The use of observation sheets as peer feedback

13 feedback also helps the students who are uncomfortable in the large class and who have lack of confidence.

e. The use of observation sheets as peer feedback

One of microteaching characteristics is giving feedback toward the student teacher Purnomo, Rismiati, Domi, dan Rohandi, 2008. Media in giving feedback in microteaching laboratory are written feedback form that is observation sheets and audiovisual feedback form such as video-tape recorder VTR and audio-tape recorder ATR Purnomo, et al., 2008. Observation sheet is a media to give students feedback on their teaching practice in microteaching class. Observation sheet is a written feedback of teaching practice, which is filled by an observer. The observation sheet that is used to assess student teaching skills, especially in English Education Study Program, Sanata Dharma University is integrated skills observation sheet. The observation sheet is attached in the Appendix 1see page 63. The observation sheets have certain evaluation system augmented by the use of rating schedules, checklists and interaction analyses Brown, 1975: 15. Benton Kupper 2001 states that when feedback is generated from peer evaluation, the generation of feedback for microteaching session need evaluative criteria which is consist of a number of instruments and procedures, to assess teaching. The primary role of the evaluation criteria is to provide evidence from teaching performances. 14 Based on Subramaniam’s study about potential of a written feedback form as microteaching evaluation, the result shows that the potential of the microteaching evaluation form is depended on assigning weightage to the evaluation criteria, providing allowances for evidence and interpretations and providing an analytical framework that focus on the goal set of microteaching performances. Gibbs and Simpson 2004, as stated in Glover’s article 2006 entitled Written Feedback for Students: too much, too detailed or too incomprehensible , also suggest that it would be better if feedback is frequent, sufficient and detail enough, understandable, which can be linked to the purpose of the assessment task and criteria, then focus on learning rather than mark. According to Glover 2006, feedback is effective if students act on it to improve their future work and learning. Based on the result of his study about written feedback, it shows that mark or grade is primary vehicle for informing students of their progress. When feedback is given, its prime function is to inform the students about their past achievement rather than looking forward to future work. Then the implication of his study is that giving feedback should also provide information with sufficient explanation to enable students to use the information.

2. Microteaching Class in English Language Education Context