model for their students and for their society.

4. Teacher has responsibility to improve their teaching skills, including the basic science,

technical skills, and attitude of their teachership. To develop the teacher teaching skills,

it needs the action actively of teacher itself and the assist of other people who are related

to this.

2.6 Teacher Competencies

Teacher competency is a set of knowledge, skills, and attitude which must be

had and mastered by the teacher in order to be a professional teacher. Teacher

competency is the teachers’ ability to do their duty well and responsibly. From the

definition, we conclude that teacher competence is the ability and the authority of the

teachers to fulfiill their job teachership. Teacher competencies are fulfilled by the

teachers concerned in standardized. Teacher competence refers to the quality and

quantity education service which are fulfilled standardized by the teachers.

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 Questions appear in this teachership analysis. The questions are :

1. What are the contents of the teacher competencies ?

2. When is the young teacher claimed mastering her teachership competency ?

3. How to measure and score the teacher who have mastered the materials ?

4. How to manage pre-tenure teacher well ?

5. How to help the teachers to develop their teachership competency later on ?

6. What will the social impact happen to students and society if the teachers don’t master

the competencies ?

In other words, teacher competency is people who have job/profession to teach

or have the ability and authority to fulfill their own teachership profession. Futhermore,

teacher competency is the capability had by the teachers to do their duty, to do teaching

and learning process, Indeed have ability to master the science and skill in their own field.

Teacher competencies in 21th century is the attitude. Skills, and knowledge which are

important to be a competent teacher in the education work field. Teachers competencies in

21th century is supported by technology. Teacher must know how to operate the

teachnology which can support their teaching and know how the technology can support

their students learning. Teacher competencies in 21th era consist of :

1. Teacher demonstrate leadership

Teachers Direct the classroom by :

- The tacher measure the students progress by using the measured-data related to the

goals.

- To envolve the classroom and the instructional plans, the teacher outline on the suitable

datas

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- Facilitate and make sure the safety of the classroom for students learning

- Teacher know how to look after the students behaviors, the teachers may communicate

with the students in order to control their behaviors to always become good human.

The teacher showing a leadership attitude in school by :

- The teacher gets involved in the professional learning activities team.

- The teacher is able to identify the characteristic of repairment scheme of school.

- Teachers head their educator profession by taking part in the activities of

professional.teacher and building new relationship in it.

- Teachers adjust and obey the regulations in school as the role model for the students.

- The teachers uphold the code ethic.

2. Teacher creates the situation full of respect among multicultural students

- The teachers try to make the students have good attitude in maintaining the learning

environtment which has been accommodated by the teachers.

- Teachers associate all of the different communites in school by giving the materials not

containing the sterotype and seeing all of the cultures are equal

- Receiving all of the different point of view

- Understanding the effect of the multicultural

- The teachers grow the high dreams of every students

3. Teachers know what materials to teach

The lesson is improved and used based on the effective course

- To add the students learning, the teacher integrating effective literacy instruction

throughout the curriculum and content areas.

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2.7 Kind Of Teacher Competencies

Teachership competencies involve pedagogical competence, behavioristic

competence, social competence, and professional competence.

1. Pedagogical Competence

Pedagogical competence is the comprehension from teacher to their students,

planning, teaching and learning process, evaluation of the learning result, and to

develop their students. Pedagogical competence is often interpreted as the capability

to manage the lesson including the readiness to prepare the teaching, it shows when the

teachers master the knowledge and skill of teaching.

Sub competencies of pedagogical competence are :

- The teacher must try to understand the students deeply. By utilizing the developing

cognitive principle, behavioristic principle, and identifying the materials for

students in the beginning.

- Designing the lesson including basic education, applying teaching and learing

theories, choosing the materials fitting by the characteristic/condition of the

students, goals of competence, teaching materials, also arranging lesson plan based

on strategies choosen.

- Making conducive the place before performing teaching.

- Planning and assessing from the process until the result sequentially by using

methods. Analyse the assessment to know how far the success of teaching and

learning ( mastery level ) and using the assessment result for fixing the quality of

lesson generally.

- Facilitating the students to develop their potencial in academic and non academic

side.

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 In the research titled the competencies of modern teachers by Olga Nessivebayeva,

It is stated that school must develop the teacher culturally competence in this 21 th

century. A term used “ pedagogical culture “ which are devided into :

- An axiological component : pedagogical work values are accepted by the teacher

- A teachnological component : the teacher provide solutions of different pedagogical

task

- A heuristic component : teacher makes goals, plans, analyze, and evaluate

( Ivanitysky, 1998 )

The increasing of ICT ( Information, Communication, and Teachnology )

support the developing of pedagogical competence called by Pedadogical Innovation.

