Upload
others
View
0
Download
0
Embed Size (px)
Citation preview
i
ii
iii
PRONOUNCEMENT
This is to declare that I myself wrote this thesis, entitled “The
Implementation of Mastering System Pre-service Training for English Instructor”.
It neither contains plagiarism nor is written by others. Anything related to others’
work is quoted accordingly, the source of which is listed on the bibliography. If
then this pronouncement proves incorrect, I am ready to accept any academic
punishment including the withdrawal or cancellation of my academic degree.
Surakarta, August 2016
Fitri Rakhmawati
iv
ACKNOWLEDGEMENT
I would like to thank Allah SWT, for without his divine blessing, this
thesis would not have been completed. In addition, I would also like to express
my gratitude to the people who have massively contributed to the completion of
this thesis:
1. Rector of Sebelas Maret University.
2. Dean of Faculty of Teacher Training and Education of Sebelas Maret
University
3. Head of English Education Department of Graduate School of Sebelas Maret
University for the permission to conduct this research.
4. Prof. Dr. Joko Nurkamto, M.Pd. the first consultant and Dr. Sumardi, M.
Hum the second consultant for their insightful guidance throughout the whole
process of this study.
5. Dra. Dewi Rochsantiningsih, M. Ed. Ph.D. the English Language Teaching
Management lecturer for her assignment to make the profile of the English
course, East Java, that inspired this thesis.
6. Director, instructors, and students of the English course who have been the
informants in this research.
Lastly, I humble welcome any sort of criticism and suggestion for further
improvement. Hopefully, this thesis gives beneficial to the readers.
Surakarta, August 2016
Fitri Rakhmawati
v
MOTTO
“Surely Allah does not change the condition of a people until they change theirown condition”
(Ar-Rad: 11)
vi
DEDICATION
This thesis is dedicated to:
My parents, for always protecting with much love and prayer,
My husband for always comforts and supports me,
My brothers and sisters, the symbol of love and giving,
All my friends who support and encourage me,
vii
ABSTRACT
Fitri Rakhmawati. “The Implementation of Mastering System Pre-ServiceTraining for English Instructor. Thesis, English Education Department, GraduateSchool, Sebelas Maret University. 2016 Consultant I: Prof. Dr. Joko Nurkamto,M.Pd, Consultant II: Dr. Sumardi, M.Hum.
This study aims to describe the implementation of Mastering System pre-service training for English instructor at an English course in East Java and theprofessionalism of English instructor created through Mastering System pre-service training program. It specifically raises from two research questions: 1)What is the implementation of Mastering System pre-service training for Englishinstructor at an English course in East Java, 2) To what extent Mastering SystemProgram creates the professionalism of English instructor.
This is a qualitative research which employs case study. The data wascollected through interviewing the informants (the director, instructors, learners,and learners of Outdoor Class Training); observing the teaching learningactivities, distributing questionnaire, and analyzing the document.
In analyzing the data, this study employed two theories to answer theproblem formulated. The first problem regarding the implementation of pre-service training for English instructor at an English course in East Java wasanalyzed through the theory of components of pre-service teacher training byCochran-Smith & Zeichner (2005) while the second problem regarding theprofessionalism of English instructor created through the training was analyzedthrough the theory of characteristics of a good language teacher by Brown (2001).
The result shows that the components of pre-service training for Englishinstructor proposed by Cochran-Smith & Zeichner (2005) are not completelyapplied at the institution. The component which is applied best in MS Program isthe professional experience (practicum). On the other hand, the most prioritizingcomponents that still need some improvements are the curriculum and assessment.Furthermore, the researcher finds that the Mastering System pre-service traininghas not been able to create professional English instructors but has been able tocreate required English instructors, in case the learners have four characteristics ofpedagogical skill, technical knowledge, personal quality, and interpersonal skillbut the learners do not meet all aspects included in each characteristic proposed onBrown’s (2001) theory. Based on the analysis on the score list of Outdoor ClassTraining (PPL), it shows that 59 learners (98.3%) are categorized as requiredEnglish instructors. There is one learner (1.7%) categorized as unprofessional anddoes not fulfill the requirement to be an English instructor.
