Preparation and Self-Efficacy of Science Student Teachers to Teach in English
Abstract
The aim of this study was to examine the preparation of science student teachers before teaching in English, and to determine their self-efficacy in teaching in English. Data were collected using the triangulation method, through questionnaires, interviews, and documentation studies on student teacher practicum portfolios. This was a descriptive qualitative study and data were analyzed using the interactive analysis method of Miles and Huberman (1984) which has three components of analysis, namely data reduction, data presentation, and drawing conclusions or verification. The results showed that there were 6 preparations made by science student teachers before teaching in English: 1) determine the topic of the material being taught and look for the material; 2) study the subject matter in depth; 3) compile lesson plans in English; 4) prepare tools and materials for teaching including handouts, props, demonstrations, and science practicum; 5) search for common terminology in science related to the topic being taught; 6) practice teaching science in English, namely doing teaching exercises in English. The results also showed that the science student teachers’ level of self-efficacy in teaching science in English varied from low to high: 45.8% had high self-efficacy levels; 39.5% had moderate levels; and 9.0% had low self-efficacy.
Keywords: self-efficacy, science student teacher, teaching preparation, readiness
References
[1] Anam S, Susanti H. Menggenjot mutu kepala sekolah rintisan SBI [Internet]. Majalah Pena. [Published on 31 Maret 2008, cited 2018 March 31]. Available from: https://www.slideshare.net/sekolahmaya/penapendidikan-13.
[2] Anam S. Wawancara Surya Dharma, MPA, Phd, Direktur Tenaga Kependidikan memberi nilai tambah rintisan SBI [Internet]. Majalah Pena Pendidikan; 2008. Available from: https://www.slideshare.net/ sekolahmaya/pena-pendidikan-12.
[3] Bandura A. Self-efficacy. Stanford University Press. 1994.
[4] Bandura A. Cognitive psychology and instruction. Bruning RH, Schraw GJ, Norby MM, Ronning RR, editors. Upper Saddle River, NJ: Prentice Hall; 2004. Social foundations of thought and action: A social cognitive theory.
[5] Bruning R H, Schraw G J, Norby M M, Ronning R R. Cognitive psychology and instruction, 4th edition. Pearson Merrill Prentice Hall; 2004.
[6] Djiwandono SEW. Psikologi pendidikan. Penerbit Grasindo; 2002.
[7] Eggen P, Kauchak D. Education psychology. Windows on classrooms. Pearson Prentice Hall, Inc; 2007.
[8] Helsin PA, Klehen U. Encyclopedia of industrial/organizational psychology. Rogelberg SG, editor. Thousand Oaks. Self efficacy; p. 705-708. 2006.
[9] Johnson L. Pengajaran yang kreatif dan menarik. Membangkitkan minat siswa melalui pemikiran. Penerbit PT Indeks; 2009.
[10] Luthans F. Analisis hubungan antara faktor pengalaman, pemodelan, persuasi social, keadaan fisikpsikologis dan self efficacy. Erlangga, UPH-Press; 2008. Perilaku organisasi.
[11] Maddux JE. Handbook of social and clinical psychology: The health perspective. Forsyth CR, editor. Self efficacy; p. 55-57. 1991.
[12] Nasution S. Penelitian ilmiah. Metode research. Ghalia Indonesia; 2006.
[13] Pajares E. Motivation in education. Theory, research, and application. New Jersey: Pearson Prentice Hall, Inc; 2008. Self efficacy beliefs in achievement settings. Review of educational research.
[14] Robbins SP. Organizational behavior. Pearson Education, Inc; 2003.
[15] Santrock JW. Educational psychology. 3rd edition. McGraw Hill; 2008.
[16] Schunk DH, Pintrich PR, Meece JL. Motivation in education, theory, research and application. Pearson Prentice Hall, Inc; 2008.
[17] Schunk DH, Pajares F. The development of achievement motivation. Wiegfield A, Eccles J, editors. Academic Press. The development of academic self-efficacy. 2002.
[18] Siska S. Hubungan antara self-efficacy, pola asuhan dan prestasi belajar bahasa inggris siswa SDN Bekasi Jaya XIV. Universitas Pelita Harapan; 2009.
[19] Woolfolk AE, Hoy WK. Cognitive psychology and instruction. Pearson Merrill Prentice Hall; 2004. Prospective teacher’s sence of efficacy and beliefs about control.
[20] Yamin HM, Asari BI. Taktik mengembangkan kemampuan individual siswa. Gaung Persada Press; 2008.
[21] Miles MB, Huberman AM. Qualitative data analysis: A sourcebook of new methods. Sage Publications; 1984.