Professional Documents
Culture Documents
Mini Prop
Mini Prop
Mini Prop
Arranged By
Fifi Alfianty
NPM A1B018037
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, teaching trainee 1, and teaching trainee 2, etc. This courses aim to make
the students have knowledge and experience how to teach. This is very important for the
students to master the teaching field, starting from the lesson plan who make the students
are able to prepare the lesson until teaching strategy. The second practicum is the final
learning teaching at english education study program. In this course, the students are
placed in school around 2 month and do the teaching practice in real condition. The
students are expected able to handle the students, 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 during teaching at
school.
The significant of this research is to make the students’ trainee have solutions
to solve their difficulties later on as a real teacher.
CHAPTER II
LITERATURE REVIEW
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.
CHAPTER III
RESEARCH METHODOLOGY
3.4 Intruments
The instruments consist of :
1. Guided Interview
The writer already prepare the questions which relate to the difficulties or problem
faced by students trainee
2. Open Ended Disussion
In this section, the participants are freely to deliver their experience including their
difficulties during the teaching practicum.
3. Documentations
Including taking lesson plan examples from the participants and also take photos
during interview.
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 .
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).
Boston, MA: McGraw Hill. Saarnivaara, M., & Sarja, A. (2007). From university to working
life: Mentoring as a pedagogical challenge.
Journal of Workplace Learning,19 (1), 5-16. Schulz, R. (2005). The practice: More than
practice. Canadian Journal of Education, 28(1/2), 147-169