Keywords: pre-service training, English instructor, Mastering System Program
viii
ABSTRAK
Fitri Rakhmawati. “Implementasi Pelatihan Pra-mengajar Mastering Systemuntuk Instruktur Bahasa Inggris” Thesis, Pendidikan Bahasa Inggris. ProgramPasca Sarjana Universitas Negeri Sebelas Maret. 2016 Pembimbing I: Prof. Dr.Joko Nurkamto, M. Pd, Pembimbing II. Dr. Sumardi, M. Hum.
Penelitian ini bertujuan untuk mendeskripsikan implementasi pelatihanpra-mengajar Mastering System untuk instruktur bahasa Inggris di sebuah kursusbahasa Inggris di Jawa Timur dan profesionalisme instruktur bahasa Inggris yangdibentuk melalui sistem pelatihan tersebut. Tujuan tersebut berasal dari dua pokokpermasalahan yaitu: 1) Implementasi apa yang berada pada pelatihan pra-mengajar Mastering System untuk instruktur bahasa Inggris pada sebuah kursusbahasa Inggris di Java Timur, 2) Sejauh mana pelatihan pra-mengajar MasteringSystem membentuk profesionalisme instruktur bahasa Inggris.
Penelitian ini merupakan penelitian kualitatif yang menggunakan studikasus. Pengumpulan data dilakukan melalui wawancara dengan beberapainforman (direktur, instruktur, peserta didik, dan peserta didik Outdoor ClassTraining); mengamati kegiatan belajar mengajar, penyebaran kuesioner, danmenganalisis dokumen.
Dalam menganalisis data, penelitian ini menggunakan dua teori untukmenjawab masalah yang dirumuskan. Masalah pertama tentang pelaksanaanpelatihan pra-mengajar Mastering System untuk instruktur bahasa Inggris disebuah kursus bahasa Inggris di Jawa Timur dianalisa melalui teori komponenpelatihan pra-mengajar dari Cochran-Smith & Zeichner (2005), sedangkanmasalah kedua tentang profesionalisme instruktur bahasa Inggris yang terciptamelalui training tersebut dianalisa menggunakan teori karakteristik-karakteristikseorang guru bahasa yang baik dari teori Brown (2001).
Hasil analisa menunjukkan bahwa komponen pelatihan pra-mengajaruntuk instruktur bahasa Inggris berdasarkan teori Cochran-Smith & Zeichnertidak sepenuhnya diterapkan di institusi tersebut. Komponen terbaik yangditerapkan adalah praktikum. Sedangkan komponen yang paling membutuhkanperbaikan adalah kurikulum dan penilaian. Selanjutnya, peneliti menemukanbahwa pelatihan pra-mengajar Mastering System belum mampu menciptakaninstruktur bahasa Inggris yang professional namun telah mampu menciptakaninstruktur bahasa Inggris yang memenuhi syarat dikarenakan para siswa memilikiempat karakteristik yaitu kemampuan pedagogik, pengetahuan teknis, kualitaspersonal, dan kemampuan interpersonal namun belum memenuhi semua aspekpada tiap karakteristik yang didasarkan dari teori Brown (2001). Berdasarkananalisis pada daftar skor Outdoor Class Training (PPL), menunjukkan bahwa 59(98,3%) peserta didik dikategorikan telah memenuhi syarat sebagai instrukturbahasa Inggris. Terdapat satu (1,7%) peserta didik yang dikategorikan sebagaiinstruktur bahasa Inggris yang tidak professional atau tidak memenuhi syaratsebagai instruktur bahasa Inggris.
