School Internship Orientation Programe (SIOP) of Undergraduate
Students: An Outlook of Sport Education Students Readiness
Herka Maya Jatmika
1
, Agus Sumhendartin Suryobroto
1
and Tri Ani Hastuti
1
1
Physical Science Education Study Program, Yogyakarta State University, Jl. Colombo, Yogyakarta, Indonesia
Keywords: Readiness, Physical Education Students, School Internship Orientation Programe (SIOP)
Abstract: The purpose of this study is to determine the readiness of Department of Sport Education students contending
the implementation of School Internship Orientation Programe (SIOP). This research is quantitative
descriptive. The method used in this study was a survey using a questionnaire as a primary instrument. The
population used consists of 215 students of Physical Education and Recreation Program (PERP) and Primary
Teacher Education Study Program (PTESP). The samples obtained through incidental sampling consist of
115 students and 61 PTESP students. Data processed through descriptive statistical techniques as outlined in
the form of percentages. Results showed that: 1) PERP Study Program students with 48 students (41.74%)
who were in the good enough category, followed by 31 people (26.96%) in the poor category, 19 students
(16.52%) were in the average category and 5 (4.35%) were labeled terrible and 12 students were in the
excellent category (10.43%); 2) PTESP Study Program students with 31 students (50.82%) who were in
average category, 15 people were in the good category (24.59%), 12 were in the poor category (19.67%), 2
students were in the terrible category (3.28%), and only a student was in the excellent category (1.64%).
1 INTRODUCTION
The occupation as a teacher is currently experiencing
a positive trend in which the interest of prospective
students enrolling in educational study programs has
increased significantly. This fact cannot be separated
from the recognition of the occupation as a teacher.
Juridically stated that educators are required to have
a number of competencies. Law number 14 of 2005
mentioned 4 teacher competencies which include:
pedagogical competencies, personality competencies,
professional competencies, and social competencies.
Academically, teachers are required to be able to
display certain competencies as a logical
consequence of changes that occur in today's society.
In the decentralization of education, teachers become
a very important foundation. Therefore, since in
teacher pre-service education, prospective teacher
students must have solid competence to be ready to
face the duties and obligations as a professional
teacher.
School Internship Orientation Programe (SIOP)
shows that the competency of Physical Education
And Recreation Program (Perp) And Primary
Teacher Education Study Program (PTESP) students
as prospective PJOK teachers based on teacher
ratings is mostly in the quite good category, Based on
research results in Bantul regency (Priyandono, 2018)
and in Sleman regency (Laksmono, 2018). This is an
indication that something is strange and the problem
must be sought considering that to become a
professional teacher candidate ideally they have good
competence and even very good. The level of basic
teaching skills of School Internship Orientation
Programe (SIOP study programs in the Physical
Education And Recreation Program (Perp) And
Primary Teacher Education Study Program (PTESP)
study program in Klaten district shows that the results
are mostly in the good enough category, some
students are still in the poor category (Ricardo's,
2018). On the other hand, there are still many
problems in learning to teach that must be addressed
for prospective teachers (Bullock, 2011).
Prospective teacher students still have little
teaching practice, have not been able to take much
from the results of field observations and sometimes
are still confused with teacher education (Brophy &
Pinnegar, 2005). Based on the results of interviews to
several students, this has become one of the problems
or obstacles for students to attend School Internship
214
Jatmika, H., Suryobroto, A. and Hastuti, T.
School Internship Orientation Programe (SIOP) of Undergraduate Students: An Outlook of Sport Education Students Readiness.
DOI: 10.5220/0009308502140216
In Proceedings of the 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science in conjunction with the 2nd Conference on Interdisciplinary Approach in Sports
(YISHPESS and CoIS 2019), pages 214-216
ISBN: 978-989-758-457-2
Copyright
c
 2020 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

Orientation Programe (SIOP). Students of Physical
Education and Recreation Program (Perp) And
Primary Teacher Education Study Program (PTESP)
study program and Primary Teacher Education Study
Program (PTESP), feel they do not have enough
provision to carry out School Internship Orientation
Programe (SIOP), this has an impact on decreasing
self-confidence.
