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that will be useful to improve their ability in teaching. Since the ones who are involved directly in learning process are the students, their attitudes on teacher
written feedback in their micro teaching class may be important to be sought and investigated. Even though there are no many similar researches that conducting a
research on micro teaching class, there are several research that investigate students‟ attitudes toward feedback in other classes such as writing class. Some of
it is a study by James, Krause, and Jennings 2010 that found that current students in tertiary institution are broadly dissatisfied with the written feedback
they received. Another study by Sadler 2010 also showed that in some cases, written feedback to students seem to have little impact. However a more recent
study by Rodgers, Horvath , Jung, Fry, Diefes-Dux, Cardella 2015 about students attitudes toward feedback shows different result. They found that the
students were grateful and thought that feedback was very helpful because it gave them a general sense of the revision or suggestion they need to make
improvement in their next work. Micro teaching is one of the important courses in teaching education
program and feedback is important that it will not be left out for the sake of students‟ development. However, there is just little information about students‟
attitudes toward feedback in microteaching class. Considering the things above, this study is aimed to investigate students
‟ attitudes toward written teacher feedback specifically in micro teaching class. To achieve that goal, this study is
going to answer this following question:
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What are students‟ attitudes toward teacher written feedback in micro
teaching class? The findings of the study will be useful for micro teaching teacher to consider
type or kind of written feedback that will be more beneficial for the students.
B. LITERATURE REVIEW
This section provide theoretical framework used in this study including the definition of micro teaching and feedback, feedback in micro teaching class, and
students‟ attitudes toward feedback.
1. Micro Teaching
Micro teaching is a teacher training technique that was first developed in Stanford University by Dwight W. Allen and his colleagues Seidman,1968.
Since it was developed micro teaching has been adopted by many teacher training institution as a very power
ful technique to develop students‟ teacher teaching skill Seidman,1968. The popularity of micro teaching in teacher training program
may be the effect of micro teaching that provide many real practical advantages to student teachers in a real class environment. In micro teaching technique pre
service teachers get an opportunity to practice their teaching skills in an artificial environment Amobi, 2005.
Moreover, Wallace 1991 defines micro teaching as training for pre service teacher in which the situation has been simplified in some systematic way.
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There are three main factors in teaching that may be scaled down in micro teaching. The task that may be simplified, the length of the lesson may be
shortened, and the size of the class may be reduced. Micro teaching usually consists of three or four distinct stages:
„briefing‟, „teaching‟, „critique‟, and „re- teach‟. Re-teach is when student teachers teach again after they get feedback from
teacher and colleagues. This process continues until mastery is demonstrated. The re-teaching ensures that reasonable level of proficiency is reached.
In Faculty of Language and Literature in private university Central Java, micro teaching is conducted to create a safe and comfortable place for beginner
student teachers in developing, practicing, and crafting their teaching skills and professional identities as English teachers. In this faculty, the student teachers will
teach their peers 3 times. The preparation of those peer teachings includes preparing lesson plan, developing materials. Then it followed by the main stage,
15 minutes teaching in the class. The peer teaching is followed up by the reflection from the other peers and also from the teacher or the instructor of the
class. One form of reflection used is feedback.
2. Feedback
According to Rinvolucri 1994 the term feedback is originally a biology term that refers to the message that comes back from an organism that has acted
on its environment. In the field of biology, the term feedback describes a neutral process that links the chain of action and reaction. In writing class context,
feedback is defined as an input from a reader to a writer that will provide the
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writer information for revision Keh 1990 . Therefore, in micro teaching context we can conclude that feedback is the input or comment from teacher or peers that
act as students to student teacher regarding hisher performance during mini lesson. In general, there are two kinds of feedback, response or feedback and
written response or feedback. The feedback can be given by teachers or peers. Although oral response and the use of peers as the source of feedback is common
nowadays, teacher written feedback still continues to play a central role in most L2 Second Language and foreign language FL classes Hyland, Hyland 2006.
Many teachers felt they had to write important comments on papers to appreciate students‟ effort and to justify the grade they had been given Hyland 2003. Even
though students themselves are positive about teachers‟ written feedback Hyland,
Hyland 2006, several studies state that students may ignore or misuse teacher commentary, and sometimes they can misunderstand it Conrad, Goldstein 1999.
3. Feedback in Micro Teaching Class
One of the aspects in micro teaching is evaluation. This aspect includes feedback that provides comments on students
‟ teaching performance. The feedback comes from supervisors and also peers. Studies reveal that sharings with
supervisors and peers such as through feedback are very good to increase the degree of success in teaching training Brandl as cited in Eksi, 2012. The
outcomes of feedback are also assumed to be the factor of improvements in the student teachers‟ teaching practice Arikan, 2004.
