CHAPTER II

LITERATURE REVIEW

This chapter consists of some literature reviews and previous studies. The
theoretical frameworks used in this research will be described by the literature
reviews. While the previous studies describe the earlier studies conducted which
are related to this current study.

2.1 Theoretical Framework

The theoretical framework provides an explanation of the teaching practice

program, teaching skills, virtual learning and previous study which are related to
this current study.
2.1.1 Teaching Practice

The act of Undang-Undang Republik Indonesia number 14 year 2005

Chapter IV Verse 10 on teacher and lecturer, explains that a teacher has to have

competence to the teaching context .That competence includes pedagogical

competence, personal competence, professional competence, and social

competence. Student-teacher should have enough preparation to be professional

teacher which are can be developed by Practicum, Microteaching then will

continue with Teaching Practice Program (Yusuf, 2010)

Microteaching is usually applied before student teachers do the teaching

practice program to prepare our mental and reduces the student teachers from

nervous in real teaching. According to Remesh and Memorial (2013),

Microteaching is a student-teacher exercise to learn a teaching skills. It employs

real teaching situation for developing skills and help to get knowledge in teaching

process. Microteaching can develop the ability of making a lesson plan, decide a
teaching’s purposes, explain the material in front of the students, handle students

and try to evaluate teaching learning process. It can be done in a small group of

students.

What is Teaching Practice Program?

According to Perry (2003), a Teaching Practice Program is “the period of

time when you as a student teacher get first experience in working as the real

teacher in the school”. This program is an kind of activity for student teacher,

consists of teaching practice in the classroom or outside of teaching proccess to

achieve the criteria of a professional teacher. Student teacher is expected to teach

student, socializing with school environment, and also managerial skill.

How Teaching Practice Program is done?

Sulo (as cited in Rofik, 2007) said that there are two kinds of activity in

Teaching Practice Program. Real teaching and school administration. Definition

of Real teaching means student teachers practice to teach in environmental class

both in supervised teaching or full responsibility teaching. Supervised teaching is

like student teachers start to teach but teacher tutors is still in the class.

Meanwhile, full responsibility teaching is when the student teacher has

responsibility to explain the material in the class. Then, school administration. It is

some activities that relates to the school environment. It is addressed to make

student teacher is easier to adopt. In line with Sulo, Djumhana (2007) said that a

Teaching Practice Program requires student-teachers not only do a teaching

learning process but also activities outside the classroom.

The important and benefit of Teaching Practice Program

The importance of teaching practice program is said by Mardiyono.

According to Mardiyono (2006) “student teachers who have done Teaching

Practice Program will improve their skill in teaching so that teaching practice

program gives student teachers influences and preparation to teach the student”.

Teaching Practice Program may give advantage for student teachers.

Mardiyono (2006) argued that the benefit of Teaching Practice Program for

student teachers is to make student teachers have experience, capability and

competencies to become professional teachers. It also gives student teacher an

experience to show their knowledge and skills when teach students .

2.1.2 Teaching Skills

What Are Teaching Skills?

A professional teacher should have teaching skills and responsibility to

give the knowledge, improve the knowledge itself, and adapt the technology. It

relates to the act of Undang-Undang Republik Indonesia number 14 year 2005

Chapter IV Verse 10 on teacher and lecturer, a professional teacher should have

basic competences as requirements to be a teacher. According to Andinta (2012),

teaching skills are a reflection of the teacher competence and ability. It means that

teaching skill is a requirement to be a teacher in order to teach students in teaching

learning process. Wragg (2005) sees teaching skill is not a skill that is used for

one time but it is used repeatedly. Studies of teaching skills have typically focused

on how such skills are improved and demonstrated by beginning teachers.

Kinds of Teaching Skill

Kyriacou (2007) argued that there are three factors in teaching skills. First

is knowledge which consists of the teacher’s knowledge in a subject, students,

curriculum, lesson plan, teaching method, and also the ability of teaching skills

itself. Then, there is decision-making. It consists of thinking and decision- making

before the class, during the class, the end of the class, and how the best way to

achieve the objective of teaching in a class. Last is action. It consist of teacher’s

attempt to support and help students who has a problem in learning process.

According to Widyawati (2010) a teacher should have pedagogical competence

such as teaching method, classroom management, technology using, evaluating

technique then reflecting in teaching learning process. There are some kinds of

teaching skill according to Kurniawan (2011) learning technologies is needed to

deliver the material, improving students’ understanding, and encourage the

students. Learning technologies refers to the instrument that can be used to

support teaching learning process and also assessing such as: computer, laptop,

internet, audio, screen, and projector. Meanwhile Jones, Jenkin, and Lord (2006)

argued that there are seven skills that need to be prepared by the student teachers.

First, is Preparation and planning such as choosing purpose of learning related to

guidelines of school curriculum and use the appropriate of resources. Second, is

classroom management, like using time settings and space to ensure the smooth

running of the learning activities. Third, is communication skill, for example,

using questions and explain effectively. Fourth, is learning setting for student,

such as working in accordance with the age and ability. Fifth, assessment of

student learning, like providing a feedback for students to assist them improve
their work in the future. Sixth, knowledge of the relevant materials, such as using

knowledge of the topic to guide and construct students understanding appropriate

with their ability. Seventh, relation with students, like providing motivation the

development of students.

2.1.3 Virtual Learning

According (Cojocariu et al., 2014).Virtual learning can be termed as a

tool that can make the teaching–learning process more student-centered, more

innovative, and even more flexible. Virtual is defined as “learning experiences

in synchronous or asynchronous environments using different devices (e.g.,

mobile phones, laptops, etc.) with internet access. In these environments,

students can be anywhere (independent) to learn and interact with instructors

and other students. Another opinion from (Singh & Thurman, 2019). The

synchronous learning environment is structured in the sense that students

attend live lectures, there are real-time interactions between educators and

learners, and there is a possibility of instant feedback, whereas asynchronous

learning environments are not properly structured.

2.2 Previous Study

In line with this issue, there have been some relevant studies conducted.

Sari (2016) in her thesis “Students’ Perception on the Impact of Micro Teaching

Class to their Teaching Practice Ability” found that the students’ perceived that

micro teaching class positively affected to their teaching practice ability. They

viewed micro teaching as a valuable instrument that could help them develop not

only their teaching methods, but also their awareness of being an effective

teacher.

Another study by Ranjan (2013), entitled “A Study of Practice Teaching

Programme: A Transitional Phase for Student Teachers” found that Practice

Teaching program was an integral component of teacher training at Waymade

College of Education because the program provided benefits to the students

teachers by giving the opportunity to integrate the theory of education and to

experience the first hand of teaching.

Further, Andabay’s (2013) study titled “The Impact of Teaching Practice on

Trainee Teachers in the Nigerian Tertiary Institutions: The Niger Delta

University Experience” showed that trainee teachers benefited greatly in

participating in teaching practice because they were able proper confidence and

competence in lesson preparation, develop skills and attitudes of a teacher

during the exercise. It was also revealed that teaching practice helped the trainee

teachers to learn how to keep records of assignment and also participate in

school activities.

In this present research, the researcher wants to know the English

Language Education students’ perception of Teaching Practice Program on

Virtual Learning to support their teacher skills. The researcher focuses on

students’ point of view when do the Teaching Practice on Visual Learning due to

pandemic Covid 19. The researcher uses questionaire to know students’

perception Teaching Practice Program on Virtual Learning to support their

teacher ability and skills. Moreover, the researcher will conduct an interview to

make sure that the students' answer is based on their experience and to make the

data more valid.