Yusuf, Fazri Nur (2017) Using dialogic feedback process to uplift prospective English language teachers' teaching competence / Fazri Nur Yusuf. Doctoral thesis, Universitas Negeri Malang.
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ABSTRAK Yusuf Fazri Nur. 2017. Using Dialogic Feedback Process to Uplift Prospective English Language Teachers Teaching Competence. Dissertation. Doctoral Degree in English Language Teaching State University of Malang. Advisors (I) Prof. Utami Widiati M.A. Ph.D. (II) Prof. Dr. Yazid Basthomi M.A. (III) Prof. Bambang Yudi Cahyono M.Pd. M.A. Ph.D. Keywords dialogic feedback process teaching practice student-teacher teacher-supervisor teaching competence teacher education The preliminary study of the present research had revealed that the dialogs at post-lesson conference of teaching practice programs were considered ineffective. The post-lesson dialogs of the study lent them questions on how to put the feedback into the prospective teachers actionable teachings. The feedback provision on their teaching in the dialogs with their supervisor had been considered confusing and unclear. The preliminary study reported that the prospective teachers found it difficult to review back their teachings and to identify the focus on their teacher-supervisors comments. They found that they had been reluctant to raise questions during the dialogs over their teachings. These resulted in difficulties in putting new insights of the post-lesson conference into their teaching practice. In few cases the different perspective they had with their teacher-supervisors in the dialogs ended up with no reconciliation and improvement. Therefore the preliminary study s findings argue for a need to utilize dialogic feedback process to solve the aforementioned problems. The present action research was conducted to investigate how dialogic feedback process (DFP) could be implemented to uplift prospective English language teachers (PELT) teaching competence. The DFP was adapted from Gibbs (2014) based on works of Bakhtin (1981 1984). The data collection involving 13 fourth-year college students majoring in ELT taking Teaching Practice Course who were supervised by four coordinating teachers serving as supervisors (SP) was by series of five-scale teaching observations close and open-ended questionnaires and semi-structured interviews. The data gathered focusing on four components of teaching competence were further analyzed quantitatively and descriptively mainly using principles of dialogism of Bakhtin (1981 1984) and feedback triangle of Yang and Carless (2013). The results indicated that within a series of teaching observations over the dialogic feedback process implementation and based on the success criteria formulated the PELTs were likely to make betterment of their teaching competence on four components indicated by the scores in designing and executing instructional activities in developing teaching materials in making use of instructional media and in monitoring learning and conducting assessments. It was revealed that the DFP not only uplifted the PELTs teaching competence but it was also responded positively to increase their awareness in doing reflection on their teaching to narrow down power distance between prospective teachers and their supervisors to reduce uncertainty avoidance and to encourage collectivism. Their responses also indicated that the PELTs eventually could adjust different feedback provision processes and took benefits from. By doing so they could utilize and optimize their strengths and potentials to scaffold their capacity and to cope with the identified drawbacks constraints and barriers in their teachings. These factors could create sense of identity and self-esteem. In the end this was beneficial for PELTs learning to take place and create a positive and conducive learning atmosphere. Beyond the achievement gained some conclusions could be drawn. First conducive learning atmosphere was considered a powerful factor to enhance a successful dialogic feedback process implementation. Second teaching competence improvement could be reached when dialogic feedback process is understood timely and specific by supervisors and prospective teachers as a holistic and scaffolded in Tutorials and Assessments. Third a successful dialogic feedback process implementation could be served well by supervisors who were equipped themselves with sufficient knowledge about and skills in English and its language teaching and learning and in feedback provision process with strong and solid conceptual bases as feedback providers. Fourth systematic well-managed and continuous trainings prior to and during the dialogic feedback process implementation enabled supervisors to scaffold shape and integrate their