PENGUATAN KOMPETENSI ENGLISH FOR CLASSROOM COMMUNICATION BAGI CALON GURU MADRASAH IBTIDAIYAH MELALUI PELATIHAN BERBASIS MICROTEACHING
DOI:
https://doi.org/10.69820/jupemi.v4i2.643Keywords:
classroom communication, English for teaching, functional competence, microteaching, pre-service MI teachersAbstract
Functional English proficiency in classroom interaction is a crucial pedagogical competency for pre-service Madrasah Ibtidaiyah (MI) teachers. However, prospective elementary teachers at STAI Auliaurrasyidin Tembilahan faced significant constraints in applying instructional expressions due to limited practice and language anxiety. This community service initiative aimed to enhance the functional classroom English competence of 35 pre-service MI teachers through a microteaching-based training program. The participatory intervention was executed across five structured stages: needs analysis, language modeling, guided practice, classroom simulation (role-play and microteaching), and feedback-reflection over ten functional modules. Program outcomes were evaluated using performance tests, microteaching observation rubrics across four key indicators (pronunciation, fluency, instruction clarity, and classroom interaction), and reflective questionnaires. Data were analyzed using descriptive comparative techniques and thematic qualitative analysis. The findings demonstrated an overall competence score increase from 60% (Moderate category) on the pre-test to 80% (Good category) on the post-test, representing a 20 percentage point improvement. Specifically, the highest gain was achieved in fluency (+22 percentage points), followed by instruction clarity (+20 percentage points) and classroom interaction (+20 percentage points). Qualitatively, participants demonstrated greater spontaneity in opening lessons, delivering transitions, managing group work, and providing positive reinforcement.
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