Perception of Eighth Semester English Education Student About Microteaching Courses as Preparation Teaching Skill at UIN Sjech M. Djamil Djambek Bukittinggi

Indah Mutia Rahim RY, 2321038 (2025) Perception of Eighth Semester English Education Student About Microteaching Courses as Preparation Teaching Skill at UIN Sjech M. Djamil Djambek Bukittinggi. Sarjana thesis, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi.

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Abstract

This research was motivated by several key issues in the implementation of microteaching: (1) students' perceived limited practice time, making it difficult to deliver structured lessons; (2) difficulties in classroom management and nervousness during microteaching practice; and (3) challenges in mastering comprehensive teaching skills. This study aims to describe eighth-semester English Language Education students' perceptions of microteaching as preparation for teaching skills and to describe the extent to which microteaching helps them develop their teaching skills. This study employed a mixed methods approach, divided into two stages. The first stage employed a quantitative approach using a closed-ended questionnaire via Google Form containing 15 statements to 83 eighth-semester English Language Education students from the 2021 intake from classes PBI-A, PBI-B, and PBI-C. The second stage employed a qualitative approach with semi-structured interviews through convenience sampling with 10 informants and 10 questions to deepen the findings from the quantitative data. Quantitative data shows the highest positive perceptions of reinforcement skills (91.6%) and explanation skills (90.3%), but less positive perceptions of classroom management (only 56.6% feel capable) and creative variation (60.3% of respondents admit to having difficulties). Qualitative findings deepen these results by revealing that students are skilled at applying structured techniques but face challenges in adapting to the dynamics of real classrooms. A striking gap was seen between theoretical awareness of the importance of questioning skills (96.3% agreed) and practical ability (45.8% still had difficulties). This study concluded that microteaching successfully builds a foundation of structured teaching skills, but requires reinforcement in the areas of practical adaptation and creativity for more comprehensive teaching readiness.

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