Student`s perception on the use observation sheets as peer feedback in developing students` teaching skills in microteaching class.

i

STUDENTS’ PERCEPTION ON THE USE OF OBSERVATION SHEETS AS PEER FEEDBACK IN DEVELOPING STUDENTS’ TEACHING

SKILLS IN MICROTEACHING CLASS

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Dionisia Novianti Suyana Student Number: 051214137

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

iv

I

 

dedicate

 

this

 

thesis

 

to

 

my

 

lovely

 

parents,

 

my

 

brothers,

 

my

 

beloved

 

boyfriend

 

and

 

especially

 

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Dionisia Novianti Suyana

Nomor Mahasiswa : 051214137

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

STUDENTS' PERCEPTION ON THE USE OF OBSERVATION SHEETS AS PEER FEEDBACK IN DEVELOPING STUDENTS' TEACHING SKILLS IN MICROTEACHING CLASS

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 24 September 2009 Yang menyatakan

vi ABSTRACT

Suyana, Dionisia Novianti. (2009). Students’ Perception on the Use of Observation Sheets as Peer Feedback in Developing Students’ Teaching Skills in Microteaching Class. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

The use of observation sheets as one of assessment media in microteaching class is important to evaluate students’ teaching performances. Besides, students’ perception on the media of assessment will affect the process of learning which then will affect the achievement of students’ teaching skills. Because of those reasons, the researcher was inspired to explore and to analyze the students’ perception on the use of observation sheets. There were three research questions in this research: 1) What are the students' perceptions on the use of observation sheets in Microteaching classes as peer feedback? 2) What are the feedback the students obtained from the use of observation sheet? 3) What are the students’ suggestions towards the use of observation sheets for further implementation?

To answer the problem formulation, the researcher employed survey research. The researcher took 100 respondents from sixth semester students who were taking microteaching class in the academic year of 2008/2009 at the English Education Study Program, Sanata Dharma University. The data were obtained by using questionnaire and interview as the instruments. The questionnaire consisted of 20 close-ended questions and 3 open-ended questions. The questionnaire used Likert Scale to measure the students’ attitudes towards the questions. The interview was conducted to verify the questionnaire result and to dig out more information. The data gathered were put in the table and were coded into some categories. Afterward, the researcher triangulated the data and drew a conclusion.

The result of the research showed that the majority of the students perceived the use of observation sheets positively. The researcher determined the feedback students obtained into four categories. They were feedback about the students’ teaching performances, feedback that enhance reflection, feedback that enhance motivation and general score of their teaching performances. All of those feedback helped the students to improve the students’ teaching skills. By knowing the strengths and weaknesses of their teaching skills and receiving constructive feedbacks, the students were encouraged to study and performed better.

The students gave some recommendations to maximize the use of observation sheets. Mostly the students suggest that the observer should be honest and objective in giving feedback. Another suggestion is to provide bigger columns to write comments. The students also give a beneficial suggestion for the microteaching lecturers about the implementation of observation sheet. The recommendation is to add more criteria of teaching skills that will be evaluated on the observation sheet.

vii

ABSTRAK

Suyana, Dionisia Novianti. (2009). Students’ Perception on the Use of Observation Sheets as Peer Feedback in Developing Students’ Teaching Skills in Microteaching Class. Yogyakarta: Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Penggunaan lembar observasi sebagai salah satu media evaluasi di kelas microteaching penting untuk menilai penampilan mengajar siswa. Selain itu, persepsi siswa terhadap media evaluasi akan mempengaruhi proses pembelajaran yang kemudian akan mempengaruhi pencapaian kemampuan mengajar siswa. Oleh karena itu, peneliti terinspirasi untuk menyelidiki dan menganalisa persepsi siswa terhadap penggunaan lembar observasi. Ada tiga rumusan masalah yang dikaji dalam penelitian ini: 1) Bagaimana persepsi para siswa terhadap penggunaan lembar observasi dalam kelas microteaching sebagai umpan balik siswa? 2) Umpan balik apa saja yang siswa peroleh dari penggunaan lembar observasi? 3) Saran-saran apa saja yang para siswa berikan terhadap pengunaan lembar observasi untuk implementasi lebih lanjut?

Untuk menjawab rumusan masalah tersebut, peneliti menggunakan penelitian survei. Peniliti mengambil 100 siswa sebagai responden yaitu mahasiswa semester 6 yang sedang mengambil kelas microteaching tahun ajaran 2008/2009 pada Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Data diperoleh dengan menggunakan kuesioner dan wawancara sebagai instrumen penelitian. Kuesioner terdiri dari 20 pertanyaan tipe tertutup dan 3 pertanyaan tipe terbuka. Kuesioner menggunakan Skala Likert untuk mengukur tingkah laku siswa terhadap pertanyaan-pertanyaan. Wawancara dilakukan untuk membuktikan hasil kuesioner dan untuk menggali lebih banyak informasi. Data yang terkumpul dimasukkan ke dalam tabel dan di coding kedalam beberapa kategori. Kemudian, peneliti mengtrianggulasi data dan mengambil kesimpulan.

Hasil penelitian menunjukkan bahwa sebagian besar siswa menerima penggunaan lembar observasi secara positif. Peneliti membagi umpan balik yang diterima siswa kedalam empat kategori yaitu, umpan balik mengenai penampilan mengajar siswa, umpan balik yang meningkatkan refleksi, umpan balik yang meningkatkan motivasi, dan nilai umum keseluruhan mengajar. Dengan mengetahui kelebihan dan kekurangan dari kemampuan mengajar mereka dan mendapatkan umpan balik yang membangun, siswa termotivasi untuk belajar dan tampil lebih baik.

Para siswa memberikan beberapa rekomendasi untuk meningkatkan penggunaan lembar observasi. Kebanyakan siswa memberikan saran kepada pengamat untuk jujur dan objektif dalam memberikan umpan balik. Saran lain adalah penyediaan kolom yang lebih besar untuk menuliskan komentar. Para siswa juga memberikan saran yang bermanfaat untuk dosen kelas microteaching mengenai implementasi lembar observasi yaitu menambah lebih banyak kriteria-kriteria keahlian mengajar untuk dinilai di dalam lembar observasi.

viii

ACKNOWLEDGEMENTS

First of all, I would like to thank my AlmightyJesus Christ for giving me lots of love and blessings and for granting me a special gift. The gift is the life I live.

I am greatly indebted to my sponsor, Mrs. Christina Kristiyani, S.Pd., M.Pd., for all her great patience, valuable times, feedback and guidance from the beginning to the end of this thesis.

I would also like to sincerely thank Ag. Hardi Prasetyo, S.Pd, M.A., C. Tutyandari, S.Pd., M.Pd., Christina Kristiyani, S.Pd., M.Pd. and Carla Sih Prabandari, S.Pd., M.Hum., as the lecturers of the Microteaching class for the opportunity given to me to conduct this study on their classes. I would also thank all of the students of Microteaching classes of 2008/2009, for all of their remarkable willingness in being my respondents and giving me valuable information for the sake of this thesis.

I would like to deeply thank my beloved parents, BapakAntonius Suyana and IbuBernadeta Sugianti, my brothers, Mas Agustinus Rinanto Suyana and

AdikMartinus Tri Wahyudi Suyana for being the infinite source of love and for encouraging me to finish my thesis.

