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students who are participating in Microteaching class have to teach their junior before they teach the real students in some school. This kind of process in called
clinic model in Microteaching. As the teacher candidated, the students in Microteaching have to learn how
to teach the students. As a trainee, a student of Microteaching class learns the skills of teaching. These skills can be applied in different level of education and
different subjects of study. The skills are: stimulus variation, set induction, closure, silent and norverbal cues, reinforcement of student participation, fluency
in asking questions, probing question, higher-order questions, divergent questions, recognizing attending behavior, illustrating and use of examples, lecturing,
planned repetition, and completness of communication Allen and Ryan, 1969.
2.
Theory of Perception
Perception is defined as the process of how the stimuli are selected and grouped by a person until create a meaningful interpretation Altman, 1985: 85.
Altman 1985 also says that perception can be defined as a person’s view of
reality or the way people perceive something. In this research, the researcher uses the theory of perception to answer the research question number 2. In this
research, the students in Microteaching classes perceive the use of positive feedback based on their experiences in Microteaching class.
There are some factors that influence people to perceive something. The factors are external and internal factors:
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a. External factors
According to Robbins 2005, the internal factors come from the perceivers, target, and the situation. Robbins 2005 explains that the factors that
come from the perceivers include attitudes, motives, interests, past experiences, and expectation. The factors that come from the target include novelty, motion,
sound, size, background, proximity and similarity. And the last factors come from the situation that includes time, work setting and social setting Allen, Ryan 1969:
15 b.
Internal factors According to Altman 1985:86, there are three important factors that
influences someone’s perception. The factors are: 1
The selection of stimuli People perceive things differently because they choose the specific cues
and filter or screen. They use cues or filter when they found some distractions. Everyone has different way to overcome the distraction.
2 Organization of the stimuli
After they get the stimuli, people will organize the stimuli in their mind. People should organize the information that they have got. The purpose of
organization the information is to make the information become meaningful. The mind will organize the information and collect them based on the experience.
3 Self-concept
It is the way one feels about and perceives himself. Altman, et al explains that the way of somebody see themselves affects the perception of the world
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around them. Self-concept is important because the concept in our mind provides mind influence on how we perceive something.
d Theoretical Framework
To analyse the data of the research question number one in which the question is about the implementation of positive feedback, the researcher uses the
theory of feedback by Skinner as cited in Schunk 2008. There are positive and negative feedback. Positive feedback gives positive reinforcement, while negative
feedback gives negatives reinforcement to the students. According to Skinner as cited at Schunk 2008, the reinforcements are the stimuli for the students and it
has consequences for the students. McNamara 2000 says, feedback is the tool for describing the information
about performance to the performer. Feedback provides some information about the improvement progress of the students. Lewis 2002 say that by focusing on
the strength and weakness, the comment provides information about individual progress. Feedback is offered in order to improve the learner’s language ability
Brown, 2004. Feedback here are both oral and witten feedback from the teacher. In this study, the teacher gives the feedback after the students’ performace on their
progress test 1 and progress test 2. To analyse the research question number 2, that is the students
’ perception on using positive feedback to improve their performance in Microteaching class,
the researcher used theory from Altman et al 1985 and Robbins 2005. The students perceived the implmentatio of feedback based on their experiences when
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they received the feedback. Self-concept has inportant role for the students to perceive the implementation of feedback Altman et al, 1985 The researcher also
used the theory form Allen and Ryan. The teacher gives the feedback on students’ preparation, general teaching competences, basic teaching skills and
time allocation. Allen and Ryan 1969: 15 says that the basic teaching skills include stimulus variation, set induction, closure, silent and norverbal cues,
reinforcement of student participation, fluency in asking questions, probing questions, higher-order questions, divergent questions, recognizing attending
behavior, illustrating and use of examples, lecturing, planned repetition, and completness of communication.
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CHAPTER III RESEARCH METHODOLOGY
This chapter presents methodology that is employed in this research. It includes the description of the research method, research participant, research
setting, data gathering techniques and the instrument, data analysis techniques, and research procedure.
A. Research Method
The research method that was used in this study was survey. The researcher conducted a research at Microteaching classes in the English Language
Education Study Program Sanata Dharma University and did the survey. By conducting this survey, the researcher wanted to dig the information about the
students’ perception on lecturers’ positive feedback to improve their teaching performances in Microteaching class.
