ELESP students` perception on peer feedback in microteaching class.

ELESP STUDENTS’ PERCEPTION ON PEER FEEDBACK IN MICROTEACHING CLASS

A THESIS

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

in English Language Education

By

Benidicta Meivita Sari M. Student Number: 061214084

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

i

ELESP STUDENTS’ PERCEPTION ON PEER FEEDBACK

IN MICROTEACHING CLASS

A THESIS

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

in English Language Education

By

Benidicta Meivita Sari M. Student Number: 061214084

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 beloved parents *My lovely sisters

*My Big family *My beloved partner *All of my great friends

DEDICATION PAGE

GOD has not promised:

Skies always blue

Sun without rain

Joy without sorrow’

Peace without pain

But GOD has promised;

Strength for the day,

Rest for the labor,

Light for the way,

Grace for trails,

Help from above,

Unfailing sympathy,

Undying Love.

STATEMENT OF WORK'S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, April 8th, 201 1

The Writer

M

Benidicta Meivita Sari Muktiningrum

vi ABSTRACT

Muktiningrum, Benidicta Meivita Sari. 2011. ELESP Students’ Perception on Peer Feedback in Microteaching Class. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Motivation takes an important role in learning activity. There are several kinds of motivation which are derived from the learners themselves or outside the learners as well as the environment. That is why giving motivation to the learners is very important for teachers. One of the effective instruments to motivate students to gain better achievement is feedback because it provides more detailed information than mark or grade. Microteaching is one of the subjects in English Language Education of Study Program that employs feedback in teaching learning activity, both from the lecturer and the students’ peer.

This study investigated students’ perception on peer feedback in Microteaching class. There were two research questions in this study, namely (1) What are the students’ perceptions on peer feedback in Microteaching class? and (2) What are possible suggestions toward the implementation of peer feedback in Microteaching class?

The research on the students’ perception was carried out through survey. The writer conducted the survey to Microteaching students of academic year 2009/2010 who were chosen randomly. The instruments employed in this study were questionnaire and interview. There were 60 questionnaires distributed to the participants. However, only 52 questionnaires were returned. The interviews were conducted to four interviewees.

Based on the data gained, the researcher found that the students of ELESP tend to have positive perception on peer feedback in Microteaching class, both from students as the evaluator and from the students as peer feedback receiver. Peer feedback helped the students to identify their teaching strengths and weaknesses that would help them improve their next teaching performances. However, there were also students who had negative perception on peer feedback. Some students thought that their peers were not serious when doing the peer feedback; hence they perceived that the feedback was not objective. To improve the implementation of peer feedback, the clear background knowledge about peer feedback should be delivered to students clearly. Students need to be given a brief explanation about what they should do during peer feedback.

vii ABSTRAK

Muktiningrum, Benidicta Meivita Sari. 2011. ELESP Students’ Perception on Peer Feedback in Microteaching Class. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Motivasi memiliki peranan yang sangat penting dalam proses pembelajaran. Motivasi dapat berasal dari dalam diri pelajar maupun dari lingkungan sekitar pelajar. Oleh karena itu, memotivasi siswa merupakan hal yang sangat penting bagi guru. Umpan balik dapat digunakan sebagai salah satu instrument yang efektif untuk memotivasi siswa sehingga siswa dapat memperoleh pencapaian yang lebih baik, karena umpan balik memberikan informasi yang lebih detail dibandingkan dengan nilai. Microteaching merupakan salah satu mata kuliah di PBI (Pendidikan Bahasa Inggris) yang menggunakan umpan balik di dalam proses pembelajaran, baik umpan balik dari guru maupun siswa.

Studi ini bertujuan untuk mengetahui persepsi siswa terhadap umpan balik dari sesama siswa dalam kelas Microteaching. Ada dua pertanyaan di dalam studi ini, yaitu (1) bagaimana persepsi siswa terhadap umpan balik dari sesama siswa (peer feedback) dalam kelas Microteaching? dan (2) apa saja saran para siswa terhadap penggunaan umpan balik dari sesama siswa dalam kelas Microtaching?