My gratitude also goes especially for someone special, Mas Agustinus Budiono for his loving, trust, prayers and supports. I thank him for always giving me strength, courage, and hope.

ix

Further, I would like to thank all my great friends; Galuh, Tari, Eva, Eska, Nancy, and Taufik as PILLAR’s family for giving me support from the beginning and for giving me prayers, inspiration, confidence when I was doubtful and encouragements that always continue to enlighten my life. I would like to thank Andre, Verdi, Dion and Ruma for giving me valuable information, support and help during finishing my thesis. I would also thank all friends in PBI 2005 especially my classmates for all tremendous moments, teamwork, and friendship we shared during our study.

I would like to thank my boarding house friends, especially Yunia, Riska, Yaya, Okta, Refti, Defi, Erlis and Mbak Niken for being so understanding and patient and for the friendship, support, smiles and comfort on difficult days, and laughter to warm my heart. The love and friendship we shared and gave to each other will always remain in my heart forever.

Last but not least, I would like to thank anyone who helped me in doing this thesis but I have inadvertently missed. Cherish the life we live!

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TABLE OF CONTENTS

TITLE PAGE……….

APPROVAL PAGES……….

DEDICATION PAGE ……….

STATEMENT OF WORK'S ORIGINALITY ………

ABSTRACT ………..

ABSTRAK………...

ACKNOWLEDGEMENTS ……….

TABLES OF CONTENTS………

LIST OF TABLES……….

LIST OF APPENDICES………...

CHAPTER I INTRODUCTION………..

A. Research Background ………...

B. Problem Formulation ………

C. Problem Limitation ………...

D. Research Objectives ……….

E. Research Benefits ……….

F. Definitions of Terms ………

CHAPTER II REVIEW OF RELATED LITERATURE………..

A. Theoretical Description ………

1. The Use of Observation Sheets as Peer Feedback ……… 2. Microteaching Class in English Language Education Context ………… 3. Perception and Perceptual Process ………...

B. Theoretical Framework ………

CHAPTER III METHODOLOGY………..

A. Research Method ………..

Page i ii iv v vi vii viii x xiii xiv 1 1 5 5 6 6 8 10 10 10 14 18 20 22 22

xi

B. Research Participants ………

C. Research Instruments ………

D. Data Gathering Technique ………

E. Data Analysis Technique ………..

F. Research Procedure ………..

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION …………...

A. The Students’ Perceptions on the Use of Observation Sheets in

Microteaching Class ………. 1. The Description of the Students’ Perception Based on the

Questionnaires Results ………... 2. The Description of the Students Perception Based on Interview ……...

3. Discussion ………..

B. The Feedback the Students Obtained from the Use of Observation Sheet in Microteaching Class ………. 1. The Description of the Feedback the Students Obtained Based on the

Questionnaires Result ………. 2. The Description of the Feedback the Students Obtained Based on

Interview ……….

3. Discussion ………...

C. Students’ Recommendation to Improve and to Maximize the Use of Observation Sheet in Microteaching Class ………... 1. Students’ Recommendations on the Use of Observation Sheet Based on Open-ended Questions ………... 2. Students’ Recommendation on the Use of Observation Sheet Based on Interview ……….

3. Discussion ………...

CHAPTER V. CONCLUSIONS AND SUGGESTIONS ………..

A. Conclusions ………..

1. The Students’ Perception on the Use of Observation Sheets in

23 24 27 28 32 33 33 32 39 41 42 43 46 47 50 51 53 53 56 56

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Microteaching Class ………... 2. The Feedback the Students Obtained from the Use of Observation

Sheets Concerning Their Teaching Skills Developments ……….. 3. The Students’ Recommendations to Improve and to Maximize the Use of Observation Sheets ………

B. Suggestions ………..

REFERENCES ……….

APPENDICES ………..

APPENDIX 1 ………

APPENDIX 2 ………

APPENDIX 3 ………

APPENDIX 4 ………

APPENDIX 5 ………

APPENDIX 6 ………

56

57

57 59

61 63 63 64 66 67 71 79

xiii LIST OF TABLES

Table 3.1. The Description of Data Needed ………... Table 3.2. The Schedule of the Research ………... Table 4.1. The Classification of the Students’ Perception on the Use of Observation Sheet (Close-ended)………. Table 4.2. The Classification of the Students’ Perception on the Use of

Observation Sheet (Open-ended) ………...

Table 4.3. The Classification of the Students’ Feedback on the Use of

Observation Sheet (Close-ended)………...

Table 4.4. The Categories of the Students’ Feedback on the Use of

Observation Sheet (Open-ended)………

Page 24 28

34

37

43

xiv LIST OF APPENDICES

APPENDIX 1 The Observation Sheet (Integrated skills) ………….. APPENDIX 2 The Questionnaire Sheet………. APPENDIX 3 Interview Guide ……….. APPENDIX 4 Blueprint of Questionnaires Result (Close-ended Questions) ………... APPENDIX 5 Students’ Responses on the Open-ended

Questionnaires Questions ……… APPENDIX 6 Blueprint of Interview Result ………..

Page 63 64 66

67

71 79

1 CHAPTER I INTRODUCTION

This chapter provides background information related to the subject matter triggered to be explored and analyzed, presents the motivation why the researcher intended to do the research on the subject matter, and the general aims of doing the research.

A. Research Background

Microteaching is a model of teacher training designed to provide a set of real personal teaching experience where the learning situation is made by teacher and students (Brown, 1975). Microteaching reduces the complexity of teaching. In microteaching laboratory, student teacher teaches a small group of students for ten to thirty minutes. Microteaching provides students mini course with situation of teaching learning activities where the practice is much easier to control. In this situation, it is much more effective to develop students teaching skills without concerning the complexity of real class.

The implementation of microteaching gives great contribution toward education fields. Microteaching bridges two important basics of successful teaching that is to connect the theory of teaching to the practice (Pringle, Dawson & Adam, 2003), as cited in Subramaniam’s study (2006). Microteaching is appealing as a way of providing practice in teaching (Allen and Ryan, 1969). It

2 provides student teacher a preparation to practice in the real teaching situation at school that is Program Pengalaman Lapangan (PPL). Through microteaching, student teacher first learns the process of teaching and learning (Purnomo, Rismiati, Domi & Rohandi, 2008).

In order to gain the objective of microteaching that is to help student teacher developing and improving their basic teaching knowledge and skills, directed practices and constructive feedback from supervisor and peers are needed. Evaluation is a crucial part of measuring students’ teaching competences. Teaching competences deals with lesson planning, the perception of teaching, and the performance skills of exposition, questioning, and discussion (Brown, 1975). Evaluation forms mostly used in microteaching program are self-evaluation and peer or supervisor-evaluation. Medias in giving feedback in microteaching laboratory are written feedback forms and audiovisual feedback forms. In Faculty of Teacher Training and Education of Sanata Dharma University, especially English Language Education Study Program, there are some media of assessment used in microteaching course. They are observation sheets, videotape recorder (VTR) and audio tape recorder (ATR).

There are some researchers who studied the use of video tape and written feedback as media of assessment. A study of Benton-Kupper (2001) shows a result that the use of videotape is effective for giving feedback and reflection. The majority of the participants stated that they are able to critique themselves and see how they are actually looked while teaching by watching their own teaching performance. On the other hand, based on Kpanja (2001) and Wilkinson (1996),

as cited in Subramaniam (2006), the use of videotape playback is claimed to spend big financial and time constraint in many teacher education programs. It is assumed from the result of comparison between traditional and modified version of microteaching. The result of the study shows one similarity and two differences. In both versions, the student teacher uses the evaluation of his/ her teaching performance to interpret his /her microteaching performance. While the differences are the clinical supervisors are replaced by course instructors and peers as evaluators and the use of videotape as feedback is being replaced by oral and written feedback forms or observation sheets. Furthermore, student teachers have to rely on their peers for evaluation and feedback of microteaching performances. Thus, a better evaluation system is needed.

