Students Perception on Microteaching at The English Education Department of The State Islamic University of Kiai Haji Achmad Siddiq Jember

Ghimnastiar, Aditya (2024) Students Perception on Microteaching at The English Education Department of The State Islamic University of Kiai Haji Achmad Siddiq Jember. Undergraduate thesis, Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember.

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Abstract

Microteaching is a name of a class in English Education Department at State Islamic University of Kiai Haji Achmad Siddiq Jember. Microteaching is teaching training method that involves small-scale simulations where prospective teachers or educators can practice their teaching skills before instructing in an actual classroom. This approach enables teachers to refine their teaching techniques through feedback from peers or teacher. Microteaching provides a stimulus for prospective teachers to support their teaching skills by conducting questions and answers, learning methods, managing the class, using effective learning media, and delivering material.
Microteaching allows the university students to focus on specific competencies such as classroom management, lesson plan, and effective communication before stepping into a real classroom setting. Microteaching inherently involves reflection, as students receive feedback, analyze their performance, and advance their teaching techniques. This research investigates students' perceptions of microteaching, specifically; in the side of the student perception in term of experience at the English Education Department of State Islamic University of Kiai Haji Achmad Siddiq Jember?.
Following upon that, this research utilized qualitative approach particularly a descriptive qualitative as the research design. This research was conducted with 5 students of English Education Department in the 6th semester of the 2023/2024 academic year, who were selected by purposively. Besides, the data trustworthiness was clarified with source triangulation. The data collection methods that had been used was interview. Last, this research used data analysis technique from Miles, Huberman and Saldana theory, those were; data condensation, data display, and drawing and verifying conclusion.
The findings reveal five key aspects of students’ perceptions of their microteaching experiences: (1) it builds self-confidence by providing practical teaching opportunities, (2) it enables students to overcome anxiety related to public speaking and teaching in front of peers, (3) it significantly supports the development of public speaking skills, (4) it fosters improvements in classroom management techniques, and (5) it encourages the creation of innovative learning media. These results highlight the integral role of microteaching in preparing students for real-world teaching scenarios, equipping them with essential skills for their professional careers. This study contributes to the understanding of microteaching as an effective pedagogical approach in teacher training programs and provides insights for educators and institutions to enhance microteaching practices for better student outcomes.

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