Studi ini termasuk dalam studi survei mengenai persepsi. Survei ini dilaksanalan terhadap siswa Microteaching tahun ajaran 2009/2010. Partisipan dalam studi ini dipilih secara acak. Sedangkan instrumen yang digunakan dalam studi ini adalah kuesioner dan interview. Ada 60 kuesioner yang dibagikan, namun hanya 52 kuesioner yang kembali. Interview dilaksanakan terhadap 4 partisipan. Partisipan ini dipilih berdasarkan pada dosen pengampu kelas yang berbeda.

Berdasarkan pada data yang diperoleh, peneliti menemukan bahwa siswa – siswa PBI cenderung mempunyai persepsi yang positif terhadap umpan balik dari sesama siswa dalam kelas Microteaching, baik dilihat dari segi evaluator atau dari segi penerima umpan balik. Umpan balik dari sesama siswa dapat membantu para siswa dalam mengidentifikasi kekuatan dan kelemahan mereka dalam mengajar yang dapat membantu mereka untuk meningkatkan pencapaian mereka dalam praktek mengajar berikutnya. Namun demikian, ada juga siswa yang mempunyai persepsi negatif terhadap umpan balik dari sesama siswa. Untuk beberapa siswa, mereka berpendapat bahwa teman mereka tidak serius dan jujur saat memberikan umpan balik, sehingga mereka berpendapat bahwa umpan balik dari sesama siswa tidak cukup objektif. Untuk meningkatkan penerapan umpan balik dari sesama siswa, guru harus memberikan penjelasan yang jelas mengenai latar belakang pengetahuan terhadap para siswa. Siswa perlu diberi penjelasan singkat tentang apa yang harus mereka lakukan selama proses pemberian umpan balik.

LEMFAR PERI\TYATNNN PERSTUJUAN

PUBLISKASI KARYA

ILMIAH

T'IYTUK KEPENTINGAF{ AKAI}EMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharrna: Nama : Benidicta lvfeivita Sari Muktiningrum

NomrrrMahasiswa :4612L4084

Demi pengernbangan ilmu pengetahuan, ffiya memberikan kepada Perpustakaan

Universitas Sanala Dharma karya ilmiah $aya yang berjudul:

ELESF STUDENTS' PERCEPTION ON PEER FEEDBACK

IN MICROTEACI{ING CTASS

beserfa perangkat yang diperlukan (bila ada). f)engan demikian saya memberikan kepada Ferpustakaan universitas Sanata Dharma

hak

imfuk

menyimpan, mengalihkan dalam bettuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanFa perlu meminta

ijin

dari saya

mauplm memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal:

I

April

2011 Yang menyatakan

Benidicta Meivita Sari Muktininsrum

ix

ACKNOWLEDGEMENTS

First of all I would like to thank my Greatest God, Jesus Christ, who

always guides me in every single step I have made. I also thank Mother Mary who

always listens to my lament.

My greatest gratitude goes to my sponsor, Caecilia Tutyandari, S.Pd.,

M.Pd. for her guidance, advice, support, suggestions, patience, and contribution so

that I could finish my thesis.

I also would like to say my biggest gratitude to PBI students academic

year 2007 for their willingness to be my participants, especially for “Wida

Wichan”, Oda and Nisa who helped me distributed the questionnaire.

I dedicate this thesis to my beloved family: my parents, Bapak Ignasius

Iskandar and Ibu Christiana Mujilah who never feel tired to give love, guidance,

support, and prayer to me since the beginning of my life in this world. I thank my

parents for not forcing me and trusting me in every single thing I have done. For

my beloved elder sisters, Theresia Dhita Puspitaningrum and Yusta Dwi Novita

Rini, who become my alert to finish this thesis as soon as possible. Thank for their

help, support and motivation given to me every day.