Subramaniam’s study (2006) about the potential of written feedback form showed an interesting result. He stated that there are some significant requirements for achieving the potential of microteaching evaluation form.

The potential of microteaching evaluation form was dependent on assigning weightage to the evaluation criteria; providing allowances for evidences and interpretations; and providing an analytic framework that integrates both the goals set for a particular microteaching performance and related current educational theories of teaching (Subramaniam, 2006). In other word, a written feedback form will produce big potential when the evaluation criteria focus not only on physical appearances, mannerisms and speech but also on the strengths and weaknesses of teaching, when it is provided column for evidences and interpretations, when it is given appropriate time to give detail feedback and when the analytic framework focuses on the goals.

4 It is obvious then that the use of observation sheets as written feedback helps the students to evaluate their teaching performance. Furthermore, the way the students perceive on something, whether it is positive or negative, influences the students' behavioral responses (Altman, Valenzi, & Enzo, 1985). If the students perceive the use of observation sheets in a positive way, the students' behavioral responses will be positive too. If the students’ behavioral responses are positive, it will support the teaching learning activities and the course goal achievement. In the other hand, if the students perceive the use of observation sheets in a negative way, the students' behavioral responses will also be negative. If the students’ behavioral responses are negative, it will hamper the teaching learning activities and the goal of achievement.

In order to achieve the goal of microteaching course that is to help student teacher develop and improve their basic teaching knowledge and skills, the potential feedbacks are needed.As Altman, et al. (1985) said that the way students perceive something will influence behavioral responses, then students’ perception on the media of assessment will affect the process of learning which then will affect the achievement of students’ teaching skills. Then, the students’ perceptions influence the process of learning and also influence the goal of microteaching course itself. Because of those reasons and inspired by Subramaniam’ findings on the potential of written feedback form in assessing students’ microteaching performances, the researcher was inspired to discover and analyze the students' perception on the use of observation sheets in a specific domain, which is in Sanata Dharma University.

B. Problem Formulation

Based on the background, there are three problems formulated in this research: 1. What are the students' perceptions on the use of observation sheets in

Microteaching classes as peer feedback?

2. What are the feedback the students obtained from the use of observation sheets?

3. What are the students’ suggestions towards the use of observation sheets for further implementation?

C. Problem Limitation

Since the researcher intends to conduct a research on the students’ perception on the use of observation sheet in microteaching class, the focus of the research is the way microteaching students of English Language Education Study Program of Sanata Dharma University in the academic year of 2008/2009 perceive the use of observation sheet. This is the first research focused on this subject matter in Sanata Dharma University. Therefore, the researcher focuses on digging and exploring any information related to the students' perception on the use of observation sheets in microteaching classes, feedback the students obtained, and the possible recommendations to improve and to maximize the use of observation sheets in microteaching classes.

6 D. Research Objectives

In relation to the questions in the problem formulation, there are three objectives presented in this research. Those objectives are to investigate the students' perceptions on the use of observation sheets, to explore the feedback gathered from the use of observation sheet, and the possible recommendations to improve the use of observation sheets in microteaching class.

E. Research Benefits

The findings of this research are expected to provide valuable contribution to: 1. Microteaching lecturers especially at Sanata Dharma University

This research provides information on how the students perceive the use of observation sheets in microteaching classes as one of evaluation form. Positive perception leads to positive behaviours, which then lead to a successful teaching goal achievement. This research provides also feedback the students obtained and students’ recommendation to improve the use of observation sheet. Therefore, the result of this research helps microteaching lecturer to comprehend students’ perception and students’ reaction toward the use of observation sheet in general. Besides, by considering students’ recommendations, the result of the study helps the lecturers to design better evaluative criteria in order to maximize students’ learning and to achieve the course goal.

2. Microteaching students

This research discusses any related information on the use of observation sheets in microteaching. The result of this research helps the microteaching students to have further comprehension about the effect of perception on the use of observation sheet as media evaluation toward teaching skills development. By recognizing the students’ perception toward observation sheet and the feedback students obtained in general, microteaching students will have more positive perception toward the observation sheet. Thus, the positive perception will affect students’ learning process then will affect students’ teaching skills development.

3. English language education field

This research explores any information related to microteaching students' perception on the use of observation sheets as an evaluation media to assess the students' performance when they are doing teaching practice in class. By recognizing the perception of media, the lecturers could design better evaluation media and technique in order to support teaching learning activity to create successful learners. Since the success of English Language Education is depended on the microteaching students as teacher candidate, successful learners will improve English Language Education quality.

4. Future researchers

Finally, for the future researchers, the researcher hopes that this research inspires them to conduct further research related to the use of observation sheets

8 or to enrich the existing research. The research could be related to the effect of students' next performance after they receive their observation sheets of their teaching performance assessment and the effect of giving observation sheets.

F. Definition of Terms

For the sake of avoiding misunderstanding, the researcher provides some definition of the terms used in this study. They are stated as follows.

1. Perception

Perception is an active process in which a person views a stimulus together with his experiences, motivation and attitudes (Suparinah, 1986). According to Robbins (2001), perception is defined as a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. There are three factors that can influence perception. The factors are in the perceiver, in the object or target and in the context of the situation in which the perception is made. Based on definitions above, in this research, perception is defined as a way student teacher perceives, see, understand and interpret observation sheet as peer feedback in microteaching class.

2. Feedback

Feedback is any information given to the student and teacher to describe individual or class progress (Lewis, 2002: 3). It is “a prime factor in learning skills” (Borg, Kelley, Langer & Gall, 1970: 42). Giving feedback means telling the students about the progress they are making for the sake of guiding them to

areas of improvement (Lewis, 2002). According to Lewis, there are three kinds of feedback. They are teacher feedback, peer feedback and self-correction. Implementing peer feedback, the students are to observe their peer's teaching performance then they should give feedback on the form of observation sheets. After that, they should make improvement on their next performance. In this research, peer feedback in microteaching class refers to any constructive comments/critiques from peers to peers for the sake of improving their teaching competences.

3. Microteaching

Microteaching is one of the compulsory courses offered in Faculty of Teachers Training and Education, which trains the students the basic skills needed to be teachers. In Sanata Dharma University, especially in English Language Education Study Program, this subject is included in the curriculum as Kelompok Mata Kuliah Keahlian Berkarya (KPE 360). In Microteaching class, the students are trained to be competent and well qualified teachers. They are trained to master essential teaching skills including set induction, set closure, questioning and stimulus variation skills, explaining skills and reinforcement skills. Here, the students learn doing peer teaching in a stimulated class and teaching lower semester students. In this research, microteaching is a course the research participants taken in which the researcher study about students’ perception on the use of observation sheet as peer feedback in developing students’ teaching skills.

10 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents a discussion on the related literature as the theoretical base in doing the research outlined in Chapter I. On this literature review, the theoretical description and the theoretical framework of the study will be discussed further. The theoretical description contains the discussion on the use of observation sheet as peer feedback, microteaching class, and perceptual process.

A. Theoretical Description

In this section, the researcher will review the description of the use of observation sheet as peer feedback, the description of microteaching and the description of perception.

