EXPLORING ENGLISH EDUCATION STUDY PROGRAM (EESP) AWCU STUDENTS’ PERCEPTIONS OF MICROTEACHING PRACTICES AND THEIR CONTRIBUTION TO PEDAGOGICAL KNOWLEDGE

ANGELIKA, Febiola (2026) EXPLORING ENGLISH EDUCATION STUDY PROGRAM (EESP) AWCU STUDENTS’ PERCEPTIONS OF MICROTEACHING PRACTICES AND THEIR CONTRIBUTION TO PEDAGOGICAL KNOWLEDGE. Undergraduate thesis, Artha Wacana Christian University.

	Text 1.... COVER.pdf Download (337kB)
	Text 2.ABSTRAK.pdf Download (91kB)
	Text 3. CHAPTER I.pdf Download (91kB)
	Text 4.CHAPTER II.pdf Restricted to Registered users only Download (115kB)
	Text 5.CHAPTER III.pdf Restricted to Registered users only Download (116kB)
	Text 6.CHAPTER IV.pdf Restricted to Registered users only Download (227kB)
	Text 7.CHAPTER V.pdf Download (86kB)
	Text 8.BIBLIOGRAPHY.pdf Download (137kB)

Abstract

This study explored English Education Study Program (EESP) students’ perceptions of microteaching practices and their contribution to pedagogical knowledge at Artha Wacana Christian University (AWCU). The objectives were (1) to explore EESP students’ perceptions of microteaching practices viewed from their pedagogical knowledge and (2) to examine how EESP students perceived the contribution of micro-teaching practices to their pedagogical knowledge. This study employed a mixed-method design involving 41 EESP students. Data were collected through a five-point Likert- scale questionnaire and open-ended questions. Quantitative data were analyzed using descriptive statistics (mean scores), while qualitative data were analyzed through data reduction, data display, and conclusion drawing. The findings showed that students generally perceived micro-teaching as contributing to the development of their pedagogical knowledge. Reflection and Feedback (M = 3.49) and Lesson Planning (M = 3.46) received the highest mean scores, while the overall mean score (M = 3.28) indicated a moderate level of perception. This suggests that students recognized the contribution of micro-teaching to developing pedagogical knowledge, although they also acknowledged its limitations in fully preparing them for authentic classroom teaching. Qualitative findings supported these results by showing that repeated teaching practice, feedback, and reflection improved students’ confidence, lesson-planning skills, and pedagogical awareness. Overall, the study concludes that micro-teaching is a valuable component of teacher education; however, authentic classroom experiences remain essential for further developing prospective teachers’ pedagogical knowledge.

Item Type:	Thesis (Undergraduate)
Uncontrolled Keywords:	Micro-teaching, pedagogical knowledge, students’ perception, reflective practice, teacher education
Subjects:	L Education > L Education (General) L Education > English Language
Divisions:	Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Bahasa Inggris
Depositing User:	Mrs Skripsi Perpust
Date Deposited:	12 Aug 2026 00:06
Last Modified:	12 Aug 2026 00:06
URI:	http://repo-ukaw.superspace.id/id/eprint/7576

Actions (login required)

View Item