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12th Grader’s Perception Regarding Tertiary Students Teaching Practices

ELS Journal on Interdisciplinary Studies in Humanities · Vol. 7 No. 3 (2024) · pp. 392–399

DOI
10.34050/elsjish.v7i3.36414
ISSN
2621-0835, 2621-0843
Published
2024-09-02
Publisher
Hasanuddin University
Language
en
License
creativecommons.org/licenses/by-sa/4.0

Abstract

This research investigates students' perceptions of the teaching skills of teaching assistant (TA) tertiary students from the English Education Study Program at the University of Sulawesi Barat, conducted at SMA Negeri 1 Majene. The study aims to assess how well these TA tertiary students perform in key teaching areas, including lesson opening and closing, explaining, questioning, providing reinforcement, introducing variety, guiding small group discussions, and classroom management. Using a qualitative approach, data were collected via questionnaires based on a Likert scale, complemented by guided interviews for qualitative insights. The findings reveal that TA tertiary students received high ratings in explaining (92%), questioning (84%), and classroom management (85%), with an overall average rating of 81.37%, categorized as "very good". While students appreciated the enthusiasm and clarity TA tertiary students brought to lessons, they identified areas for improvement, such as maintaining classroom order, enhancing reinforcement techniques, and diversifying teaching methods. The study underscores the importance of targeted support and continuous development for TA tertiary students to enhance their teaching efficacy and better meet students' diverse needs.

Keywords

Collaboration network of the authors

9 authors · 14 co-authorship links

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  • Universitas Halu Oleo
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
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Co-authorOrganisationJoint articles
Nurul ImansariAffiliation unknown2
Hasriani G Hasriani GAffiliation unknown2
Hasbudin HasbudinAffiliation unknown1
Tuti DharmawatiAffiliation unknown1
Nur AsyikUniversitas Halu Oleo1
Tamrin TamrinUniversitas Halu Oleo1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unhas.ac.id/index.php/jish/oai, first harvested 3 Nov 2026, last seen 3 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">12th Grader’s Perception Regarding Tertiary Students Teaching Practices</dc:title>
	<dc:creator xml:lang="en">Wahyu Sudewi, Putu</dc:creator>
	<dc:creator xml:lang="en">Isma, Adi</dc:creator>
	<dc:creator xml:lang="en">Reski, Reski</dc:creator>
	<dc:subject xml:lang="en">Students' perception</dc:subject>
	<dc:subject xml:lang="en">Teaching assistants (TAs)</dc:subject>
	<dc:subject xml:lang="en">Teaching skills</dc:subject>
	<dc:description xml:lang="en">This research investigates students' perceptions of the teaching skills of teaching assistant (TA) tertiary students from the English Education Study Program at the University of Sulawesi Barat, conducted at SMA Negeri 1 Majene. The study aims to assess how well these TA tertiary students perform in key teaching areas, including lesson opening and closing, explaining, questioning, providing reinforcement, introducing variety, guiding small group discussions, and classroom management. Using a qualitative approach, data were collected via questionnaires based on a Likert scale, complemented by guided interviews for qualitative insights. The findings reveal that TA tertiary students received high ratings in explaining (92%), questioning (84%), and classroom management (85%), with an overall average rating of 81.37%, categorized as "very good". While students appreciated the enthusiasm and clarity TA tertiary students brought to lessons, they identified areas for improvement, such as maintaining classroom order, enhancing reinforcement techniques, and diversifying teaching methods. The study underscores the importance of targeted support and continuous development for TA tertiary students to enhance their teaching efficacy and better meet students' diverse needs.</dc:description>
	<dc:publisher xml:lang="en">Hasanuddin University</dc:publisher>
	<dc:date>2024-09-02</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unhas.ac.id/index.php/jish/article/view/36414</dc:identifier>
	<dc:identifier>10.34050/elsjish.v7i3.36414</dc:identifier>
	<dc:source xml:lang="en">ELS Journal on Interdisciplinary Studies in Humanities; Vol. 7 No. 3 (2024): SEPTEMBER; 392-399</dc:source>
	<dc:source>2621-0835</dc:source>
	<dc:source>2621-0843</dc:source>
	<dc:source>10.34050/elsjish.v7i3</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/jish/article/view/36414/11989</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 Putu Wahyu Sudewi, Adi Isma, Reski Reski</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
</oai_dc:dc>