1. The Use of Observation Sheets as Peer Feedback a. Definition of feedback

Evaluation is needed to measure someone achievements especially in measuring someone learning process. Gregory stated that evaluation is “crucial, ongoing, diagnostic process in which both teacher and students must engage in order to educate each other” (Gregory, 1972: 16). Feedback is “a prime factor in learning skills” (Borg, Kelley, Langer & Gall, 1970: 42). According to Lewis (2002: 3), giving feedback means telling students about the progress of the

students’ learning process that intends to guide them for improvement. He explains in his book Giving Feedback in Language Classes that there are different definitions of feedback in point of view of teacher and students. For teacher, feedback means giving them information and also “a form of evaluation on their own teaching” (Lewis, 2002: 3). While in student’s point of view, feedback is a continuing form of assessment, which is more focused on the progress than marks.

b. The purpose of feedback

By highlighting strengths and weaknesses, the feedback provides information about students’ individual progress and also whole class’ learning process. Besides providing information for both teacher and students, Lewis (2002: 4) also states that the purpose of feedback is motivational. “Feedback is a form of motivation, and feedback can lead students towards autonomy” is Lewis argument about purposes of feedback. Receiving useful feedback motivates students. Feedback can be more motivating than grade and it can encourage students to study better. It is supported by Richards and Lockheart (1996: 188) who said, “Feedback can be either positive or negative and may serve not only to let learners know how well they have performed but also to increase motivation and build a supportive classroom climate.”

12 c. Peer feedback as cooperative learning

Specifically, peer feedback is one kind of assessments that is based on cooperative learning. Peer assessment is formative types of assessment (Brown, 2004). Cooperative learning refers to a kind of teaching methods where student work in groups to help their peers to learn the subject or content (Slavin, 1995). Brown explains in his book, Language Assessment, according to principle of assessment, the evaluation of self/peer assessment is practical and has high potential on content validity and washback because it is effective and give useful feedback. However, the evaluation of self/peer assessment has low reliability because the students may have bias toward their peers about standard of good and bad students (Brown, 2003: 278).

d. Benefits of peer feedback

Learning activities in group and taking assessment in peer involvement give some benefits. Gaies (1985: 131) explained that there are four benefits of peer involvement in socio affective aspect. The benefits are increased motivation, strengthened cross-cultural understanding, strengthened self-concept and sense of self-direction and reduced inhibition. Since students enjoy variety in the classroom and have the opportunity to interact with peers, peer involvement can relieve the monotony of whole class, teacher-directed work. Students come to rely on their peers and develop a sense of responsibility to their peers. It increases students respect and tolerance toward the others. Peer involvement in giving

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 1(see 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

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

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 Ryan's 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

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

According to Altman, et al. (1985: 85), perception is defined how the stimuli are selected and grouped by a person until create a meaningful interpretation. Perception also can be defined as “a person’s view of reality” (Altman, et al., 1985: 85) or the way people perceive something. Another definition, perception is “an organism’ awareness of objects and events in the environment brought about by stimulation of its sense organs” as stated by Bootzin, Loftus, and Zajonc (1979: 103).

Based on definitions above, it can be concluded that perception is a person’s point of view and interpretation of an object or event. Everybody may have different perception of an object, which then leads to different behavioural responses and attitudes. Relating to this research, perception is defined as students’ way of perceiving, seeing, understanding and interpreting the use of observation sheet as peer feedback in microteaching class.

Perception is also defined as an active process of selecting, organizing, and interpreting their sensory impressions in order to give meaning to their environment (Robbins, 2001; Huffman, Vernoy &Vernoy, 2002) together with his experiences, motivation, and attitudes (Suparinah, 1986). The process of perceiving is always “an act of construction” (Bootzin, Loftus, & Zajonc, 1979: 103) where the brain uses sensory data to build a meaningful hypothesis about the existence of an object or event. There are three basics perceptual process based on Huffman, Vernoy, and Vernoy (2002):

a. Selection

Every person may select certain stimuli as incoming information of an object or event to which they will pay attention and the stimuli may different from one to another. Here, motivation, personal needs, and interests play key roles in selecting stimuli.

b. Organization

Having selected incoming information, in order to form a meaningful pattern, the selected stimuli should be organized.

c. Interpretation

After selecting the stimuli and organizing it into pattern, the brain uses the information to explain and make judgments about the external world. Interpretation is influenced by some factors; they are early life experiences, perceptual expectations, cultural factors, and personal motivations, needs and interests (Huffman, Vernoy & Vernoy, 2002; Bootzin, Loftus & Zajonc, 1979).

The selection of stimuli, organization, and interpretation as described above are three basics of perceptual process that influence someone having meaningful interpretation of something in the environment. Generally, after selecting certain stimuli, which can be in physical or mental stimuli, someone could organize then interpret the stimuli meaningfully. Furthermore, as the response of stimuli, people will react to the stimuli in the form of behavioural response or attitudes whether the response is negative or positive.

20 B. Theoretical Framework

Observation sheets as written evaluation has already been used to support teaching learning activities in educational contexts, especially in Microteaching class. In Sanata Dharma University, the observation sheets are one of the media of teaching assessment in Microteaching class of Faculty of Teachers Training and Education. The observation sheets are used to measure the students' teaching performance. The observation sheets are filled by lecturer as supervisor and peers as the observers. Then, the students are given the observation sheets as means formative feedback from their peers.

It is obvious that written evaluation form is needed to assess teaching skills performance as Subramaniam's findings. And as Glover (2006) in his article titled Written Feedback for Students: too much, too detailed or too incomprehensible, says that feedback is effective if students act on it and use the information to improve their future work and learning. It can be concluded that the feedback will be effective if the students have positive perception towards the feedback itself. Since the way the students perceive on something will influence the students' behavioural responses as Altman, et al. (1985) have argued, it will affect the effectiveness of feedback. If the students perceive the use of observation sheets in positive way, the students' behavioural responses will be positive too, which then will lead to positive teaching and learning activity and will support the course goal achievement. On the other hand, if the students perceive the use of observation sheets in negative way, the students’ behavioural responses will be negative and then will inhibit the teaching learning activity and the course goal

achievement. Based on the problem above the researcher is interested to study about students’ perception on the use of observation sheets as peer feedback in developing their teaching skills, the feedback and the contribution the students obtained and students’ recommendations to maximize the use of observation sheet.

22 CHAPTER III METHODOLOGY

This chapter presents detailed discussion about the methodology employed in this research. This includes the description of the research method, research participants, research instruments, data gathering technique, data analysis technique and research procedure.

A. Research Method

Since this research is going to explore the students' perception on the use of observation sheets in Microteaching classes and to gather any feedback the students obtained from the use of observation sheets, the method used in this study is a survey research. A survey is a kind of research method for gathering data ranging from physical counts and frequencies to attitudes and opinions by asking questions of a group of individuals called respondents (Ary, Jacobs, & Razavieh, 2002). More about survey research, Wiersma (1995) explains that survey is also used to answer the study, which is related to social and emotional aspects.

Surveys are used to measure attitudes, opinions, or achievements. Survey research is broad in scope including status quo studies to those in which the relationships of sociological and psychological variables are determined and interpreted.(Wiersma, 1995: 169-170)

In this research, the researcher was going to dig out the students' perceptions, which Altman, et al. (1985) mention it as point of views, and its affects towards the students' behaviour related to the teaching learning activities. Survey study itself is defined as a process of collecting information from a group of people about a specific subject. In order to obtain the information, the researcher collected the information from the respondent.

B. Research Participants

The respondents as sources of data of this research were the sixth semester students who were taking microteaching class in the academic year of 2008/2009 at the English Language Education Study Program. The students were supposed to have their observation sheets of their performance. In microteaching class, each class has 25 students at maximum. However, considering the limitation of time and economic factors, the researcher took only five classes as the respondents from six microteaching classes as the population as the most characteristic classes. They were classes B, C, E, F, and G. The researcher took 100 respondents from those five classes as the subjects of this research.