My special gratefulness goes to my beloved boyfriend Andreas Jeffri

Okavianto who always gives his shoulder to cry on. Thank for always listening to

my lament and giving me solution in each problem I met. I would like to thank my

beloved friends Retong (Regina Rita Sri Maryani) and Nenot (Brigitta Neti

x

partners in “Seeing and enjoying the Greatness of God”. Satrio, Bang Gutur, Ade and Yuki for their willingness to be my proof reader. Nonok, Anneis, Sarce and

Sari for their suggestions and supports. Thank for Riski, Tata, Vika for being my

companion during thesis consultation, and Tiwi for helping and supporting me

before and after my thesis defense.

I would like to reveal my gratitudes to the big family of Ceria

Kindergarten and Playgroup: Ms. Dyah, Ms. Dewi, Ms. Komang, Ms. Oni, Ms.

Rina, Ms. Catrine, Mr. Didit, Mbak Ratmi, Mbak Mar, Mbak Tami, Mas Prono,

Pak Parno, Mas Dirman, Mas Sugi, Mbak Timtim, Ester, Josua, Rista, Citra, and

Santi for giving me chance to grow together to take care of beautiful little angels.

The last but not the least, I would like to say my gratitude to everybody,

whose name I cannot mention one by one, for your support, guidance, advice, and

motivation.

xi

TABLE OF CONTENTS

TITLE PAGE... i

APPROVAL PAGES ... ii

DEDICATION PAGE... iv

STATEMENT OF WORK’S ORIGINALITY ... v

ABSTRACT ... vi

ABSTRAK ... vii

LEMBAR PERNYATAAN PERSTUJUAN PUBLISKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiv

LIST OF FIGURE ... xv

LIST OF APPENDICES ... xvi

CHAPTER I. INTRODUCTION A. Research Background ... 1

B. Problem Formulation ... 5

C. Problem Limitation ... 5

D. Research Objectives ... 6

E. Research Benefits ... 6

F. Definition of Terms ... 7

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ... 10

1. Perception ... 10

a. Definition of Perception ... 10

b. The Perceptual Process ... 11

c. Factors Influencing the Perception ... 13 Page

xii

2. Microteaching ... 15

3. Feedback ... 20

a. The Definition of Feedback ... 20

b. The Purposes of Feedback ... 20

c. The Sources of Feedback ... 22

B. Theoretical Framework ... 23

CHAPTER III. METHODOLOGY A. Research Method... 26

B. Research Participants... 27

C. Research Instruments... 27

D. Data Gathering Technique ... 31

E. Data Analysis Technique ... 32

F. Research Procedure... 33

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. Research Findings ... 35

1. The Result from the Questionnaire ... 35

a. The Perception from the Participants as Evaluators ... 36

b. The Perception from the Participants as the Peer Feedback Receivers ... 39

2. The Result from the Interview ... 42

B. Discussion ... 44

C. Students’ Suggestions on the Use of Peer Feedback in Microteaching Class ... 53

CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions... 56

B. Suggestions ... 59

xiii

xiv

LIST OF TABLES

Tables

Table 3.1. The Questionnaire Blueprint ... 29 Table 3.2. The Interview Guide ... 30 Table 3.3. The Questionnaire Result of the Participants’ Perception on Peer

Feedback... 32 Table 4.1. The Questionnaire Result of the Perception of Participants who

Gave Feedback to Their Peer... 36 Table 4.2 The Questionnaire Result of the Perception of Participants as

Peer Feedback Receivers ... 39 Page

xv

LIST OF FIGURE

FIGURE

Figure 2.1. The Perceptual Process ... 12 Page

xvi

LIST OF APPENDICES

Appendices

Appendix 1. Permission Letter ...65

Appendix 2. Questionnaire Blueprint ...66

Appendix 3. Questionnaire ...68

Appendix 4. Raw Data of the Questionnaire ...70

Appendix 5. Interview Guide ...82

Appendix 6. Interview Transcript ...83 Page

1

CHAPTER I INTRODUCTION

This chapter includes research background, problem formulation, problem

limitation, research objectives, research benefits, and definition of terms that are

going to be discussed as follows.