2 TEACHING INTERNSHIP
The objectives of practice teaching exercise as
enumerated by (Akbar, 2002) are as follows:
1. to provide an opportunity of evaluating the students
potentials as a teacher and suitability for the
teaching profession,
2. to provide the future teachers with experience in
school to overcome the problem of discipline and
enable him/her develop method of control,
3. to provide an opportunity to put theories into
practice and develop deeper understanding of
educational principles and their implication of
learning,
4. to enable the student teachers effectively plan and
prepare lessons,
5. to develop skills in the use of fundamental
procedures, techniques and method of teaching,
6. to enable students acquire desirable
characteristics/traits of a teacher and display
appropriate behavior,
7. to develop desirable professional; interest, attitudes
and ideas relative to teaching profession,
8. to provide student-teachers with opportunity to
have teaching evaluation and to gain from
constructive criticism,
9. to provide an opportunity for self-evaluation and
to discover one's strength and weakness,
10. to develop skill in future teachers related to
teaching like fluent speaking, meaningful reading,
using the board and other teaching materials.
Other than the student-teachers, the participating
and cooperating institution (the Universities/Colleges
and the practice schools) the staff and the pupils also
benefit from well planned, organized and
implemented programme of Practice teaching.
The school serves as the clinical experience
laboratory for the student teachers. The co-operating
school and its teachers are thereby provided the
opportunity to develop and improve their supervising
skills. The co-operating teachers also come in contact
with teacher education experts from the participating
college or university. This brings new ideas for
improving the school's curriculum. To the pupils,
teaching provides them opportunities to experience
new strategies and improved methods and materials
for an effective teaching. Practice teaching assists the
training institutions to evaluate the effectiveness of
the entire pre-service teacher-education programme
and see how effective it is. It also helps them to
identify problems both of the school and the student
teachers which require investigation and solution.
Practice teaching also creates a good environment
for educators to conduct research as well as apply
research findings to actual school situations. From the
foregoing therefore, it is evident that practice
teaching is a means for developing mutually
beneficial relationships between the participating
Colleges/Universities and the co-operating schools so
that theory is tested by practice and vice versa. It must
be emphasized however that the prime beneficiary of
practice teaching is the student teacher for whom the
whole range of activities is organized, spill over
benefits accrue to the other participants (Ogbodo
2013).
In the internship, a co-teacher and a mentor share
a class for one school term. Mentors play a crucial
role in helping the co-teacher take on the
responsibility for all aspects of classroom teaching.
The mentor teacher needs to know how and when to
let go of their responsibility and transfer it to their co-
teacher. For some mentors this can be very
challenging. The challenge in a small number of cases
arises when there is evidence that the co-teacher is not
confident and is not coping well with the class. The
urge to take back the responsibility for some is
difficult for some mentors to resist
3 FINDINGS
The results of the study showed: (1) PERP Study
Program students. 48 students (41.74%) were in the
good enough category, followed by 31 people
(26.96%) in the poor category, 19 students (16.52%)
were in the average category and 5 (4.35%) were
labeled terrible and 12 students were in the excellent
category (10.43%) (2) PTESP Study Program
students. 31 students (50.82%) were in average
category, 15 people were in the good category
(24.59%), 12 were in the poor category (19.67%), 2
students were in the terrible category (3.28%), and
only a student was in the excellent category (1.64%).
School Internship Orientation Programe (SIOP) of Undergraduate Students: An Outlook of Sport Education Students Readiness
215

Figure 1: Diagram of Primari Teacher Education Study
Program (PTESP) Students
Figure 2: Diagram of Physical Education and Recreation
Program (PERP) Students
4 CONCLUSION
The research data has not been able to reach all
students who are included in the research population.
Therefore, this research is a snapshot of the readiness
of students in both study programs that will
implement. Qualitative data excerpts reveal that they
need more real teaching practices in schools
according to their level.
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YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS
2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)
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