C. Research Instruments

In order to gather the data needed from the students, the researcher employed two types of data gathering instruments. Those were a questionnaire and an interview. To answer the research questions, the researcher constructed

24 questions to obtain data needed. The description of data needed was presented in the following table.

Table 3.1

The Description of Data Needed

Instruments RQ Construct Component Data needed

Questionnaire Interview Students understand the

meaning of each indicator of teaching performance.

no. 1 and 2 no. 1

Understanding

Students understand the criteria of giving score.

no. 3 Attitudes

toward the object

Students’ views toward the use of observation sheet i.e. effective and helpful media.

no. 4, 5, and no. 1 (open-ended)

No. 7

Feeling

Students’ feeling toward the use of observation sheet i.e. feel interested, motivated and comfortable.

no. 6, 7 and 8 no. 3 and

4

Personal needs Students have needs to receive

feedback

no. 9 and 10 no. 5

As student teachers, they read, reread, and keep the observation sheet.

no. 11, 12 and 13

no. 6 Behavioral

responses toward the

object As observers, they give detailed

and positive feedback.

no. 14, 15 and 16

Feedback Students receive feedback from

the use of observation sheet.

no. 17, 18, 19 1 Students’

perception

Attitude toward improvement

Students act on the feedback to improve his teaching skills.

no. 20, 21 and 22

General feedback

Students receive feedback about their teaching competences.

no. 17 and no. 2 (open-ended question)

Strengths Students are able to identify

they teaching strengths.

no. 18

Weaknesses Students are able to identify

they teaching weaknesses.

no. 19 2 Feedback

students obtained

Motivation

Students encourage to improve their teaching skills and to perform better.

no. 20, 21, and 22

3 Students’ recommen

dations Suggestions

Students’ suggestions toward the use of observation sheet to improve further

implementation.

no. 3 (open-ended questions)

1. Questionnaire

The questionnaire consisted of two types of question; they were close and open-ended questions. The questionnaire was divided into two parts. The first part (Part I) was close-ended questions consisted of 22 statements related to how the students perceived the use of observation sheets. The first 16 statements were used to find out the students’ perception while the other statements number 17 up to 22 were used to find out the feedback the students obtained from the use of observation sheets.

In giving responses to each statement in the questionnaires, the students were asked to put a tick in the provided column. There were four columns for each questionnaire statements. In this research, the researcher did not use neutral choice in questionnaire column because of avoiding uncertain answer. The respondents tend to choose neutral answer. In order to obtain definite answer, the researcher decided to provide only four columns. They were totally agree, disagree, agree, and totally agree.

The researcher used Likert scale where the value of each column is from 1 to 4. The low value represents negative answer and high value represents positive answer. The value of each column concerned the following agreement,

• 1 was for totally disagree • 2 was for disagree • 3 was for agree • 4 was for totally agree

26 The second part of questionnaire (Part II) was three open-ended questions. The open-ended questions were used to find both the students’ perceptions and the feedback gathered and feedback contribution toward students’ teaching skills development as well as to find any students’ recommendations to improve and to maximize the use of observation sheets in microteaching classes. The questionnaire sheet can be seen in Appendix 2 (see page 64).

2. Interview

The interview was conducted to verify the result of the main instrument. It was meant to ensure and to recheck the students’ answer in the questionnaire. The researcher prepared six open-ended questions, which were designed to dig out students’ perception on the use of observation sheets, the feedback students obtained, feedback contributions toward students’ teaching skills development, and students’ critics and suggestions on the use of observation sheets. The open-ended questions form was used as there would not be any predetermined answer, which limits the students' responses. The interview guide was attached in Appendix 3 (see page 66).

D. Data Gathering Technique

The first data were gathered from the questionnaires. There were 100 respondents taken from 5 microteaching classes who were chosen as the most characteristic students. Before distributing and conducting the research, the researcher made sure that the respondents have been experienced using

observation sheet in the microteaching class both as an observer and as a student teacher. It was done because the previous experience will influence the perception of the perceiver (Huffman, Vernoy & Vernoy, 2002). The past experience on using observation sheets both as an observer and as student teacher will influence the students’ perception on the use of observation sheet.

The questionnaires were distributed to the respondents on the different days. The researcher distributed the questionnaires in the end of the class so that it would not disturb the teaching learning activities. The researcher also distributed the questionnaires for those who did not attend the class by entrusting it to their friends who attend the class.

After distributing the questionnaires, the researcher conducted the interview. Verifying interview was conducted after the students received their observation sheets of their performance and filled in the questionnaires. The researcher chose the interviewees in order to verify their answer in the questionnaire and to dig out more information. The researcher only chose four students as the interviewees because the researcher considered that it was a sufficient number to dig out more information. The researcher chose the interviewees by considering the classification of perception based on each respondent (see page 28). Two interviewees were the students who had positive answer on their questionnaires and other two interviewees were the students who had negative answer on their questionnaires. The researcher interviewed the students one by one on different day to keep the researcher focusing on the interview and avoiding exhausted. While conducting interview, the researcher

28 tried to obtain any important information by taking notes and using tape recorder. The detailed information about the setting of the research could be seen in Table 3.2.

Table 3.2

The Schedule of the Research

Date of Research Class Number of

Respondents Activities

April 6, 2009 G 22 Distributing questionnaires

April 22, 2009 E 22 Distributing questionnaires

May 1, 2009 C 21 Distributing questionnaires

May 7, 2009 B 17 Distributing questionnaires

May 12, 2009 F 18 Distributing questionnaires

May 16 – 20, 2009 4 Interview

E. Data Analysis Technique

Having gathered the questionnaires, the researcher analyzed the data in Part I by putting the data in the table and discussed them based on the two categories. The categories were based on the two research questions that the researcher had. Total response score can reveal student’s perception on the use of observation sheets. The student who had positive perception on the use of observation sheets as peer feedback to help him/her develop their teaching skills, tended to choose totally agree or agree column. It also indicated that the use of observations sheets help them to improve and motivate them to perform better. Moreover, the student who had negative perception on the use of observation sheets tended to choose disagree or totally disagree column.

The researcher made some classification of students’ perception based on questionnaire results. The categories of making these classifications were based on the following consideration.

• The maximum total score of totally agree was 88 (4 x 22 items) • The maximum total score of agree was 66 (3 x 22 items) • The maximum total score of disagree was 44 (2 x 22 items) • The maximum total score of totally disagree was 22 (1 x 22 items)

The researcher made three classifications of students’ perception. The first classification was to measure the perception of each respondent. The second classification was to measure students’ response on each questionnaire statement while the third classification was to measure the perception of total respondents. 1. Classification of perception based on each respondent

From the total score of each questionnaire, the classification of student’s perception was described below,

• 22 – 38 : very bad perception • 39 – 55 : bad perception • 56 – 72 : good perception • 73 – 88 : very good perception

Therefore, it could be classified that the student had high or positive perception if his/her total score was x, where 56≤ x ≤88 and the student had low or negative perception if his/her total score was x, where 22≤ x ≤55. The researcher used this classification to choose four students to be interviewed.

30 2. Classification of perception based on each statement

The total response of each statement ranged from 100 (if all the respondents answer “totally disagree” on the statement (1 x 100 respondents)) to 400 (if all the respondents answer “totally agree” on the statement (4 x 100 respondents)). The researcher analyzed the total response score of each statement in order to see whether the response was very bad, bad, good, or very good. The classification of students’ response ranges was described as follows.