A. Research Background

The learning process cannot be separated from human’s life. Every day, even, in every minute people can learn something new. People can learn from

small things around them. Human beings have the same chance to learn. However,

there are differences between one to another in the achievement. There are several

factors influencing people’s achievement in learning process; two of them are

human intelligence and motivation in learning.

Human intelligence can help people learn something new. People who

have high intelligence tend to learn faster than people who have low intelligence.

However, intelligence is not enough in the learning process. According to

Prayitno (1989: 3), motivation also takes a big part in teaching learning activity.

People who are very smart or who have high intelligence can fail in learning

process if they do not have motivation to learn. That is why motivation takes an

important role in learning process.

Motivation can be derived from inside or outside of the learners.

(1987: 48), there are two kinds of motivation namely instrumental motivation and

integrative motivation. Instrumental motivation is a motivation that comes from

external factors. Students learn something because they need to learn it, not

because they want to learn it. For example, students study hard in order to pass the

examination. Integrative motivation is a motivation that comes from inside of the

learners. They learn something because they really want to learn it. When students

have integrative motivation, they will really enjoy doing the activity. For example,

students who really like dancing will be very pleased to join dancing exercise.

Similarly, Woolfolk (1995: 332) classifies motivation into two, namely

intrinsic and extrinsic motivation. Intrinsic motivation is the motivation that

comes up from inside of the learners. This is the same as integrative motivation.

When people do something to avoid punishment or to please their parent, their

motivation is called extrinsic motivation or it is the same as instrumental

motivation.

Motivation that comes from outside the learners can be from the teacher,

parent, friends, and so forth. At school, teacher takes important role in teaching

learning activity. One of the teacher’s roles is to motivate the students. The way teachers transfer their knowledge to the learners may affect the learners’ motivation.

Based on the researcher’s experience in learning, sometimes it is difficult to find motivation. It will be easier to study if the motivation comes from external

factors. According to Coleman (1969) as cited by Prayitno (1989: 5), there are two

3

teacher digs out students’ potentials so that their potentials can be realized in a form of action. In this concept, a teacher should establish students’ self -motivation. Meanwhile, pull is a concept when a teacher motivates students so

that students have willingness to learn. In this concept, the teacher needs to give

external appreciation such as giving reward, compliment or reinforcement, and

assessment. Compliment or reinforcement can be given through gestures and

spoken reinforcement and assessment can be done through many ways such as

test, quiz, and feedback.

This study emphasizes on feedback. Feedback is one instrument used by

teachers to motivate their students to improve their knowledge and their ability.

Lewis (2003: 4), states that “feedback can encourage students to study and to use language to the best of their ability by taking into account whatever the teacher

knows about learners’ attitudes”. Feedback can be given by teachers, peers, and

from students themselves (Lewis, 2003: 15-23).

In English Language Education Study Program, feedback is commonly

used. One of the subjects that use feedback is Microteaching class. In

Microteaching, students are trained to be real teachers. Students are placed in a

certain situation, which is similar to a real class. In Microteaching class, students

are also trained to do teachers’ work by making lesson plans, teaching, and assessing. In conclusion, students are not only trained to teach but also to assess

their peers. The concept of assessing here is that some students observe their peer

when their peer practices teaching. During the observation, the observers fill the

feedback. Peer feedback in Microteaching class functions as an instrument to

evaluate students, an instrument to motivate students to achieve good

achievement, and function as an instrument to train students to evaluate each

other. The researcher also had an experience of doing peer feedback when joining

Microteaching class. Based on the researcher’s experience and sharing with the

researcher’s peers, the researcher believed that peer feedback was important during teaching learning activities because it helped the researcher improved the

teaching performances.

