Siti Aimah, 0201617011 (2020) THE EFFECTIVENESS OF EXPERT-GUIDED MICROTEACHING IN DEVELOPING BELIEFS, PEDAGOGICAL CONTENT KNOWLEDGE AND TEACHING PERFORMANCE OF PRE-SERVICE ENGLISH TEACHERS AT UNIVERSITAS MUHAMMADIYAH SEMARANG. Doctoral thesis, UNNES.

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Abstract

The are several problems that become the main issue pertaining to pre-service English teachers’ teaching performance in teaching internship. The problems deal with the lack of pre-service English teachers’ teaching competence which includes their ability in designing a lesson plan, executing the lesson plan into the teaching and learning process, mastering the content, delivering the content to students, and managing the time and classroom. Microteaching which is guided by the expert teacher (expert-guided microteaching) as introduced by Cheng (2017) is adapted to cope with those problems focusing on pre-service English teachers’ pedagogical content knowledge and teaching performance. This research aimed at exploring how well the expert teacher plays her roles in the microteaching class. Further, it investigates the effectiveness of expert�guided microteaching in developing pre-service English teachers’ beliefs, pedagogical content knowledge, and teaching performance. It also explains pre�service English teachers’ teaching performance in teaching internship as a continuation of a practical course in the microteaching class. The multi-phase mixed methods design was employed in this study. Eleven pre-service English teachers of Universitas Muhammadiyah Semarang in the academic year of 2018/2019 taking the microteaching course in the sixth semester were involved through convenience sampling. The data of this study were collected through observation, questionnaire, interview, document, and test. To find out the trustworthiness, triangulation and inter-rater were employed. The descriptive statistics and the inferential statistics including the GLM repeated measures test, and the N-gain were examined for the data analysis. The results show that in assisting pre-service English teachers, the expert teacher plays her roles quite well in the microteaching class as either instructor, counselor, or evaluator. Moreover, the results of the GLM repeated measures test show that expert-guided microteaching is effective to develop pre-service English teachers’ pedagogical content knowledge including content knowledge and pedagogical knowledge and teaching performance. Through expert-guided microteaching, pre-service English teachers’ teaching performance in teaching internship is also significantly improved. The steps of expert-guided microteaching which are implemented by pre-service English teachers in teaching internship help them to strengthen their knowledge and skills of teaching which result in meaningful learning to students. However, expert-guided microteaching is not effective to change pre-service English teachers’ beliefs in language teaching and learning. The lack of teaching experiences and the very short time-period cause the difficulty of the changes in pre-service English teachers’ beliefs.

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