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5. Feedback can lead students towards autonomy
This is the long-term purpose of feedback. Teacher can lead the students to the point where they make the mistakes. Teacher gives the students to think about
the mistakes and revise their mistake. Mostly feedback only focuses on the errors of students performances.
Giving feedback is not only about giving some comments of the mistakes from students. As what Lewis says that feedback is not limited to commenting errors.
One of the purposes of giving feedback towards the student s’ performances is to
motivate the students. It is good for students to know what the good things that they have done during their performances. It is important for the students to
motivate them to be better in their next performance. Lewis 2002 also says that it is important for the students to comment on their ability to express meaning
despite incorrect form of the language. Lewis 2002 explains that there are three types of feedback based on the
source of the feedback. 1.
Teacher feedback In some situation, teachers are the source of feedback. They give feedback
of the students performances orally and written. Teacher feedback has some variation. There are some variations of teacher feedback: traditional marking,
conferencing, collective feedback. 2.
Peer feedback The idea of peer feedback is that the students give the feedback of one to
another. In the first time, peer feedback is something strange because some
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students think that feedback comes from the teacher instead of the students. It gives some advantages for the students and the teacher if they give peer feedback
to the other students. The advantages of peer feedback are the teacher has a greater variety of suggestion, peer feedback is an instant feedback, and peer
feedback is fun, so students will not be bored. There are some suggestions of giving peer feedback. The suggestions are role-play, pair work in a moving circle,
feedback question, multiple feedback, read listen respond, summarize and photocopy advice.
3. Self-correction
The last type of feedback is self-correction. Self-correction feedback allows students correct and evaluate themselves. It gives some advantages for the
students. The advantages are students can increase their independent of the teacher, students will remember better if they have discovered their own mistakes,
and using self-correction will save time. Teacher can help students by giving the guidance for the students. The guidance from the teacher will make the students
understand how to do self-correction. The next explanation is about Microteaching.
1. Microteaching
According to Allen and Ryan as cited in Gregory 1972, Microteaching is an idea, at the core in which lie five fundamentals proportions, those are real
teaching, lessons the complexities of a real classroom, focusing on training, increased control of the practice, and focus on the feedback. Sanata Dharma
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University has Microteaching course for all study programs in education department, includes in the English Language Education Study Program
The main objective of Microteaching course is to provide the learners with an environment for practice-based teaching to encourage self-evaluative skills on
their teaching competence and performance Buku Panduan Akademik, 2011. According to McKnight as cited in Brown 2004, Microteaching has been
described as a scaled down teaching encounter designed to develop new skills and refine the old ones. The trainee in Microteaching teaches a small group of students
in five to ten minutes. Usually, it will be recorded in a video and subsequently observed and analysed by the trainee with the supervisor.
Allen and Ryan 1969 say that Microteaching is a training concept that can be applied at various pre-service, and in service stages in the professional
development of teacher. It provides teacher with a practice setting for instruction in which the normal complexities of the classroom are reduced and the teacher
receives a great deal of feedback on the performance. Microteaching is used to train teachers. There are particular areas of
training to which it is uniquely fitted and microteaching is put. The areas are: a.
Safe practice Practice is the prerequisite of learning activities. A teacher’s day is
devoted to activities that are learned and can be improved through practice. Almost of the practices in teaching happens in the work place. In practicing
teaching skill in Microteaching class, students should pay attention to some aspects. The situation of Microteaching class is made like the real classroom on a
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school, one student will be the teacher and the other students will be the students. In practicing their teaching skill, they need to consider that the students are in the
classroom to be skillfully taught. They need to think about the teaching method for the students. The
technique practice must fit in well with the lesson. They need to take responsibility of the successfully teaching and they have to use their teaching
skills and techniques. Microteaching is designed to provide teachers with a setting for improving the techniques and skills of their profession. Microteaching
can develop professional competencies of the teacher. b.
A focused instrument The practice environment on Microteaching allows teachers to work on
acquisition of specific skills and the extraneous concerns can be shut out. During the practice, students can use a particular method to increase students’
participation. After the practice, the teacher and the others students give some feedback to the performance.
c. A vehicle for continuous training
d. Modelling instructional skill
In Microteaching, students can practice their teaching skills and be recorded in a video. The natural setting of Microteaching class can develop the
teaching skills and teaching techniques. Teaching skill can be isolated and their performance highlighted so that the viewer can more easily identify the behavior
that make up the skill.
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There are some benefits of well-executed models of instructional skills: they can be used as examples to be imitated, they can be used to show the
instructional alternatives available to the teacher, they can be used to stimulate discussion about teaching and the last benefit is they can be used as a major of
instructional component in a Microteaching clinic. e.
A new approach to supervision Microteaching class can provide both a good setting for and a positive
approach to supervision or observer. The approach is entirely non-evaluative. The fact in Microteaching class, the number of the students, the durations, and the
scope of the lesson are all reduced, also seems to lessen the pressure on the teacher. One of the key principles of Microteaching is to focus on a particular
teaching skill or some very clear objective. There will be some observers or supervisors in Microteaching class. They help the performer teacher to improve
the teaching skills. f.
A research tool Microteaching is born of an experiment. From the beginning, it has been
used as a means of research. The aspects of Microteaching that render it valuable as a training technique also render it valuable as a research tool. Many of the
complexities in the classroom teaching can be reduced. Students who join Microteaching class will practice how to teach the
students using their teaching skills and the teaching methods in Microteaching laboratory. After they teach or do teaching simulation in Microteaching
laboratory, they have to teach the real students. In Sanata Dharma University,
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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