knowledge and skills prior to their background knowledge educational background and teaching experience in more specific focused and timely feedback provision process. Fifth meaningful actionable and focused feedback provision served as an on-going assessment of the prospective teachers that encourages them to culturally and interculturally aware to experience ZPD and to be self-regulated. ABSTRAK Yusuf Fazri Nur. 2017. Optimalisasi Proses Umpan-Balik Dialogis untuk Meningkatkan Kompetensi Mengajar Calon Guru Bahasa Inggris. Disertasi. Program Doktoral Pendidikan Bahasa Inggris Universitas Negeri Malang. Promotor (I) Prof. Utami Widiati M.A. Ph.D. (II) Prof. Dr. Yazid Basthomi M.A. (III) Prof. Bambang Yudi Cahyono M.Pd. M.A. Ph.D. Kata Kunci proses umpan-balik dialogis PPL mahasiswa praktikan guru pembimbing kompetensi mengajar pendidikan guru Studi pendahuluan pada penelitian ini menunjukkan bahwa dialog pada konferensi pasca-kelas dalam Program Pengenalan Lapangan (PPL) belumlah efektif. Ketidakefektifan dalam studi awal tersebut ditengarai terletak pada bagaimana menempatkan umpan-balik kedalam proses mengajar calon guru secara praktis. Umpan-balik yang diberikan cenderung membingungkan dan tidak jelas. Studi awal tersebut juga melaporkan bahwa calon guru kesulitan mereviu cara mengajar mereka. Selain itu mereka juga kesulitan mengidentifikasi fokus komentar dari guru pamong. Mereka pun jarang bertanya saat dialog terjadi. Hal-hal tersebut menyebabkan mereka kesulitan menerjemahkan komentar guru pamong kedalam proses mengajar. Dalam beberapa hal perbedaan cara pandang mereka dengan guru pamong membuat mereka sulit mencari jalan keluar dan berakhir dengan kemandekan. Oleh karena itu temuan pada studi pendahuluan menegaskan perlunya menerapkan proses umpan-balik dialogis (PUBD) untuk mengatasi masalah tersebut di atas. Penelitian tindakan ini dilakukan untuk menginvestigasi bagaimana PUBD dapat diterapkan untuk meningkatkan kompetensi mengajar calon guru bahasa Inggris. PUBD diadaptasi dari Gibbs (2004) yang didasari oleh konsep kerja Bakhtin (1981 1984). Pengumpulan data dilakukan terhadap 13 mahasiswa tahun keempat pada Program Studi Pendidikan Bahasa Inggris yang sedang mengikuti mata kuliah Program Pengenalan Lapangan (PPL) yang dibimbing oleh empat guru pamong dengan menggunakan serangkaian observasi mengajar dengan format skala lima angket dengan pertanyaan terbuka dan tertutup dan wawancara mendalam. Temuan terkait empat komponen kompetensi mengajar dianalisa secara kuantitatif dan dideskripsikan dengan menggunakan prinsip-prinsip dialogisme Bakhtin (1981 1984) dan segitiga umpan-balik dari Yang dan Carless (2013). Penelitian ini mengindikasikan bahwa setelah diobservasi penerapan PUBD mampu menaikkan semua nilai komponen kompetensi mengajar merancang dan melaksanakan proses mengajar mengembangkan bahan ajar memanfaatkan media ajar dan memonitor pembelajaran dan menilai. Selain itu PUBD mampu meningkatkan kesadaran calon guru untuk melakukan refleksi terhadap cara mengajar mereka. Respon mereka menunjukkan mereka mampu menyesuaikan umpan-balik dalam PUBD yang diberikan kedalam proses mengajar mereka. Dengan demikian mereka mampu mengoptimalkan dan memanfaatkan kelebihan yang mereka miliki untuk mengatasi kekurangan kendala dan permasalahan dalam mengajar. Hal tersebut mampu menumbuhkan identitas dan rasa yakin yang keduanya dapat bermanfaat agar proses belajar berjalan baik dan kondusif. Untuk itu ada sejumlah kesimpulan terkait implementasi PUBD. Pertama PUBD lingkungan belajar yang kondusif menjadi faktor ampuh untuk mencapai PUBD yang berhasil. Kedua peningkatan kompetensi mengajar dapat dicapai jika PUBD dipahami tepat waktu dan spesifik sebagai bagian holistik dan berjenjang dalam Tutorial dan Asesmen. Ketiga PUBD dapat berjalan baik jika guru pamong berperan sebagai penyedia umpan-balik yang bertanggung jawab penuh dan memiliki pengetahuan serta keterampilan yang memadai tentang bahasa Inggris dan pengajarannya serta pengetahuan dan praktik proses umpan-balik itu sendiri. Keempat pelatihan-pelatihan yang sistematis tertata dan berkelanjutan sebelum dan selama implementasi PUBD membantu guru pamong untuk membangun membentuk dan mengintegrasikan pengetahuan dan keterampilannya. Kelima PBUD yang bermakna mudah dilakukan dan fokus berfungsi sebagai asesmen berkelanjutan yang mendorong calon guru untuk memiliki kesadaran kultural dan interkultural untuk mengalami ZPD dan untuk menjadi calon guru yang mandiri.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S3 Pendidikan Bahasa Inggris |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 29 May 2017 04:29 |
| Last Modified: | 09 Sep 2017 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/64435 |
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