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
Microteaching is a scaled down, simulated teaching encounter designed for the training. Microteaching is a model of teacher training designed to develop
teaching component skills Brown, 1975: 7 and to provide a set of real, personal teaching experiences Gregory, 1972: 4. In general the purpose of microteaching
15 is learning how to teach. Specifically, microteaching helps teachers improve both
content and methods of teaching of various teaching skills and techniques. Gregory 1972: 10 also adds that the personal teaching experiences will challenge
and reinforce students’ conscious and unconscious attitudes and values of teaching.
To accomplish good and successful teaching, the teaching performance has to be evaluated or to be observed. The basic components of microteaching are
highly focused on practice and feedback. Allen-Ryan 1969 explains that microteaching helps teacher to practice teaching in simple set of classroom and
helps teacher to obtain feedback of his her performance. Microteaching is a training concept that can be applied at various pre
service and in-service stages in the professional development of teachers. Microteaching provides teachers with a practice setting for instruction in
which the normal complexities of the classroom are reduced and in which the teacher receives a great deal of feedback on his performance Allen-
Ryan, 1969: 1.
In the early years of 1960s, the original microteaching cycle was Plan-Teach- Observe Critique-Replan-Reteach-Reobserve. The result of feedback is used for
recovering the weaknesses and then do reteach Brown, 1975. Further based on Allen and Ryans statement 1969: 2, they argue that
there are five important propositions of microteaching: a. Microteaching is a real teaching in which the teaching learning situation is
made by teacher and students.
16 b. Microteaching is a miniature set of the real classroom in which size of class,
time, student number and the content of teaching learning activity is reduced. c. Microteaching focuses on several tasks namely practicing the techniques and
methods of teaching, mastering the materials, and practicing the instructional teaching skills.
d. In microteaching class, there is control of practice. It means that the trainer have the control to manipulate the setting of class such as time allocation,
students amount, method of feedback, etc. so that the training program will have a high degree of control in practicing teaching.
e. Microteaching provides feedback of the students’ teaching performance. It is obvious that one of important aspects of microteaching is providing
feedback. As Borg, Kelley, Langer, and Gall 1970 states that feedback is an essential factor in learning skills. In this research, feedback is all information
about students’ teaching performance. Concerning the teaching skills, Purnomo, et al. 2008 explains that there are three basics teaching skills that need to be
mastered: a.
Set induction and set closure skills Creating a good introduction in the beginning of the lessons has a great
contribution toward teaching learning atmosphere in the class because it may arouse students’ motivation in learning materials and increase students’ active
participation in the class activities. Therefore, induction skills should be mastered. At the end of the lessons, before closing the activities, the teacher should review
17 the lessons and give feedback to students in order to check students’ achievement
about the materials that have been taught. b. Stimulus and variation skills
To explain and to give varied stimulus in teaching learning process are important to help students achieve the competences, which have been stated in the
curriculum. Teacher should consider language, eye contact, body movement, gesture, appropriate illustration, media, feedback, etc while explaining the
material so that the teaching learning activities become effective. c.
Questioning and reinforcement skills Questioning activities help teacher to increase students’ active
participation in teaching learning process and to encourage students to be critical in their way of thinking while reinforcement skills help teacher to increase
students’ motivation and to support students’ positive behaviour in teaching learning process.
Those teaching skills above help student teacher to do the teaching practice successfully. Moreover, evaluation and feedback are needed to assess
student teachers teaching performance. Therefore, in microteaching laboratory of Faculty of Teachers Training and Education especially in English Language
Education Study Program, Sanata Dharma University, observation sheets are used as one of media of peer assessment.
18
3. Perception and Perceptual Process
