Chapter 5

STAGE OF MICROTEACHING OPERATIONS

A. MICRO LEARNING STEPS

(1) introduction of micro learning

(2) Presentation of models and discussions
(3) Planning / preparation
(4) Practice, observation, recording
(5) Feedback discussion
(6) planning / re-preparation
(7) re-practice, re-observation, recording
(8) Discussion of feedback

Further steps of implementation of micro learning with complete Cycle can be seen in
Diagram 3 below:

1. Introduction to Micro Teaching

2. Presentation of Model and Discussion

3. a. Micro Teaching Practice 4.b. Observation or Recording

4. Discussion, Feedback

5. Planning (Preparing) Repeat

6. Micro Planning Teaching

7. a. Repetition of Micro Practice Teaching 7.b. Observation or Recapture

8. Discussion / Feedback
Step -1
Before prospective teachers are introduced to microteaching teaching with all its
aspects, students are sent first to the training school to observe the teaching and learning
process that takes place in the class. Furthermore, the results of this observation are discussed
on campus. After that it was introduced the concept of micro learning in the form of lectures
and followed by a discussion, which includes
among others:
1. What is micro learning,
2. What is the purpose and objective of micro learning,
3. What elements or teaching skills need to be trained in micro learning.
4. What are the procedures undertaken in micro learning, and others.
Step 2.
In this step the students are tasked with studying the various components of teaching
skills that have been isolated through models as well as through recordings available at the
institution. For example can be a note, ATR, VTR, or a combination of all three.
At the time of observation, the prospective teacher is expected to fill out the
observation sheet for discussion material, in order to heighten his understanding of the
components of teaching skill that he observes.
Step 3
For this stage, prospective students plan and organize, teaching preparation for
teaching: microteaching with components that are emphasized or agreed upon. This task is
done individually or in groups. In planning and preparing the teaching preparation for
teaching microteching it is suggested that prospective students choose materials that are
mastered and liked.
Steps 4a and 4b:
In this stage prospective students practice teaching using specific skills based on the
teaching plan as set out in step 3. This moteoteaching teaching practice can be carried out on
peer teaching and can also teach the real students...
Especially for "peer teaching", the students are divided into groups with each member
between 8-l0 people. Students in each group practice together by rotating to play roles
(duties), who are teachers, who are observers, and the rest as students. The division can be
made as follows;
1. one (1) person serves as teacher
2. two (2) people act as observers
3. five (5) people act as students
 Or if group members are more than 8 people, maybe up to 10 people, the role of
teacher 1 person, observer 2 people, and the rest become students. When a person appears as
a teacher, the designated observer records the course of teacher teaching activities according
to the observation guidelines for a particular skill. Of course the students are also not closed
the possibility of recording the course of teaching activities: teachers of each group of
students who are guided by a, mentors. It can also be recording by using VTR / ATR.
The practice of microteaching by prospective teachers must use the Scientific
Approach (Curriculum 2013) either PGSD students (Primary Teachers of Primary School) or
other Sl Prod students (prospective junior high school, high school, vocational school). In this
microreaching process, each student is equipped with: Learning Implementation Plan (RPP)
which is designed for 20 minutes using scientific approach, completed with (1) materials and
instructional media according to learning materials and (2) Instrument assessment process
and learning outcomes. The core scenarios of micro-learning practice can be modified from
the following examples:
Table
Stages Student Activity and Time
Prospective Teachers
Initial activity 1. Greet and pray: 3 minutes
2. Checking student
readiness:
3. Perform appersepsi:
4. Delivering learning
objectives:
Core activities Activities include 5 M 14 minutes
1. ..... (Observing): use
teaching materials
2. .... (Ask):
3. .... (Finding / trying /
reading / practice): use
student worksheet
4. ..... (reasoning /
associating):
5. ..... (Communicate):
Closing Activity 1. Summing up today's 3 minutes
lesson:
2. Giving directions /
directions:
3. Giving greetings and
prayers