It modifies the system of pedagogical and develops the teaching and learning process

and the output. The goal of this pedagogical innovation is to push the motivation in

learning and learning, increase the contents of materials, make faster the practice in

order to make the time efficient. The effect of this pedagogical competences are creating

new practicing technology, showing forward methods, increasing liveness of teaching,

and producing new approaches in teaching. According to Kankalik, Nikandrov (1990 )

pedagogical experiences can be shared among educators although the new methods and

approaches. This sharing pedagogical experiences among teachers can be effective and

not wasting time.

2. Personality Competence

Personality competence is having good morals and can be a role model for

students. Some kinds of the attitudes are mature, stable, prestigious, morally noble.

Sub parts of personality competences are :

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 1. Having steady and stable personality. It can be shown by the action of teachers who

always follow the social norms consistenly, and be proud of their profession as a

teacher.

2. Mature personality is being independent and shows work ethic as a teacher.

3. Wise personality is being open-minded to receive the suggestion and doing action

which will be benefit for the students, school, and society.

4. Prestigious personality is having the personality which well respected and spread

the positive effect for the students.

5. Morally noble is having the personality who follow the religious norms.

According to F.W Hart the characteristic of teachers which is loved by the students

are :

1. Teachers are able to explain the materials in detail, deeply, and in effective way

with the concrete examples so that the students are easier to get the lesson taught.

2. The teacher who is not clumsy. The teacher who is easy going, cheerful, and good

humor sense.

3. The teacher who is friendly and being part of the class. Not only the relationship

between teacher and students but more like the family.

4. The teacher is always trying to understand the students condition, respect, and take

care of every one in classroom.

5. The teacher who is able to make the students respect of them, being decisive, and

can handle all overall class.

6. The teacher who is always fair to every student.

7. The teacher who is not degrading, insulting, and being sarcastic to her students.

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 8. The teacher can give the lesson which is meaningful for the students.

9. The teacher who is able to make the students antusiastic following the class and

always evaluate their own self action.

10. Overall, the teacher must be a role model for the students.

3. Social Competence

Buchari Alma ( 2008 :142 ) stated that social competence is the teachers ability

to communicate and interact well in school and out of the school. According to Slamet

in Teachers competence ability book explained sub competences of social

competence:

1. The teacher is able to find solutions of the conflicts and respect of the diffirence.

2. Teacher is able to work in team well.

3. Teacher is able to build work team cohesive and mercurial.

4. Teacher is able to build the comfortable communication.

5. Teacher obeys the rules in the society norms.

6. Teacher must have ability to understand and adapt the changing of environment

which possible can influence her duty.

7. Teacher must do the good management principle,

4. Professional Competence

Teachers need some aspects to make them as the professional educators.

Theachers must be expert in their field and teach the students with methods and

approaches, have the responsibility of their students, and feel sense of togetherness with

other educators. Teacher must have good image in the society view, good personality,

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 good attitude in their daily life. Besides, the teachers must develop their services,

knowledge, and skills and guide the students. The teachers must dress tidy and decent.

2.8 Behavioral Profiles’ Related to the Teaching Competency

A. Teacher As Person

Here some attitudes are expected to be had by (student)-teacher.

1. Their Behavior Is Thoughtful

Student-teacher must always consider every single action of them. They are

hoped to be wised. They must think the risk of their action and what the benefit of

their actions. Also, they must relate their action with their goals as a teacher in the

school.

2. Their Behavior Is Self-Initiating

Student-teacher must has high initiative desire to do something even before or

without asked from others people. They know what should they do when they see

others people’s need help and they offer help first. When they face problems, they

are trying to find solutions and don’t blame the situation. They try to change the

limited situation become available situation by being creative to solve it. For

example the materials aren’t enough, they don’t just stop for but with initiative

finding the others materials to fill in the lack of materials.

3. They Have Obvious Beliefs Which Will Guide Their Classroom Practice

The student-teacher must be consistent between their words (beliefs ) and their

action. What they teach the moral or the value to their students, they also must

uphold the value by themselves. There are no reason for them to excuse of their

inconsistent action because they are the role model in the school.

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4. They Are Problem Solver

The student-teacher is expected to be able to solve the problem. They can

analyze the cause of the problems and find the way to solve it and also they are

open minded to see the problem isn’t from one way. They aren’t confused what

to do because they know how to make decisions. They are not driven by others,

because they have leadership character which they now what to do first.

