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

  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

  I  dedicate this thesis to  my  lovely parents, my brothers,  my  beloved boyfriend and especially  my  dear God < 

  

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 (Dionisia Novianti Suyana)

  

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.

  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.

  

ACKNOWLEDGEMENTS

  First of all, I would like to thank my Almighty Jesus 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, Bapak Antonius Suyana and Ibu Bernadeta Sugianti, my brothers, Mas Agustinus Rinanto Suyana and

  

Adik Martinus 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.

  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!

  Dionisia Novianti Suyana

  TABLE OF CONTENTS Page

TITLE PAGE…………………………………………………………………. i

APPROVAL PAGES…………………………………………………………. ii

DEDICATION PAGE ……………………………………………………. iv

STATEMENT OF WORK'S ORIGINALITY …………………………… v

ABSTRACT ………………………………………………………………….. vi

ABSTRAK……………………………………………………………………... vii

ACKNOWLEDGEMENTS …………………………………………………. viii

TABLES OF CONTENTS…………………………………………………… x

LIST OF TABLES……………………………………………………………. xiii

LIST OF APPENDICES……………………………………………………... xiv

CHAPTER I INTRODUCTION……………………………………………..

  1 A.

  1 Research Background ……………………………………………………...

  B. Problem Formulation ………………………………………………………

  5 C.

  5 Problem Limitation ………………………………………………………...

  D. Research Objectives ……………………………………………………….

  6 E.

  6 Research Benefits ………………………………………………………….

  F. Definitions of Terms ………………………………………………………

  8 CHAPTER II REVIEW OF RELATED LITERATURE…………………..

  10 A.

  10 Theoretical Description ……………………………………………………

  1. The Use of Observation Sheets as Peer Feedback ………………………

  10

  2. Microteaching Class in English Language Education Context …………

  14 3. Perception and Perceptual Process ……………………………………...

  18 B.

  20 Theoretical Framework …………………………………………………… CHAPTER III METHODOLOGY…………………………………………..

  22

  B.

  23 Research Participants ………………………………………………………

  C. Research Instruments ………………………………………………………

  24 D.

  27 Data Gathering Technique ………………………………………………… E. Data Analysis Technique …………………………………………………..

  28 F.

  32 Research Procedure ………………………………………………………..

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

  33 A. The Students’ Perceptions on the Use of Observation Sheets in Microteaching Class ……………………………………………………….

  33

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

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

  39 3. Discussion ……………………………………………………………..

  41 B. The Feedback the Students Obtained from the Use of Observation Sheet in Microteaching Class ……………………………………………………….

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

  43 2. The Description of the Feedback the Students Obtained Based on Interview ……………………………………………………………….

  46 3.

  47 Discussion ……………………………………………………………...

  C. Students’ Recommendation to Improve and to Maximize the Use of Observation Sheet in Microteaching Class ………………………………...

  50

  1. Students’ Recommendations on the Use of Observation Sheet Based on Open-ended Questions ……………………………………………...

  51

  2. Students’ Recommendation on the Use of Observation Sheet Based on Interview ……………………………………………………………….

  53 3. Discussion ……………………………………………………………...

  53 CHAPTER V. CONCLUSIONS AND SUGGESTIONS …………………..

  56 A. Conclusions ………………………………………………………………..

  56

  Microteaching Class …………………………………………………...

  56

  2. The Feedback the Students Obtained from the Use of Observation Sheets Concerning Their Teaching Skills Developments ……………..

  57

  3. The Students’ Recommendations to Improve and to Maximize the Use of Observation Sheets …………………………………………………

  57 B. Suggestions ………………………………………………………………..

  59 REFERENCES ……………………………………………………………….

  61 APPENDICES ………………………………………………………………..

  63 APPENDIX 1 …………………………………………………………………

  63 APPENDIX 2 …………………………………………………………………

  64 APPENDIX 3 …………………………………………………………………

  66 APPENDIX 4 …………………………………………………………………

  67 APPENDIX 5 …………………………………………………………………

  71 APPENDIX 6 …………………………………………………………………

  79

  LIST OF TABLES Table 3.1. The Description of Data Needed ………………………...

  ……………………………

  43

  37

  34

  28

  24

  Page

  Observation Sheet (Open-ended)

Table 3.2. The Schedule of the Research …………………………...Table 4.4. The Categories of the Students’ Feedback on the Use of

  Observation Sheet (Close-ended) …………………………...

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

  Observation Sheet (Open-ended) …………………………...

Table 4.2. The Classification of the Students’ Perception on the Use ofTable 4.1. The Classification of the Students’ Perception on the Use of Observation Sheet (Close-ended) …………………….

  44

  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

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 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 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.

  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

  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.

  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 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 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.

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 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.”

  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.

  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 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.