THE ANALYSIS OF COGNITIVE AND AFFECTIVE ISSUES IN MICROTEACHING (TEACHING TRAINING PROGRAM) (A Qualitative Research at the Seventh Semester English Department Students of IKIP PGRI Bojonegoro in the Academic Year 2018/2019)

MUFTI, LUTHFI AYU (2019) THE ANALYSIS OF COGNITIVE AND AFFECTIVE ISSUES IN MICROTEACHING (TEACHING TRAINING PROGRAM) (A Qualitative Research at the Seventh Semester English Department Students of IKIP PGRI Bojonegoro in the Academic Year 2018/2019). Other thesis, IKIP PGRI BOJONEGORO.

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Abstract

ABSTRACT Mufti, Luthfi Ayu, 2019. The Analysis of Cognitive and Affective Issues in Microteaching. Skripsi, English Language and Literary Education Courses, Faculties of Language Education and Art, IKIP PGRI Bojonegoro,(I) Meiga Ratih Tirtanawati, S.Pd., M.Pd., (II) Moh. Fuadul Matin ,S.S., M.Pd. Key Words: Cognitive, Affective, Microteaching Microteaching is an important part of education courses. With microteaching, educators are able to improve their ability to teach. They can find out how much they are capable to teach students. But, many educators have difficulties when practicing microteaching. The difficulties include cognitive and affective issues. In this connection, a deeper discussion is needed to find out cognitive and affective issues in microteching. This research aims to describe several things. That is how educators teach students, how cognitive ability of the educators, how affective ability of the educators, and problems that appeared when teaching. This study uses a descriptive qualitative research design. Data collection is done by observation and interview. To maintain the validity of the data used data triangulation activities. The result of the study show that in 2 meeting, all of the teaching training program students that I studied were able to overcome their cognitive problems exept skills in facilitating students make summaries/conclusions and provide follow-up learning with homework, assignments. But at the second meeting, they can overcome that problem. Whereas in the affective aspect, which is less able to overcome was A.N.S. In the first meeting, A.N.S was unable to overcome almost all the cognitive aspects tested by the researcher. And at the second meeting there was an affective development in teaching.

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