Kata kunci: pelatihan pra-mengajar, instruktur bahasa Inggris, ProgramMastering System
ix
TABLE OF CONTENTS
APPROVAL ........................................................................................... i
LEGITIMATION FROM THE BOARD OF EXAMINERS ............ ii
PRONOUNCEMENT ............................................................................ iii
ACKNOWLEDGEMENT ..................................................................... iv
MOTTO ........................................................................................... v
DEDICATION ........................................................................................ vi
ABSTRACT ........................................................................................... vii
TABLE OF CONTENTS ....................................................................... ix
LIST OF TABLES ................................................................................. xii
LIST OF APPENDICES ....................................................................... xiii
CHAPTER I. INTRODUCTION.......................................................... 1
A. Background of the Study ................................................................... 1
B. Problem Statements .......................................................................... 12
C. Objectives of the Study ..................................................................... 13
D. Benefits of the Study ......................................................................... 13
CHAPTER II. REVIEW OF THE RELATED LITERATURE........ 15
A. Theoretical Review ............................................................................ 15
1. Pre-service Training for Teacher .................................................. 15
a. Definition of Pre-service Training for Teacher ..................... 16
b. Component of Pre-service Training for Teacher ................... 19
2. English Teacher’s Professionalism .............................................. 27
a. Definition of Teacher ............................................................ 27
x
b. The Nature of English Teacher’s Professionalism …............ 30
3. Non-formal Education ................................................................. 43
a. Definition of Non-formal Education .................................... 43
b. Role, Function, and Purpose of Non-formal Education ........ 45
c. Classification of Non-formal Education .............................. 46
4. The Nature of Mastering System (MS) Program ......................... 48
B. Review of Related Study ................................................................. 49
CHAPTER III. RESEARCH METHODOLOGY .............................. 59
A. Research Ethic ................................................................................... 59
B. Research Setting................................................................................. 60
1. Place ............................................................................................. 60
2. Time ............................................................................................ 61
C. Research Design ................................................................................ 63
D. Data Resources .................................................................................. 64
1. Informant ...................................................................................... 64
2. Documents..................................................................................... 66
3. Activities ...................................................................................... 67
E. Data Collecting Technique ............................................................... 68
1. Interview ....................................................................................... 68
2. Observation .................................................................................. 70
3. Document Analysis ...................................................................... 71
4. Questionnaire ............................................................................... 71
F. Validity ............................................................................................. 72
1. Triangulation ................................................................................ 73
xi
2. Member Checking ........................................................................ 74
3. Clarifying Researcher’s Bias ........................................................ 74
G. Data Analyzing Technique ............................................................... 75
1. Preparing and Organizing the Data .............................................. 75
2. Reducing the Data through a Process of Coding .......................... 75
3. Representing the Data .................................................................. 76
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ........ 77
A. Research Findings ............................................................................. 77
1. The Implementation of Mastering System Pre-service Training for
English Instructor at an English Course in East Java ................... 77
2. The Professionalism of English Instructor Created through Mastering
System Pre-service Training Program ......................................... 114
B. Discussion ......................................................................................... 127
C. Weaknesses of the Research ............................................................. 137
CHAPTER V. CONCLUSION, IMPLICATION AND SUGGESTION 139
A. Conclusion ........................................................................................ 139
B. Implication ........................................................................................ 142
C. Suggestion ......................................................................................... 143
REFERENCES ......................................................................................... 145
APPENDICES ......................................................................................... 150
xii
LIST OF TABLES
Table 3.1. The Research Schedule ........................................................... 62
Table 3.2. Categorization of the English Instructor ................................. 76
Table 4.1. Arising Issues based on the First Curriculum Design, 9th March
2000 in MS Program ............................................................... 83
Table 4.2. Arising Issues based on the Second Curriculum Design, 6th June
2000 in MS Program ............................................................... 83
Table 4.3. Arising Issues Based on the Third Curriculum Design ........... 85
Table 4.4. Arising Issues Based on the Fourth Curriculum Design ......... 86
Table 4.5 The Course Programs, Subject Matters, and Time Allocation in
MS Program ............................................................................. 88
Table 4.6. The Result of Questionnaire Related to Teacher Educator ..... 100
Table 4.7 Arising Issues Based on the Learning Materials Used in MS
Program .................................................................................... 102
Table 4.8 The Result of Questionnaire Related to Teaching and Learning
Strategies ................................................................................. 111
Table 4.9 The MS Program Learners’ Criterion in Pedagogical Skills ... 115
Table 4.10 The MS Program Learners’ Criterion in Personal Qualities .. 120
Table 4.11 The MS Program Learners’ Criterion in Technical Knowledge 122
Table 4.12 The MS Program Learners’ Criterion in Interpersonal Skill . 124
xiii
LIST OF APPENDICES
Appendix 1 : The Transcript of Interview with Director of the Institution …. 150
Appendix 2 : The Transcript of Interview with Instructors of the Institution …165
Appendix 3 : The Transcript of Interview with Mastering System Students … 204
Appendix 4 : The Transcript of Interview with Outdoor Class Training
Students ………………………………………………………...232
Appendix 5 : Score List of Outdoor Class Training ………………………… 238
Appendix 6 : Figures of Some Books Used in Mastering System Matters ......239
Appendix 7 : Figures of Professional Experience Activities of MS Students ..240
Appendix 8 : Figures of Teaching Media and Teaching Learning Activities....241