CHAPTER II

TEACHING POSITION OF MICROTEACHING AND

SUPERVISORS IN SCOPE OF FIELD EXPERIENCE
PROGRAM

NAME : WIDYA AZARIA

SRN : 4151131042
CLASS : Chem. Ed. 15 c
A. TEACHING POSITION OF MICROTEACHING
IN FIELD EXPERIENCE PROGRAM

In the previous section it has been mentioned that

microteaching teaching programs are not intended as a
substitute program for teaching practice programs but as part
of a teaching program, and are part of a field experience
program. Teaching programs are developed to generate, and
foster the basic skills of prospective teachers in dealing with
the classroom. In connection with the following, several
alternatives that may illustrate the position of the
microteaching teaching program within the scope of the field
experience program, as illustrated in Figure 4.
 LESSON OF MICROTEACHING
AND FEP
Alternative : 1

observation of
implementation of
teaching and practice teaching real
microteaching classroom teaching
learning activities
(peer/real pupils)
in the classroom

Alternative : 2

observation of
implementation of Doing practice teaching
teaching and
microteaching (real microteaching real real classroom
learning activities in
class room teaching) classroom teaching teaching
the classroom

Diagram 4 : teaching flow of microteaching

 Any selected alternative must follow the
old principle of limited skills training performed
isolated in microteaching instruction should be
re-trained in real classroom teaching. As part of
the field experience and program,microteaching
teaching should be placed in the position of the
field experience management organization
located in the LPTK so that the management of
microteaching teaching can be properly
implemented,
it is necessary to have different staff among
others:
1. Leaders who are responsible for the theme of each
management and work of the microteacing
teaching unit, as well as responsibility in
establishing outward relationships for the smooth
implementation of microteaching teaching
2. Technical staff handles and is responsible for the
tools required in teaching mictoteaching.
3. Research staff, conducted research to develop
microteaching teaching program.
4. Supervisor staff (supervisor) guides prospective
teachers who are carrying out microteaching
teaching.
 LESSON OF MICROTEACHING IN FEP
MANAGEMENT

Diagram 5 : the role FEP in the implementation of Microteaching

B. SUPERVISOR ROLE IN
TEACHING OF MICROTEACHING

One important aspect of microteaching is an

objective feedback, which can soon be included in the
next teaching-learning process. Thus the prospective
teacher will gradually be able to improve the skills
being trained. As is known, there are various ways
that can be done in an effort to get feedback, such as
using an observation guide filled by supervisor/
observer reverse fellow teacher candidates, and from
the video recording or audio tape recorder.
To perform his duties as a supervisor then the
supervisor should have, among others:
Skills to observe the teaching and learning
process
1. Skills to analyze teaching and learning
process
2. Skills in using tools (an observation/
evaluation guide)
3. Skills in helping prospective teachers
improve their appearance in front of the
classroom in various teaching skills and
others.
 such as MAIRE, tell, listen and tell and listen, which is
also called non-directive counseling (as quoted by Brown, 1975:
140) . The three strategies are as follows :
1. The "tell" strategy is a rather authoritative strategy, since the
role of the supervisor primarily informs the prospective
teacher of matters which, in his opinion and about what is
still weak
2. The listen and tell strategy is a non-authoritative directive
strategy, because the superisor encourages prospective
teachers to analyze themselves through questions that
demand or explore or expand and sharpen their analysis.
3. The "listen" strategy is a non-directive strategy because the
supervisor will be more likely to be a listener without trying to
influence the candidate.