Abstract:

This article reports an analysis of teacher students' teaching achievement in designing lesson plans, improving teaching practice, and developing teacher competency. The research followed a mixed method research  design, combining quantitative and qualitative data. It further employed a one-group pretest-posttest design in a quasi-experimental approach with the participants observed to obtain the needed data for further statistical analysis. The findings reveal that  Tadaluring Microteaching Learning Model (TMLM), with its five-component microteaching cycle (e.g. syntax, social systems, principles of reactions, support systems, and effects of models)  helps teacher students improve teaching achievement in Microteaching course by providing extra resources of experience to improve lesson plan design, teaching practice implementation, and teacher competence enhancement. This study also examines the experiences of both supervisors and teacher students in implementing the five components of the TMLM microteaching cycle. It reports that teacher students are able to design good lesson plans after participating in the TMLM microteaching cycle. It further shows the five components of the TMLM microteaching cycle aroused the teacher students’ positive attitude and motivation to create and improve teaching practice during peer teaching sessions while improving their personality and social competence at the same time. This study provides a better understanding that the use of TMLM's five components in the microteaching cycle can support teacher students' teaching performance effectively in the future.

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