5. They can put new ideas into practice

The student-teacher is able to choose the new strategy/approach which is

suitable for the lately situation. For example in this pandemic era, the student-

teacher must find the new strategy for teaching in the limited time but the core

materials can be transferred fully to their students.

6. You can rely on them

The student-teacher is trusted. They always do the tasks-given for them. They

are not careless with their duty, in another words they are being responsible. If

they cann’t do it, they will confirm which they cann’t do it.

7. They have a positive outlook

The student-teacher which has passion on their life. They are very enthusiastic

and spirited to live their own life. We can see it from their smile, from the words

that often they said. If they often say about things positive in live so that they

have the positive outlook and vice versa.

8. They Are “ Reflective Practitioners “

The student-teacher is able to observe the things on the classroom including the

people and the situation. They are wise to educate their students, when they find the

students do wrong thing then they don’t judge. From the analyzing the people and

the situation in classroom, they can take actions what should they do by still

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 considering the risks of their action and they are allowed the related competent

people to assess their action because they don’t see that their action is the absolute

way to solve the problems since there are many possibility solving appears.

B. The Interaction Between The Teacher And Students

1. They Respect and Take Care of The Individual

The interaction between the (student)teachers and the students must have warm

athmosphere. The teacher allows their students to feel free on expressing their

feeling and idea. When the teachers interact with the students, they give the positive

impression of their tone, gesture, and language.

2. They are able to observe, analyze, and overcome the behavioral difficulties from

their students

The (stuent)-teacher can identify the difficulties from their students which can

have bad impact into the learning process. After that, they try to find the most

strategy/method as a planning for teaching which is suitable with their students.

Even after knowing the students problems, the student-teachers aren’t allowed

to judge, label, or speak harshly to their students. If they can handle it, then they

are hoped to handle it well as a professional teacher. But, if the

problems/difficulties from their students are out of their limit then they can

redirect it to the professional personel who is expert on that side.

3. They Use Reflective Response

The student-teacher use reflective response in order to make the students give

their ideas and consider the responsibility of it. They don’t be too directive and

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 forcing their ideas to be the absolute ones but they also hear the utterances of

their students.

4. They Encourage The Students To Think

In the classroom, the students teacher may find strategies for encouraging the

students to think the lesson deeply in their own thinking instead of just giving

the straight explanation from the teacher-self. For example, the students teacher

can encourage the students to think on their own opinion by giving the questions

like “ what is another possible explanation of it ? “ / “ anyone has a different

point of view ?’’ Now, from the several examples we can choose the right one

“ this strategy aims to make the students understand more in long memory about

the materials learnt because the students are stimulated to think about if before.

2.9 Previous Studies

There are several studies relate to this research. The lately resears was done by

Ahmad Redho Ilahi from Bengkulu University. The title of his research is “ Classroom

Management Problems Faced by Internship 2 Students Of S1English Study Program Of

Academic Year 2020/2021 During The Pandemic Of Covid-19 In An Online Class “.

This research aims to find out the problems related to the classroom management

problems faced by internship 2 students of S1 English Education Study Program of

academic year 2020/2021 during the pandemic of covid-19 in an online class. The

participants of this research are 86 students. He took all of the populations of English

Education Study Program who were following internship 2 with theory we can take all

the populations if they are under 100 population. 86 students-teacher or students-trainee

were spreaded in different school, at the time it was used e-learning system which all of

the students-teacher were teaching online. Therefore, the researcher tried to find out the

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difficulties in classroom management field while teaching online. The results of this

stuDy are : 1. The finding of difficulties in pre-teaching are in doing preparation for

media and while teaching in online class. 2. The difficulties were also found in opening

the class such as giving apperceptions and delivering learning objectivities. 3. In fact, the

difficulties were also found in teaching activities. The difficulties are the students teacher

hard to build the spirit of the students in online class, the students-teacher also find the

difficulties in monitoring and assessing their students. 4. Last, in the closing activities.

It’s stated that majority the students-teacher didn’t feel difficulties in closing the online

class just like giving summary and reflection. However, lately study has differences with

this proposal research.