• 100 – 174 : very bad response • 175 – 249 : bad response • 250 – 324 : good response • 325 – 400 : very good response

Therefore, it could be classified that the student had high or positive perception if his/her total score was x, where 250≤x≤400 and the student had low or negative perception if his/her total score was x, where 100≤ x ≤249. The classification was used to analyze the students’ perception based on responses in each statement in the Chapter IV.

3. Classification of perception based on total respondents

Furthermore, to conclude the students’ perception on the use of observation sheets in the Part I, the researcher analyzed total response score of all the respondents. The total response score ranged from 2200 (if all the respondents answer “totally disagree” (1 x 22 items x 100 respondents)) to 8800 (if all the respondents answer “totally agree” (4 x 22 items x 100 respondents)). The

students’ perception on the use of observation sheets can be measured using the following interval.

• 2200 – 3849 : very bad perception • 3850 – 5499 : bad perception • 5500 – 7149 : good perception • 7150 – 8800 : very good perception

Very bad and bad perceptions were considered as negative perception while good and very good perceptions were considered as positive perception. Therefore, it could be classified that the student had high or positive perception if his/her total score was x, where 5500≤ x ≤8800 and the student had low or negative perception if his/her total score was x, where 2200≤ x ≤5499. The researcher presented the students responses score of Part I in the form of table.

Afterwards, as the questionnaire data in Part I were all collected and processed, the researcher came to the second data in Part II that was open-ended questions results. The researcher first read all the students’ answer then did coding the data gathered into some categories. The percentages of students’ responses were presented in the table and discussed in the form of paragraphs.

Then the researcher came to the last type of data, namely the interview results. Instead of using a tape recorder, the researcher also recorded the data in the table and finally triangulated them with the other data from the questionnaire results from both close-ended and open-ended questionnaires.

32 F. Research Procedure

First, the researcher decided the subject of the study and concluded problem formulation. In order to answer the research questions, the researcher designed a set of questionnaire. The set of questionnaire itself contained several statements for answering the problem formulation of the study. The next step was distributing the questionnaires to the respondents. After the researcher gathered the questionnaires, she read the results of questionnaires then classified the data into some categories. The researcher took two students who had positive perception and two students who had negative perception on their questionnaires to be interviewed. The interview was done to verify the students’ answer and dig out more information. The last step was the data analysis. All the data that the researcher had were gathered and triangulated.

33 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents detailed information about the data gathered in this study. The data presented is the raw data collected from the results of the questionnaires distributed and verifying interview. The data show whether the students have good or bad perception on the use of observation sheets and also present the feedback the students obtained and students’ recommendations to maximize the use of observation sheet in Microteaching class.

A. The Students’ Perceptions on the Use of Observation Sheets in

Microteaching Class

In order to find out students' perceptions on the use of observation sheets, firstly the researcher would present the description of the students' perceptions on the use of observation sheet taken from the result of the questionnaires distributed and the description of students’ perceptions based on interview result. Then, the researcher discussed the data gathered and drawn a conclusion.

1. The Description of the Students’ Perception Based on the Questionnaires

Results

The questionnaire was divided into two parts. Part I consisted of 22 close-ended questions and Part II consisted of three open-close-ended questions. However to

34 answer the first problem, the researcher analyzed the first 16 statements in the Part I used to find out the students’ perceptions. Table 4.1 was the distribution of the close-ended statements and the results.

Table 4.1

The Classification of the Students’ Perception on the Use of Observation Sheet (Close-ended)

No. Statements Total

Score Classification

1 In understanding the use of observation sheet 343 Very good

2 In understanding the meaning of indicators of teaching performance

listed in the observation sheet 320

Good

3 In understanding the criteria of giving score in the observation sheet 281 Good

4 In giving opinion whether observation sheet is effective media of

assessment 311

Good

5 In giving opinion whether the use of observation sheets as written

feedback helps the students more than oral feedback 279

Good

6 In giving opinion whether the use of observation sheet is interesting 292 Good

7

In giving opinion whether receiving the observation sheet as feedback of their teaching practice make the students motivate to teach better

318

Good

8 In giving opinion whether filling the observation sheet for the

students peer’s teaching performance is comfortable 282

Good

9

In giving opinion whether the use of observation sheets is needed to be used to provide feedback about the students’ teaching practice although the students have got feedback from your lecturer

315

Good

10

In giving opinion whether the use of observation sheets is needed to be used to provide feedback although the students have got

feedbacks from recorded video

315

Good

11 Reading the observation sheet as students’ attitude after receiving

the observation sheet 346

Very good

12 Keeping the observation sheet as students’ attitude after receiving

the observation sheet 339

Very good

13 Reading and keeping the observations sheets as students’ attitude

after receiving the observation sheet 328

Very good 14 In filling the observation sheet, the purpose is to help the students’

peer improve his/ her teaching skills 325

Very good

15 In filling the observation sheet, the students give detail feedback

and information in the observation sheet 295

Good

16 In filling the observation sheet, the students give positive feedback 309 Good

Notes:

100≤x≤174 = very bad response

175≤x≤249 = bad response

250≤x≤324 = good response

Based on the questionnaires result above, it was clear that most of the students had a positive perception on the use of observation sheets in microteaching class. Almost all of the students gave very good responses on the statements number 11, 12, 13, and 14. The students kept, read and reread the observation sheet. They also said that they filled the observation sheet to help their peer improve his/ her teaching skills by giving detail and positive feedback. The students’ responses on the statements number 11 up to 16 supported that most of the students had positive response because the statements showed whether the students have positive actions towards the use of observation sheet.

The statements number 1, 2, and 3 showed whether the students understood the content, form and the use of observation sheet. The total response score for the first statement was 343. It meant the response to the statement was very good. It showed that in general the students understood the use of observation sheet. Statement number 2 asked whether the students understood the indicators of teaching performance that is listed in the observation sheets while the third statement asked whether the students understood the criteria of giving score in the observation sheet easily. However, the total response scores for both statements were 320 and 281 in which it showed good responses.

The next two statements showed the students’ opinion on the use of observation sheet as an assessment media. The total response score were 311 and 279. It meant the students admitted that the observation sheet was an effective media of assessment and the use of observation sheet as written feedback helped more than oral feedback.

36 The total response score statements number 6, 7, and 8 showed that most of the students admitted that they felt interested in the use of observation sheet. As a result, as the students teacher, they were motivated to teach better when they were given the observation sheet as feedback of their teaching practice and as the observer, they were comfortable to fill the observation sheet. Furthermore, the total response scores of statements number 9 and 10 showed that the students need the observation sheet to provide feedback although they have got feedback from the lecturer and the recorded video.

To conclude students’ perception on the use of observation sheets based on questionnaires distributed especially close–ended questions, the researcher analyzed total response score of all respondents. It was used to classify the students based on the consideration, which has been stated in Chapter III (see page 30). The total response ranges was 6908 and it meant the classification of the students’ response was good perception. Because of good perception considered as positive perception, it can be concluded that the students’ perceptions based on the questionnaires Part I was positive. The blue print of questionnaires result was attached in Appendix 4 (see page 67).

In order to support the data in the close-ended questions, the analysis results of students’ perception in the form open-ended was needed. Furthermore, the researcher analyzed the gathered data by coding the students’ answers into classification. The questionnaire result of the students’ perception based on open-ended questions was presented in Table 4.2.