B. Research Setting
The research was conducted in Microteaching classes in the sixth semester. The researcher chose three classes randomly. This research was
conducted in the end of the semester since the researcher wanted to get the data from the students who got the feedback after progress test 1 and progress tes 2.
The researcher asked for the permission to the Microteaching lecturers to do the
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research in their classes. The students in the classes, should have some experience on giving and receiving the feedback.
C. Research participant or Subject:
The research participants in this research were the students of the English Language Education Study Program in Sanata Dharma University who were
joining Microteaching classes in academic year 20142015. The participants were from some classes of Microteaching class. The researcher took the samples of
students in Microteaching class. There were maximum 25 students in Microteaching class. The researcher took the samples from three classes of
Microteaching class. Therefore, there were 58 participants of this study who came from the three classes of Microteaching class.
D. Instrument and Data Gathering Techniques
In this survey the researcher used the self-administered questionnaire and group-administered questionnaire Brown, 2001. The researcher used self-
administered questionnaire when the researcher conducted the survey in which the respondents brought the questionnaire to their house and they could complete the
questionnaire not in the classroom. Then they submitted the questionnaire to the researcher in the time and the place that had been decided before.
The researcher used group-administered questionnaire which the researcher asked the lecturers to give ten up to fifteen minutes to distribute the
questionnaires and the students completed the questionnaire. The students
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completed the questionnaire in the classroom then submited the questionnaire in the same day after they finished completing the questionnaire.
The researcher distributed the questionnaire to the Microteaching students. There were 22 close-ended questions and 3 open-ended questions. The
respondents had to select th e answer “yes” or “no” that had been provided. For the
open-ended question, the researcher used short-answer question. In short-answer question usually required a view phrases or sentences Brown, 2001. The
researcher distributed the questionnaire for 58 students in three classes in Microteaching classes.
E. Data Analysis Technique
After distributing the questionnaire and gathering the data the researcher analyzed the data. The researcher classified the answer on the questionnaire. The
students who had positive perception about positive feedback would answer yes, while the students who had negative perception about positive feedback would
answer no. From the classification of the data, the researcher knew their perceptions on giving positive feedback. Researcher used descriptive statistics to
analyse the data. The purpose of descriptive statistics was to describe or characterize the answer of the group of respondents to numerically coded
questions Brown, 2001. Later the researcher described the result in frequencies or percentages of various answer.
Frequencies was used to count the number of the respondents in this survey. The researcher needed to know the number of participants and then the
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data would be converted into percentages. There were some steps to convert the frequences data into percentages. Step 1 was to figure out how many people there
are total in the survey. Step 2 was to divide the number, in this survey the researcher divided the number of participant into their classes. Step 3 was to
multiply the result into 100. The last step was round to the result to two places as in conventional in the social sciences Brown, 2001.
F. Research Procedure
Firstly, researcher decided the subject of the study. The subject of the study or the research participants were the students in Microteaching class. The
researcher took the sample from the population of students in Microteaching. There are 58 participants who came from three Microteaching classes. After
deciding the subject or the participants, the researcher arranged the questionnaire. After that, the researcher distributed the questionnaire to the participant. Then the
data from the questionnaire would be analyzed based on the theories.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter provides the research findings and the data analysis. The data are based on the questionnaire that has been explained in chapter 2. The analysis
based on the theories which have been presented in chapter 2.
A. Feedback in Microteaching Class
In this research, the researcher conducted a survey to get the data. The survey was conducted in Microteaching classes in Sanata Dharma University.
There were three classes in Microteaching class and there were 58 students. There were 58 questionnaire sheets and each student received one questionnaire sheet,
however there were 3 students who did not return the questionnaire to the researcher. Therefore, there were 55 participants in this research. According to the
previous chapter, there are 22 close-ended questions and 3 open-ended questions. The students had to give check mark
in the column “yes” or “no” which had been provided in the questionnaire. The analysis of the data is provided in the
table analysis. The first class which had been chosen was class B. There were 19
participants in this class; however in the end there were 3 students who did not submit the questionnaire. Therefore, in the end, there were 16 participants from
this class. The research was conducted on Thursday, 4th July 2015. In this class the lecturer gave feedback for the students after the teaching simulation. The
