The Effectiveness of Virtual Microteaching Class in Covid-19 Pandemic Time

Abstract

As a spread prevention of Covid-19 virus, schools must implement their learning process through online from Elementary School up to University including Jenderal Soedirman University. In the Covid-19 pandemic, English Education Department of Jenderal Soedirman University has already implemented Microteaching subject online or using E-Learning with the lecturer. This research uses a statistical calculation and interview data from 21 out of 31 respondents because some students have converted Microteaching credit in exchange of participation in Kampus Merdeka Program. There are 5 variables that influence Virtual Microteaching Class effectiveness. They are Enthusiasm, Learning Media, Learning Material, Task, and Lecturers’ Performance. However, the Enthusiasm variable (P=0.046) and Learning Media (P=0.020) are significant for the effectiveness of virtual Microteaching class. At the same time, other variables such as Learning Material (P=0.213), Task (P=0.166), and Lecturers’ Performance (P=0.166) are not significant for virtual Microteaching class. The effectiveness score of Virtual Microteaching Class for 6th semester students, English Education Department of Jenderal Soedirman University is 71% which means effective. The usage of Google Classroom for Virtual Microteaching Class has some disadvantages such as lack of video meeting features that most of the students need, and late notification caused by internet signal problems. As solutions to solve the problems of using Google Classroom for Virtual Microteaching class, lecturers need to explore the features of Google Classroom, and they are encouraged to use a better platform with a built-in virtual meeting and discussion features that can save large data and be downloaded at any time.

The Efficacy of Microteaching in a Teacher Education Programme During the Lockdown at a University in South Africa

“…The improved utilisation of technical resources in this study resulted in students gaining technical knowledge and skills. Dharma et al (2022) made a similar observation in their study that through the improvement of technology during the pandemic, students gained essential skills in utilising technology. If students ended up being familiar with the use of technology in their teaching, then an essential skill had been mastered successfully.…”

“…Further, during interviews, the participants revealed that they had started with low marks and in semester two the entire team improved, which led to the successful http://ijlter.org/index.php/ijlter completion of their microteaching programme. Dharma et al (2022) emphasised the importance of every student undertaking microteaching in the teacher education programme. Msimanga (2021) and Oluwatoyin and Femi (2021) share a similar sentiment, namely that student teachers should successfully complete their microteaching as it prepares them to do well in the teaching profession.…”

“…Participants in this study developed various skills, including teaching skills as they were presenting their lessons and receiving feedback from their fellow students. Dharma et al (2022) advocated that peer reflection assists student teachers to share their views more freely, leading to their own improvement and development among them. They further asserted that the learning process should be supported with supportive feedback by encouraging the peer audience to give feedback.…”