In Ahmad Redho Ilahi research, the analysing was doing in online class meeting

while the students-teacher didn’t teach face to face in the classroom while in this proposal

research the analysing is doing in offline class meeting while the students-teacher face

directly the students and find the real challenging in the classroom. Next, the setting

research of Redho Ilahi research was general from all of the school of internship 2 while

there could be not bias because it was on online learning which we know that the

situations are same, while in this proposal research the setting place is specific at SMP N

10 Bengkulu City as the case study to avoid bias. Since every school has different

condition and situation, therefore the setting place of this proposal research is specific

only in one place. Then, the participants of this research is different. 86 participants were

taken because it is generally taken from all school. While, in this proposal research only

has 3 participants of students-teacher of English Education Study Program who doing

teaching practicum at SMP N 10 Bengkulu City.

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 The second research was done by Firdanny Aprilly Chandra with the thesis title “

Common Problems Faced By Student-Teachers In Their Teaching Practicum “ this research

aims to find the problems occur of Student-teachers of English Education Study Program at

Kristen Satya Wacana University. the sample of it’s study around 11 students from 3 school.

The instrument to be analyzed is journal based on their experiences during teaching practicum.

The result of this study are : the majority of student teachers feel anxiety, the crucial problem

occurs in classroom management such as the student teachers are hard to handle the students

which are arrogant and passive, the another problem is the students lack of interest of learning

English and see that english is difficult subject, the facilities and infrastructure of the school

are also making the learning process become not effective. The difference between this

research and our proposal research are in this research including the students teacher anxiety

and classroom management while in our proposal thesis it consists pedagogical and

professional aspects.

The third study was done by Riesky from Indonesia University of Education. The title

is “ How English Students Teachers Deal With Teaching Difficulties in Their Teaching

Practicum “ . The findings of this research is 62, 5 % student teachers have student-related

difficulties, 30 % difficulties are coming from their personal competence, and 7,5 % related to

the supervising teachers at school. In this research, the samples are around 14 English Teachers

which are spread on SMP, SMA, and Vocational school. The focus of this research is more

emphasized at pedagogical knowledge and skill. Then, the thing makes different of this

proposal research is professional competence.

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 CHAPTER III

RESEARCH METHODOLOGY

This chapter critize the data from 3 students of student-teacher of English Education

Study Program Bengkulu University who doing teaching practicum ( internship 2 ) at SMP N

10 Bengkulu City.

3.1 Research Design

The methodology of this research is qualitative method research. According to

Crasswell ( 2014 : 4 ) Qualitative research is an approach for exploring and understanding the

meaning individual or group describe to a social or human problem. He also said, there are

several characteristics of qualitative research. They are : natural setting, researcher as an

instrument, the datas are from pre observation, and interview then it uses inductive data

analysis, participants meaning, emergent designs to the ability to adapt to new ideas, concept,

or findings, etc.

The type of qualitative design’s used is a case study method. Case study method is a

method which looking for the depth understanding of person, event, business, and place in the

specific space of time. The purpose of case study is to describe experience, place, and people

in detail way. So, in the final result it shows the depth explanation about the subject research it

self. Usually, case study is used for education research, medical research, business research,

etc. It focuses on how and why research question, the behavior, the context, and the

phenomenon. According to Ormord et all ( 2005 ) there are 6 sources generally can be used for

case study method. These are Interview, document, observation, archival record, physical

artifacts and participations. These sources can be used depending on the researcher needs.

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 Ary et all ( 2002, p 425-442 ) said that qualitative method is using words to explain the

data instead of numerical format. The reason why researcher take qualitative design to analyse

the datas because qualitative design is really proper based on the tittle research. That is

analysing the difficulties faced by 7th semester students’ english dapartement during teaching

practicum in SMP N 10 Bengkulu City at 2 aspects of teacher competencies while in this

research we want to dig the information from the participants deeply about their teaching

practicum’s problem relate to the pedagogical and professional teacher competencies. We want

to know “what” are the problems faced by them and “how” they react and find the solutions.

It’s in accordance by the experts opinion. According to McCuster, K., and Gunaydin S ( 2015

) the qualitative method is a method to describe the questions about “what” , “ how”, and “ why

“ a phenomenon happened while quantitative methods answer the question “how many”. So,

researcher chooses the qualitative design to analyze the datas which the result can be described

deeply in descriptive form.

In this research, commonly the data will be collected by interview. 3 Participants will

be interviewed one by one with the not fixed interview, After that, the researcher will analyze

the datas, see the similarity and differences among the result of each participants. Then, we are

going to do the group discussion/open-ended discussion together, we will dig why there is

different answer of the participants while doing the internship in the same school. Next, the

data will be processed in descriptive conclusion.