Table 4.2

The Classification of the Students’ Perception on the Use of Observation Sheet (Open-ended)

Classification Total

Respondent Percentage (%)

Very good 84 84%

Good 13 13%

Bad 1 1%

Very bad 2 2%

TOTAL 100 100 %

Table 4.2 showed that 84 students (84%) had very good perception on the use of observation sheets in Microteaching class. Most of the students gave positive responses on the use of observation sheets. They argued that the observation sheet was important to assess their teaching performance. Mainly, the students admitted that the use of observation sheet was effective and helpful to give feedback about their strengths and weaknesses of their teaching performances, which then the feedback led to positive improvements. One of the students wrote, “I think the use of observation sheet is very important to measure the students’ performance and by observation sheet, the students can know their weakness then improve their teaching.”(respondent #38).

Besides considering the observation sheet as important media to measure their teaching performances, there were three students who also considered it as an instrument to help them to do self-evaluation. One of them wrote,

I think it is good. Peer evaluation is good since through I can also learn how to improve my teaching strategy. When I saw my friends’ weaknesses/ strengths, I tried to see my self whether I have those kinds of weaknesses / strengths and learn to be better (respondent #66).

38 The student argued that self-reflection he obtained while observing his friends’ performances helped him to identify strengths and weaknesses of his teaching skills which then he could improve his teaching skills.

Based on table 4.2 above, it was found 13 students (13%) were classified to have good perception on the use of observation sheets. The researcher classified the students’ answers into good perception because the answers were considered neutral. Those students gave positive responses but also they gave negative statement on the use of observation sheets. One of the students wrote, “It is good to use observation sheets but the scoring procedure makes me confuse.”(respondent #27). Moreover, some students did not express their opinion about the use of observation sheet but they only wrote down the general function of observation sheet.

Based on the students’ responses above, it can be concluded that mostly the students perceived the use of observation sheets positively. However, there were some students who considered the use of observation sheet negatively. There was one student (1%) who had bad perception on the use of observation sheet. The reason why the researcher classified the student’s answer into bad perception was because the student gave negative response on the use of observation sheet. The student wrote, “It is just to score the teacher’s performance.”(respondent #2).

There were two students (2%) who had very bad perception. The students gave very negative responses on the use of observation sheet. They stated that the use of observation sheet was not effective and wasteful because they sometimes ignored the observation sheet. In addition, one of them wrote, “I think the

observation sheets give nothing to the students. That’s because we can feel our strength or weaknesses without observation from another.” (respondent #68). The student argued that the self-evaluation was much better than the use of observation sheet.

It was clearly seen that based on the responses above there were two reasons why the students thought that the use of observation sheet was not effective. The first reason was that the student feedback from lecturer and self-evaluation were better than the use of observation sheet while the second reason was that the students felt confused on the scoring procedure.

According to all students’ responses on the open and close-ended questions discussed above, it was certain that the students perceived the use of observation sheets in positive and negative way. Therefore, the researcher tried to dig out more information and to verify the answer by analyzing interview results.

2. The Description of the Students’ Perception Based on Interview

The interview was conducted to verify the students’ answer on the questionnaires. There were four interviewees chosen. The interviewees who were chosen were the students who had the most interesting answer on their questionnaires. Two interviewees were the students who had positive perception on their questionnaires and other two interviewees were the students who had negative perception on their questionnaires.

All of the interviewees admitted that they have been experienced on using the observation sheet both as observer and as student teacher. As student teacher,

40 three of the interviewees said that the use of observation sheets was helpful to assess their teaching performance. The feedback they obtained from the observation sheets helped them to improve their teaching skills in the next teaching performance and to motivate them to teach better. On the contrary, there was one interviewee who was not motivated to teach better because he felt confused on the feedback in the form of number.

Nevertheless, as observer, three of them felt discomfort in filling the observation sheet. Two of them commented on the form of observation sheet while the other students commented on the closeness feeling with the teacher observed, which influenced the way she gave mark. One of the students felt that the form of observation sheet needed more space to write comments. He said,

It is boring. In my opinion, it would be better to provide space such as bigger column to write something (comments) not only provide number (1-5) as grading point because it can not accommodate what I (the observer) what to convey. Even though there are some essay questions provided, it is not a guarantee. Sometimes I want to write in detail while the comment column beside the criteria was so little (interviewee #3).

The other students complained about the evaluated categories that were too general. She was confused about what standard competences that she should have to deserve certain score in each category. In addition, all of the interviewees agreed that the use of observation sheet needed to be used although they have got feedback from their lecturer and recorded video.

3. Discussion

Based on the first data gathered from close-ended questions (Questionnaires Part I), almost all the respondents gave good and very good responses on the statements listed in the questionnaires. Since good and very good response were considered as positive response as explained in Chapter III, it could be classified that the students had a positive response on each statements in which the statements measures students’ attitudes and opinions toward the use of observation sheets. Furthermore, total score of students’ responses that was 6908, implied that the students have good responses. It can be concluded that the students’ perceptions on the use of observation sheets based on the close-ended questions (Part I) was positive.

Moreover, the first data was supported by the analysis result of students’ perception in the form open-ended (Questionnaires Part I). There were 84 students (84 %) who admitted that the use of observation sheet was effective and helpful to give feedback about strengths and weaknesses of their teaching performances, which then the feedback led to positive improvement. The students’ responses showed that they had positive perception toward the use of observation sheets in developing their teaching skills.

Based on the data gathered from interview results, the students explained that the observation sheet was a helpful media because the feedback they obtained helped them to improve their teaching skills and to motivate them to teach better in the next performances. Personal motivation influences the interpretation of stimuli (Huffman, Vernoy & Vernoy, 2002). If students felt motivated as the

from me (my performance). I think it was because it is not detail enough. For example, ‘oh, you got 3, so you have to improve this… and this…’

4. It help me a lot because at the end of teaching performance, I looked the general evaluation, if the score was good enough, it means my performance was good and if the score was low so I really need to look at the feedback.

1. Because I haven’t see my recorded video, so I think it’s important for me to know my

observation sheets. For now, the only instrument for me to know how well my performance is. Because it’s only the instrument. I trust both of them (peers and lecture feedback).

2. I think it is important for me. Because the feedback from lecture are about the technique of teaching and general comment. And the

comments from peers were helpful because they have same experience with me so then they could share another detail feedback which is not recorded by lecturer. It completes each other. And about the recorded video, I think it did not help me at all because I tend to be shy to watch my own teaching performances. And it is difficult to see or to understand our weaknesses by watching it on our own.

5. As student teacher, do you think the use of observation sheets is needed to be used to provide feedback although you have get feedback from your lecture and recorded video?

3. The function of observation sheet is good but don’t only focus on the number only.

I think feedback from lecture was not effective compared with observation sheet. In the end of teaching performance, the lecture only gave comments on few students about general mistakes. But because it is individual performance, it should be given in detail to each student who is performed that day. Em, about teaching performance standard,

sometimes I feel my performance was already good but some students may give different perception and think that I have still some weaknesses.

4. It is important because the feedback from lecturer was oral feedback and the feedback could easily be forgotten. But it was different with written feedback. I could see clearly our weaknesses. Observation sheets help me than recorded video because there were 3 observation sheets from 3 different observers. So, after the teaching performance, I get 3 different opinion and feedback from my friends. I could compare the three different points of views.

1. I read first and I keep it because it was the evidence. Maybe I really feel curious about my result and I receive the observation sheets and I also get feedback from my lecturer. She also gives her comments and she gives explanation why she gives me comment like this.

2. I read, I keep and I reread it. To fix the next performance. To know what is needed to be improved. And to remind my teaching performance feedback.

