Designing Problem-Based Learning Through Narrative Stories for Microteaching Class Using Addie Model

Anita Galuh Sri Hapsari,Paulus Kuswandono

doi:10.30762/jeels.v7i2.2133

Abstract

This research aimed to design a reflection book as a set of problem-based learning (PBL) for a supplementary material in Microteaching class. The book was developed not only to assist pre-service English teachers (PSETs) undergoing Microteaching class to understand real problems in school context, but also to help them enhance their problem-solving skill through critical reflection and discussion. This book was designed by implementing ADDIE model, consisting of five phases, namely Analysis, Design, Development, Implementation, and Evaluation. This product was formatively evaluated within the Analysis, Design, Development and Implementation phases and was field tested in Microteaching class comprising of 19 PSETs from the English Language Education Study Program in Tuladha University (pseudonym). In the last stage, summative evaluation was conducted by two subject matter experts whose background was both English education lecturers and book authors. Product validation included narrative story aspect and reflective activities. The validation result showed that the book was appropriate and practical for enhancing PSETsâ€™ problem-solving skill.

Highlights

Problem-solving skill becomes an important aspect in teacher preparation program
The problem-based supplementary material learning model was developed based on the problems faced by pre-service English teachers (PSETs) and teachers in school context
The two initial questions in the interview were as follows: 1) What input from partner schools did you know about the ability and attitude of PSETs in the school-based teaching practicum program regarding their teaching competence, attitude, and motivation? 2) What competencies did PSETs need to improve as teacher candidates?

Summary

Introduction

Problem-solving skill becomes an important aspect in teacher preparation program. This skill is needed by teachers to make useful and accountable decisions regarding their complex duties and Hapsari, A.G.S. & Kuswandono, P. (2020). It can be inferred that teachers who are able to think and reason logically are able to deal with problems effectively (Rillero et al, 2017). It will be beneficial when teacher education institution facilitates their pre-service teachers to enhance this skill as the preparation for their future career. It is because teachers are required and expected to always reflect on their teaching and actions in the purpose of continuously dealing with their students (Harn & Meline, 2019). One of learning methods to improve problem-solving ability is problem-based learning (Sumartini, 2016)

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