ANALYSING THE DIFFICULTIES FACED BY 7th SEMESTER

STUDENTS’ ENGLISH DAPARTEMENT DURING TEACHING

PRACTICUM IN 4 ASPECTS OF TEACHER COMPETENCIES

Arranged By

Fifi Alfianty

NPM A1B018037

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF BENGKULU

2021
 CHAPTER 1

INTRODUCTION

1.1 Background

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

students are hoped going to be a teacher in the future. In order to reach the goal, the

university provides some courses relevant to the teacher activities. Such as lesson plan,

micro teaching, Internship 1, and Internship 2 ( teaching practicum ). 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 learnt before. This is very

important for the students to master the teaching field, starting from the lesson plan who

makes the students are able to prepare the lesson until teaching strategy.

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

learning teaching at english education study program. According to an expert, Koksal and

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

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

about teaching in real situation ( classroom ).

In Bengkulu University, the students are placed in school around 2 month. The

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

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

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

So many difficulties’ faced by students-teacher of teaching english at school

based on the observation by researcher-self before the research is done. The difficulties

are starting from the preparing the lesson and delivering materials in the classroom.

Besides, the students also face difficulties when prepare themselves ( self management )

to show the most identical attitude as a teacher. So by these difficulties, the researcher as

one of the participant of the 7 th semester students of English Education Study Program at

Bengkulu University which is taking the internship 2 take them as the subject research.

The all participants teach in Junior High School until Senior High School in Bengkulu

Province. 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 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 So in this
 research, the writer is going to focus on the segment the problems faced by 7 th during

teaching practicum in 4 aspects of teacher competencies. Writter choose the segment 4

aspects of teacher competencies because teacher competencies are really important to be

had by teacher ( trainee ), 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. Kinds of

teacher competencies include : pedagogical competence, behavioristic competence, social

competence, and professional competence. Pedagogical competence means the teacher

has ability to manage the learning process and show it by mastery the knowledge and

skills. Behavioristic competence means the teacher must be good attitude and autoritative

so that the teachers can be role model for their students. Social competence means the

teacher must have ability to build the good interaction among people in the school and out

of the school. Last, 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 have 4 teacher

competencies. So in this research, the writer is going to analyze what difficulties faced by

teachers ( trainee ) of 7 semester English Education Study Program in 4 teacher

competencies aspects 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 4 teacher

competencies aspects.

1.3 Research Question

1. What are the difficulties that students’ trainee face during the teaching practicum

in 4 aspects of teacher competencies ?

2. How to solve the difficulties ?

1.4 Research Objective

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

practicum in 4 aspects of teacher competencies

2. To find out the solutions

1.5 Limitation

In this research, the writer focuses on the difficulties which the 7 th semester students

of English Education Study Program face during their teaching practicum time and try

to conclude 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 of 4 teacher competencies. The fact that teacher trainee of english

education study program are spread to many school, so different school may be

different case or may be similar. 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 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. 4 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.

 CHAPTER II

LITERATURE REVIEW

2.1 Teacher trainee / students teacher

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

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 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 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.

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

- 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.

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.

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 21th 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 :

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.

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,

D. 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, 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.
 CHAPTER III

RESEARCH METHODOLOGY

This chapter critize the data from 30 students of teacher trainee of teaching practicum

( internship 2 ) of English Education Study Program Bengkulu University.

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 observation, interview, and others source, 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.

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 7 th semester students’ english dapartement during

teaching practicum in 4 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 4 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. 30 Participants

will be interviewed one by one with the questions prepared by the researcher. 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. This uses purposive sampling which the

writer choose the participants knowable which criteria english 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 30 students which many

of them teach in different school.

3.3 Setting Of The Research

Setting od the research is located on University Of Bengkulu on WR Supratman

Street, specifically at 7th Semester students of EDSA.

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. Observation

In qualitative design, human is the main instrument. Especially about human

instrument, the researcher who is involved in this event. The researcher is one of the

7th semester students of English Dapartment who is following the teaching practicum.

So by this chance, the researcher can do the observation directly because she involves

in this teaching practicum.

2. Guided Interview

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

problem faced by students trainee refers to 4 teachers competencies

3. Group Open Ended Disussion

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

difficulties during the teaching practicum in small group.

4. Documentations

Including taking lesson plan examples from the participants and also take photos

during interview.

3.5 Technique of Analyzing Data

1. Colleting the datas from the observation, interview, and documentation

2. Understanding and classifying the similar answers from participants

3. Make conclusions and describe it in qualitative form

3.6 Research Procedures

1. Asking willingness to the lectures and 7th English department students to be

participants for this research

2. Doing the interviews

3. Collecting the documentations

4. Making report

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