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people see, hear, and experience from their surrounding like school and mass media. Stereotyping helps the decision maker simplifies the situation. Another
explanation about stereotyping is that it is when one judges someone on the basis of his perception of the group which he or she belongs Robbins,
2005:140. b
Halo effect It is closely related to stereotyping. According to Altman 1985:92, Halo
effect refers to the use of a known particular trait as the basis for an overall evaluation. For example, a student who registers in a university and finds that
the registration committee is friendly, he may decide that the university offers friendly environment.
c Perceptual defense
People have tendency to select or attend to information that supports their viewpoints, and concurrently, to ignore or fail to perceive information that is
contrary to their opinions Altman et al, 1985 d
Projection Projection occurs when one attributes his own feelings to others.
3. Feedback
a. Definition of Feedback
Lewis 2002 stated that feedback is a way for teachers to describe their learners’ language. Feedback can provide information for the teachers about
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all the teaching process and also become the teaching evaluation for their own teaching.
As cited by Harmer, Paul Black and Dylan William 1998 noted that the feedback from teachers was the most important factor on students’
achievement. They added that it was important to give appropriate feedback to the students as well as to the activities they are involved in Harmer, 2007.
Charles Elson and Charles M. Ray 1983:261 had his thought on how important the feedback is in learning process. Below was the learning package
by Elson and Ray:
Elson and Ray noted that “practice or hands-on activity is an important part of any training program”. Feedback that was given immediately could help
students to make a quick response correction or adjustment, explained Charles and Ray 1983:261.
b. The purposes of Feedback
According to Harmer, feedback on their performance was what the students wanted and expected from their lecturer 2007:143. Following the
teaching practice, which was quite difficult for the students at the beginning, Kinicki 2008:249 noted that “students want to know two things: how they
did and how their peers did”. Thus, the purpose of the feedback for Microteaching students was to achieve their goal to be a qualified teacher
candidate. Training
↔ Practice ↔ Feedback ↔ Adjustment
Figure 1. Learning Package Process
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Lewis 2002:4 explained that the feedback given to the trainees has its purposes. The purposes include:
1 Feedback provides information for teachers and students.
Feedback gives information to the teacher about the progress of the teaching done by the students and as a mean of teaching evaluation. In the
other hand, feedback will provide the strengths and weaknesses of the students so that they can improve what should be improved to perform better. Besides,
through the feedback which was given, the students become aware of their own progress.
2 Feedback provides students with advice about learning.
Teacher or supervisor does not provide only about theory of language use but also provide comments and suggestions in a form of feedback for the
students in their teaching process. 3
Feedback provides students with language input. The feedback from teacher or supervisor in any form of feedback can
provide students language input. The feedback explains how the language is used. Teacher or supervisor may also offer higher level of language through
the feedback and it helps the students to increase their vocabulary. 4
Feedback can be a motivation for students. Students need encouragement to study. The feedback given can be a
motivation for the students. They can do their best by improving the weaknesses that the teacher shows through the feedback. Teacher is the one
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who understands about their students’ ability and during the course teacher can encourage the students by giving personal feedback.
5 Feedback can lead students toward autonomy.
One important purpose of giving feedback is leading the students to realize their own mistake.
The purpose of feedback was also discussed by O.B. Smith. He stated that a previous research showed a result that “feedback can be effective in
motivating and facilitating behavioral changes” TIETTE, 1987. According to Ausubel and Robinson 91969 pp. 299-300, as cited by Smith TIETTE,
1987, the result of feedback was students became more confident on their learning and they could focus on how they could pay more attention on the
aspects that need improvement.
c. Sources of Feedback