3. I read and keep it but I didn’t reread it. It was because basically it was only the feedback from my friends. I think from each meeting, the feedback was always same. The critics from friends were not maximal. They criticize but still keep other friends’ feeling.

6. Do you read your observation sheets?

Do you keep your observation sheets?

Do you keep and reread it?

4. I read, I keep but I did not reread it because I think it is enough to read it once after the performance.

7. Do you think the use of observation sheets help you to improve your teaching skills? Explain.

1. It helps me for teaching and for motivational feedbacks. So I think beside I know strength and weaknesses of my teaching performance. I also get feedback on my motivation in teaching so beside I know the lack of my performance in teaching learning but I also get attention that will support me, or kind of supportive helps that motivate me to become better. So I not only get the weakness but I also get improvement or information what we should do and not from the

motivation I have got. Motivational feedback. 2. Yes, I feel that it help me to improve my

teaching skills. But the most important is based on our self. The observation sheet is only the motivation to fix the problem, but the

improvement of the teaching performances is depends on our self. It was the instrument to help me but the most important is motivation from our self to improve or to change to be better. The feedback I got were technique of teaching, time management, and the teaching strategies.

3. I just got the range of mark. Mostly my self-awareness helps me to identify my weaknesses. The feedback from my friends was helpless. Some feedbacks that I got were about teaching method and material delivery which is not appropriate.

4. I think it help me to improve. Mostly the feedback I got was about critics and suggestion on my teaching performance. Teaching style. 1. In the form, we can add more criteria, more

point, although it would be more complicated than usual but we can add some more points that I mean the ob sheet is simple from year to year so that we can add more point which can help observer to measure the teacher performance. More detail.

2. It would be better to add more items of evaluations about suitability of material in the observation sheets for example I tend to have difficulties to transfer the teaching material for the level target for example SMP students. But as a whole, the items are sufficient.

8. Do you have any suggestion on the use of observation sheets to maximize or to improve further teaching practices?

3. My suggestion is about the form of observation sheet. It would be better if the lecturer give written feedback in detail about students’ performances. I believe that would be good than just depend on the range number (1-5). It also will make students understand what is wrong and

what have to be improved. The last is to provide bigger column for comments.

4. I want to give suggestion on the form of observation sheets. Make the evaluation more specific, I means the range of score 1 up to 5 need to give detail explanation. What are criteria to deserve score 5? What are criteria to deserve score 1 or 2? And so on.

vi ABSTRACT

Suyana, Dionisia Novianti. (2009). Students’ Perception on the Use of Observation Sheets as Peer Feedback in Developing Students’ Teaching Skills in Microteaching Class. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

The use of observation sheets as one of assessment media in microteaching class is important to evaluate students’ teaching performances. Besides, students’ perception on the media of assessment will affect the process of learning which then will affect the achievement of students’ teaching skills. Because of those reasons, the researcher was inspired to explore and to analyze the students’ perception on the use of observation sheets. There were three research questions in this research: 1) What are the students' perceptions on the use of observation sheets in Microteaching classes as peer feedback? 2) What are the feedback the students obtained from the use of observation sheet? 3) What are the students’ suggestions towards the use of observation sheets for further implementation?

To answer the problem formulation, the researcher employed survey research. The researcher took 100 respondents from sixth semester students who were taking microteaching class in the academic year of 2008/2009 at the English Education Study Program, Sanata Dharma University. The data were obtained by using questionnaire and interview as the instruments. The questionnaire consisted of 20 close-ended questions and 3 open-ended questions. The questionnaire used Likert Scale to measure the students’ attitudes towards the questions. The interview was conducted to verify the questionnaire result and to dig out more information. The data gathered were put in the table and were coded into some categories. Afterward, the researcher triangulated the data and drew a conclusion.

The result of the research showed that the majority of the students perceived the use of observation sheets positively. The researcher determined the feedback students obtained into four categories. They were feedback about the students’ teaching performances, feedback that enhance reflection, feedback that enhance motivation and general score of their teaching performances. All of those feedback helped the students to improve the students’ teaching skills. By knowing the strengths and weaknesses of their teaching skills and receiving constructive feedbacks, the students were encouraged to study and performed better.

The students gave some recommendations to maximize the use of observation sheets. Mostly the students suggest that the observer should be honest and objective in giving feedback. Another suggestion is to provide bigger columns to write comments. The students also give a beneficial suggestion for the microteaching lecturers about the implementation of observation sheet. The recommendation is to add more criteria of teaching skills that will be evaluated on the observation sheet.

vii ABSTRAK

Suyana, Dionisia Novianti. (2009). Students’ Perception on the Use of Observation Sheets as Peer Feedback in Developing Students’ Teaching Skills in Microteaching Class. Yogyakarta: Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Penggunaan lembar observasi sebagai salah satu media evaluasi di kelas microteaching penting untuk menilai penampilan mengajar siswa. Selain itu, persepsi siswa terhadap media evaluasi akan mempengaruhi proses pembelajaran yang kemudian akan mempengaruhi pencapaian kemampuan mengajar siswa. Oleh karena itu, peneliti terinspirasi untuk menyelidiki dan menganalisa persepsi siswa terhadap penggunaan lembar observasi. Ada tiga rumusan masalah yang dikaji dalam penelitian ini: 1) Bagaimana persepsi para siswa terhadap penggunaan lembar observasi dalam kelas microteaching sebagai umpan balik siswa? 2) Umpan balik apa saja yang siswa peroleh dari penggunaan lembar observasi? 3) Saran-saran apa saja yang para siswa berikan terhadap pengunaan lembar observasi untuk implementasi lebih lanjut?

Untuk menjawab rumusan masalah tersebut, peneliti menggunakan penelitian survei. Peniliti mengambil 100 siswa sebagai responden yaitu mahasiswa semester 6 yang sedang mengambil kelas microteaching tahun ajaran 2008/2009 pada Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Data diperoleh dengan menggunakan kuesioner dan wawancara sebagai instrumen penelitian. Kuesioner terdiri dari 20 pertanyaan tipe tertutup dan 3 pertanyaan tipe terbuka. Kuesioner menggunakan Skala Likert untuk mengukur tingkah laku siswa terhadap pertanyaan-pertanyaan. Wawancara dilakukan untuk membuktikan hasil kuesioner dan untuk menggali lebih banyak informasi. Data yang terkumpul dimasukkan ke dalam tabel dan di coding kedalam beberapa kategori. Kemudian, peneliti mengtrianggulasi data dan mengambil kesimpulan.

Hasil penelitian menunjukkan bahwa sebagian besar siswa menerima penggunaan lembar observasi secara positif. Peneliti membagi umpan balik yang diterima siswa kedalam empat kategori yaitu, umpan balik mengenai penampilan mengajar siswa, umpan balik yang meningkatkan refleksi, umpan balik yang meningkatkan motivasi, dan nilai umum keseluruhan mengajar. Dengan mengetahui kelebihan dan kekurangan dari kemampuan mengajar mereka dan mendapatkan umpan balik yang membangun, siswa termotivasi untuk belajar dan tampil lebih baik.

Para siswa memberikan beberapa rekomendasi untuk meningkatkan penggunaan lembar observasi. Kebanyakan siswa memberikan saran kepada pengamat untuk jujur dan objektif dalam memberikan umpan balik. Saran lain adalah penyediaan kolom yang lebih besar untuk menuliskan komentar. Para siswa juga memberikan saran yang bermanfaat untuk dosen kelas microteaching mengenai implementasi lembar observasi yaitu menambah lebih banyak kriteria-kriteria keahlian mengajar untuk dinilai di dalam lembar observasi.