26 1 Attention to teacher, peers and objects under discussion
2 Study behavior, book work, reading and chalkboard work 3 Work output completed pages, assignment sheets
4 Work quality neatness, accuracy, aesthetic qualities, thought content 5 Work improvement in quality, output or appearance
6 Behavior categories task appropriate and inappropriate, verbal, physical and written
7 Independent work development of self-directed and managed behavior and self-initiated work activity
B. Theoretical Framework
The researcher conducted research that aims to find out Microteaching students’ perception on the use of reinforcement skill in Microteaching class and
their suggestions on the use of reinforcement skill in Microteaching class. The researcher used several theories as the base to answer those problem formulations.
The first is the theory of perception. According to Altman 1985, perception is the way of an individual reacts to the stimuli from the surrounding environment
and interprets it into a meaning to be understood. Altman also describes the process of occurring perception through this
figure.
Figure 2.1 The Perceptual Process
Sensor’s selection of
stimuli Perception,
organization, and interpretation of
stimuli Behavioral
response Stimuli
27 The procedure is that an individual selects the stimuli from the environment by
specifying the cues. Then he or she organizes and arranges the selected stimuli to be interpreted into the meaningful knowledge or information. Finally, it appears in
a behavior response as the result of perceiving the information. Robbins 2001 states a similar idea that perception is a process that individuals organize and
interpret the sensory impression to give a meaning to their environment. Those theories help the researcher construct a questionnaire to find out Microteaching
students’ perception on the use of reinforcement skill in Microteaching class. All of the Microteaching students have experienced to conduct the basic
teaching skills including reinforcement. Each student is by turn assigned as a teacher, observer and student referring to the characteristic of Microteaching
course in English Language Education Study Program. Before conducting teaching practice, Microteaching students have to construct a lesson plan and
material then consult it to their supervisor for comments and revise for final Suseno Gilarso, 1986.
Allen and Ryan Brown, 1978 define a cycle of Microteaching process as follows.
Figure 2.2 Original Microteaching Cycle
Based on that cycle, each cycle has to maintain one component skill such as set and closure, effective questioning, pupil reinforcement or participation as the
exercise. After constructing the lesson plan and material, the teacher has to apply
Plan – Teach – Observe Critique – Replan – Reteach – Reobserve
28 all what he or she prepares in limited time of teaching. The observer, meant to the
student who is assigned as the observer, and the supervisor give comments and feedback what should be improved during the teaching practice. After having the
comments and feedback, the teacher may revise it to re-plan another teaching practice until he or she has acquired the teaching skill.
The researcher specified one of the component skills, that is reinforcement, as the focus of research. For the implementation of reinforcement
skill, the researcher used theory from Turney, et al. as the base to conduct research as well as solve the problem formulations. According to Turney, et al.
1973, positive reinforcement refers to positive response to a behavior to increase the probability of the behavior occurring again. There are two types in
general. The first is the verbal form including praise, encouragement, comments and feedback. Another form is the non-verbal reinforcement consisting of gestural
expressions, smiles, eye contact and material rewards. The positive response is to increase the expected students’ behavior. In Microteaching course, mastering this
skill is one of the course objectives and criteria to pass the course. Microteaching students’ perception on the use of reinforcement skill is the main part of this
research. The perception when Microteaching students are assigned as the teacher and student affects the result of this research.
29
CHAPTER III RESEARCH METHODOLOGY
This chapter is to describe the method used in this research to answer the problem formulations as stated in the introduction. This chapter consists of
research method, research setting, research participants, instruments and data gathering technique, data analysis technique, and research procedure.
A. Research Method
The researcher intended to investigate Microteaching students’ perception on the use of reinforcement skill in Microteaching class. To gain the information,
the researcher needed a sample of population for the data collection to answer the research problems. Since the research was to describe the characteristic of
population, the method used was survey. It is proved by Fraenkel and Wallen 2009 that survey research is to gain information from a group of people to
describe characteristics such as ability, opinions or knowledge through asking question and draw a sample rather than involve all the members of population.
The research problems addressed to the quality of an activity that was being observed concerning with process as well as product and it is one of the
characteristics of qualitative research Fraenkel Wallen, 2009. They add that the collected data tends to be in form of words rather than numbers. It was proved
that the researcher got the data through the focused group discussion, comments and statements questionnaire. So, the presented data would be reported in words.