3.2 Participant Of The Research

The participants of this research are the seven semester students of english education

study program who are following teacher practicum at SMP N 10 Bengkulu City. This uses

purposive sampling which the writer choose the participants knowable which criteria english

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students education study program who are following teacher practicum in 6 Oktober. The

populations are around 64 students consist of A and B class, and the sampling taken are around

3 students which only teach at SMP N 10 Bengkulu City.

3.3 Setting Of The Research

Setting of the research is located on SMP N 10 Bengkulu City, at Semarang street.

3.4 Intruments

Ary. Jacobs, and Razavieh ( 2002 ) stated that to collect the datas we usually use

Observation, Interviewing, and document analysis.

The instruments consist of :

1. Guided Interview

The researcher already prepares the questions which relate to the difficulties or problem

faced by students trainee refers to the Indonesian Minister of Education Regulation of

Teacher Competencies.

Teachnically : One by one participants will be interviewed

2. Group Open Ended Disussion ( focus group discussion )

In this section, the participants are freely to deliver their experience including their

difficulties during the teaching practicum in small group.

Technically : all of the partcipants are gathered and asked their experiences. Are there

different experiences they face even though teaching in the same school ?

3.5 Technique of Analyzing Data

1. Colleting the datas from the pre observation and interview

2. Understanding and classifying the similar answers from participants

3. Make conclusions and describe it in qualitative form

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3.6 Research Procedures

1. Asking willingness to the 7th English students-teacher who teach at SMP N 10

Bengkulu City to be participants for this research

2. Doing the interviews

3. Recording/taking note of the interview

4. Making report

26
 REFERENCES

Smolen, Lynn., Colville-Hall, Susan. and Liang, Xin. "A study of the self-perceived challenges of
beginning foreign language teachers from two different programs" Paper presented at the
annual meeting of the MWERA Annual Meeting, Westin Great Southern Hotel, Columbus,
Ohio, Oct 15, 2008 Online .

Veeman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54 (2),
143-178. Watzke, J. (2007, Spring).

Foreign language pedagogical knowledge: toward a developmental theory of beginning teacher

practices. Modern Language Journal, 91(1), 63-82. Retrieved April 16, 2008,
doi:10.1111/j.1540-4781.2007.00510.x .

Melnick, S. A., & Meister, D. G. (2008). A comparison of beginning and experienced teachers’
concerns. Educational Research Quarterly, 31(3), 39-56. Nerland, M. (2012).

K. Jensen, L. Lahn, & M. Nerland (Eds.), Professional learning in the knowledge society (pp. 27–48).
Rotterdam: Sense Publishers. Normore, A. H. (2003).

Reid, J. A. (2011). A practice turn for teacher education? Asia-Pacific Journal of Teacher Education,
39(4) 293–310. Rink, J. E. (2006). Teaching physical education for learning (5th ed.).

Boston, MA: McGraw Hill. Saarnivaara, M., & Sarja, A. (2007). From university to working life:
Mentoring as a pedagogical challenge.

Schulz, R. (2005). The practice: More than practice. Canadian Journal of Education, 28(1/2), 147-169.

27
 THE GUIDED INTERVIEW BASED ON COPY REGULATION MINISTER OF

NATIONAL EDUCATION REPUBLIC OF INDONESIA NUMBER 16 YEAR 2007

ABOUT STANDARDS OF ACADEMIC QUALIFICATIONS

AND TEACHER COMPETENCY

No TEACHER COMPETENCY TEACHER COMPETENCY OF IT’S SUBJECT

A. Pedagogical Competence

1 Mastering the characteristics students 1.1 Understanding the characteristics of students

from the physical aspect, moral, related to the physical aspects intellectual, socio-

spiritual, social, cultural, emotional emotional, moral, spiritual, and social background

and intellectual culture.

1.2 Identifying the potential of students in the subjects

taught.

1.3 Identifying participants' initial teaching materials

learn in the subjects taught.

1.4 Identifying participants' learning difficulties learn

in the subjects taught.

2 Mastering learning theory and 2.1 Understanding various learning theories and

learning principles that educate learning principles that educating related subjects who

are taught.

2.2 Applying various approaches, learning strategies,

methods, and techniques which educates creatively in

the taught subject lessons

3 Developing curriculums relate to the 3.1 Understanding the principles curriculum

taught subject lesson development.

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 3.2 Determine the learning objectives that are taught.

3.3 Determining the learning experience that suitable

for achieving goals of taught subject lesson.

3.4 Choose learning materials that taught related to

experience learning and learning objectives.