When each group is doing microteaching, the lecturer should always go around from
one group to another to control whether everything is going on the right track. At the time of
microteaching takes place, in addition to observations by supervisors by using "observation
guide", along with it held recording (video) in accordance with the needs and facilities
available.
If all members of the group have a turn to play the role of teacher and observer, then
microteaching praktikan can be continued by using the actual student. Even this stage is very
important, because the situation and condition of the learning process takes place with the
truth (if there is a willing school). Practice with students in school (real teaching) is also done
as in peer teaching yaiitu by doing observation and recording.
If in practice microteaching teaching that is taught is the real student, then the role of
observer and supervisor to record the course of teaching activities should still exist.
Step 5
If when the practice of micro-teaching is done with video recording, then in step 5 this
should be played back of the recording, so that the teacher can observe himself. After that,
the prospective teacher is asked his opinion about the practice / training earlier (under the
direction of the lecturer), and with questions from the supervisor / lecturer and the opinions of
his friends who act as observers. Then do a discussion to analyze the exercises that have been
practiced. Better prospective teachers who just play as teachers in advance given the
opportunity to develop his appearance. This is very important in addition to training
prospective teachers able to assess themselves, is also needed in comparison with the results
of observations to be used as feedback. Recordings via VTR / ATR are played back so that
prospective teachers can observe their own performance. At the end of the discussion an
agreement must be reached between the prospective teacher and the counselor on the aspects
considered satisfactory, and unsatisfactory for later rectification.
At the end of the discussion an agreement must be reached between the prospective
teacher and the Supervisor / lecturer on the things that have been satisfactory and the things
that have not been satisfactory. This is very important as a reversal that must be fixed
immediately if re-practiced. If the re-practice is not possible because of the sense of
saturation felt by praktikan or time is not enough, then as a solution is through the assignment
of tasks or conclusions of the advantages and disadvantages.
Steps to (6), (7), (8)
These steps repeat the microteaching instruction as in step (3); (4), and (5) ie re-
planning, and discussion, re-feedback. This step is done when it is considered that there are
things that must be fixed immediately. It is also possible that these steps are suspended at a
later time or simply by giving, conclusions from the results of his performance.
What is required in microteaching is feedback. For the feedback to be objective,
accurate recording devices, such as ATR (audio-tape-recorder) or VTR (video-tape-recorder)
are required. Such use requires special seating arrangements, so that in the arrangement of the
equipment does not interfere with students and teachers involved in the micro-learning
process.
B. MICROTEACHING PARTICIPANTS
Microwaching participants are students of Semeter VI who have graduated all the
scholarly and skills courses, workmanship skills courses, and courses of work behavior.
 C. TIME OF IMPLEMENTATION
Microteaching implemented on. even semester, ie Semester VI with the number of
discoveries l6 times. Lecturers can arrange the schedule of student teaching performance in
peer teaching. Each student is expected to perform micro learning practice between 3-4 times.
D. DOSEN AND STUDENT DUTIES
In order to. giving the results of microteaching lectures, it is necessary to affirm the
duties of lecturers, student duties, and obligations of prospective teachers. Lecturer's duties
include:
a. Provide explanations to students about the concept and management of
microteaching learning;
b. To guide students in preparing teaching / learning implementation plan micro
dimmed;
c. Guiding students to limited skills training and integrated skills.
Student duties are:
a. Make preparation for teaching limited skill training with three lecturers guidance
counselor (for supervisor, observer and student of praktikan itself)
b. Implement limited skills and discussions;
c. Act as obeserver with the approval of supervisor
Meanwhile, the student's obligations are:
a. Attend at mangan at least 10 minutes before the training begins;
b. Preparing the completeness required for teaching limited skills;
c. At the time of micro learning takes place, let's be the teacher, the Swa (peer
teaching and observer). '