3.5 Organizing learning materials properly correct

according to the approach selected and the

characteristics of students.

3.6 Developing indicators and instruments evaluation.

4 Organize educational learning 4.1 Understanding design principles educational

learning.

4.2 Developing components learning plan.

4.3 Develop a lesson plan that complete, good for

indoor activities classroom, laboratory, or field

4.4 Implementing good learning teach in the

classroom, in the laboratory, and in the field with due

observance of standards required security.

4.5 Using learning media and learning resources that

are relevant to characteristics of students and subject

lessons learned to achieve learning objectives as a

whole.

4.6 Making transactional decisions in learning that is

taught according to with the developing situation.

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5 Take advantage of technology 5.1 Utilizing information technology and

information and communication for communication in learning taught.

the benefit of learning

6 Facilitating development the potential 6.1 Providing various activities learning to encourage

of students to actualize various the participants students achieve optimal performance.

potential 6.2 Provide various learning activities to actualize

potential of students, including his creativity.

7 communicate effectively, empathetic, 7.1 Understanding different strategies communicate

and polite with learners. effectively, empathically, and polite, orally, in writing,

and/or another form.

7.2 Communicate effectively, empathically, and polite

with students with distinctive language in interaction

educational activities/games that awakens cyclically

from (a) preparation of the psychological condition of

students to take part in the game through persuasion

and example, (b) solicitation for students to take part

(c) student response to the invitation the teacher, and

(d) the teacher's reaction to student responses, and so

on.

8 Conducting an assessment and 8.1 Understand the principles of assessment and

evaluation of processes and results evaluation of the process and learning outcomes are

study. appropriate with the characteristics of subjects that

taught.

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 8.2 Define process aspects and important learning

outcomes to assess and evaluated according to

characteristics of the subjects taught.

8.3 Define assessment procedures and evaluation of

learning processes and outcomes.

8.4 Developing assessment instruments and evaluation

of learning processes and outcomes.

8.5 Administering process assessment and learning

outcomes continuously using various instruments.

8.6 Analyzing the results of the process assessment

and learning outcomes for various purposes.

8.7 Conduct process and outcome evaluation study.

9 Take advantage of the results of the 9.1 Using assessment result information and

assessment and evaluation for evaluation to determine mastery learning

learning interests. 9.2 Using assessment result information and

evaluation to design programs remedial and

enrichment.

9.3 Communicating the results of the assessment and

evaluation of stakeholders.

9.4 Utilizing assessment result information and

evaluation of learning for improve the quality of

learning

10 Take reflective action for quality 10.1 Reflecting on learning that has been carried out.

improvement learning 10.2 Utilizing the results of reflection to improvement

and development learning in subjects that taught.

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 10.3 Conduct classroom action research to improve

quality learning in subjects that taught.

B Professional Competence

20 Mastering the material, structure, Have knowledge of various aspects of language in

concept, and mindset supporting English (linguistics, discourse, sociolinguistics, and

science taught subjects strategic). Proficient in spoken and written English,

receptive and productive in all its communicative

aspects (linguistics, discourse, sociolinguistics, and

strategic).

21 Mastering the standard competence 21.1 Understanding competency standards subject

and competence the basics of the taught lessons.

subject taught. 21.2 Understanding the basic competencies of the

subject taught lessons.

21.3 Understanding the learning objectives that

taught.

22 Developing material taught learning 22.1 Selecting learning materials that taught according

creatively. to level student development.

22.2 Processing the subject matter taught creatively

according to level student development.

23 Develop professionalism sustainable 23.1 Reflecting on performance itself continuously.

with take reflective action. 23.2 Utilizing the results of reflection in framework for

professional development.

23.3 Conducting classroom action research for

professional improvement.

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 23.4 Keeping up with the times with learn from

various sources.

24 Take advantage of technology 24.1 Utilizing information technology and

information and communication to communication in communication.

develop yourself 24.2 Utilizing information technology and

communication for self-development.

So the interview questions are not fixed, it’s only based on the copy regulation

minister of national education republic of indonesia number 16 year 2007 about standards of

academic qualificationsand teacher competency. For example in the point 1.1 about

understanding the students characteristic which relate to the physical aspect, intelectual,

social-emotional, moral, spritual, and social-culture background.

The example of not fixed question for the participant could be :

1. Are you bothered or okay when you find your students appearance look a little flashy

in classroom because they are in age of puberty ?

2. How do you manage your students with low ability of English ?

3. How do you manage your students which are slighty emotional in classroom (

fighting with their friends ) ?

33