In Microteaching class, there are two kinds of feedback, namely oral and

written feedback. The lecturers usually give oral feedback to students after they

have practiced teaching. Moreover, written feedback can be given by the lecturers

or by classmates or usually called peer feedback. As stated before, in

Microteaching class, peer feedback is given in written form. It consists of some

comments from the observers about the performance of the teacher practitioner.

The comments from the observers are expected to help the practitioners (who

have performed as teacher) to improve their teaching capability and to motivate

them to achieve the better achievement. However, do the students also have the

same perception about it? Do they also perceive that peer feedback can help them

to improve their teaching capability?

This study is going to investigate the students’ perception on peer feedback in Microteaching class. Each person may have different perception

because he/she has his/her own way in seeing something. Positive perceptions will

5

conducted to the students who take Microteaching class in academic year

2009/2010.

B.Problem Formulation

Based on the research background, the problems were formulated as

follows:

1. What are the students’ perceptions on peer feedback in Microteaching class? 2. What are the possible suggestions toward the implementation of peer feedback

in Microteaching class?

C.Problem Limitation

Since motivation becomes one of the crucial factors in learning process,

the researcher is interested in finding out the way to motivate students in learning

process. There are some possible ways to motivate the students in learning; one of

them is feedback.

This study is going to dig out the students’ perception on peer feedback in Microteaching class. However, this study has some limitation. First, this study

focuses on ELESP students of Sanata Dharma University, especially for those

who have joined Microteaching class. Second, this study is limited to the students

who took Microteaching class in academic year 2009/2010. Third, this research

focuses on written feedback that is given by students to their peers in

Microteaching class.

D.Research Objectives

This study aims at answering the research questions formulated in the

problem formulation. The objectives are as follows:

1. To know the students’ perception on the use of peer feedback in Microteaching class.

2. To provide some possible suggestions for the improvement on the

implementation of using peer feedback in Microteaching class.

E.Research Benefits

This study is conducted to find out the students’ perception on peer feedback in the Microteaching class. The result of this research is expected to give

some contributions to the English Language Education of Study Program,

especially for:

1. The lecturers

The study aims at knowing students’ perception on peer feedback in the Microteaching class. The perception can be negative or positive. If the findings of

the study show that the students have positive perception towards peer feedback,

the lecturers can use the result of this study as a consideration to apply peer

feedback in other subjects. If the result shows negative perception, it can also

become one consideration for the lecturers to improve the implementation of peer

feedback in Microteaching class. The result of the study might also help lecturers

7

2. The students of ELESP

The findings of this study might help the ELESP students to give feedback

to their friends, especially in Microteaching class. Some provided suggestions are

related to what the students should do during peer feedback. It will help the

students to improve their capability in giving feedback in Microteaching class.

Besides, it will also motivate them to achieve good achievement in Microteaching

class.

3. Future researcher

The researcher admits that this study is far from perfect. That is why the

researcher would be very pleased whenever a new study related to this study is

going to be conducted by others. The researcher hopes this study can inspire other

researchers to conduct deeper studies related to this topic.

F. Definition of Terms

This section presents several definitions dealing with the study. It aims to

avoid misconception between the researcher and the reader. The researcher

defines the terms as follows.

1. Perception

According to Leontieve (1981: 31), “perception is the process whereby the

external tokens of objects and phenomena are reflected in man’s consciousness”.

Another definition defined by Altman, Valensi, and Hodgetts (1985: 85),

perception is the way people selected and grouped stimuli, so that the stimuli can

From those definitions, it can be concluded that each person has his/her

own perception toward something. In this study, perception refers to the way

students see, feel, and think about the use of peer feedback in Microteaching class.

2. Microteaching

Microteaching is one of the compulsory subjects in English Language

Education Study Program of Sanata Dharma University which belongs to KPE

368. The purpose of this course is to prepare the students to be real teachers. It

provides students with atmosphere as if they are in the real teaching environment

(Lesson Unit Plan of Micro teaching, 2009).

3. Feedback

According to Wiggins (1998: 46), “feedback is information about how a person did in light of what he or she attempted-intent versus effect, actual versus

ideal performance. In the more formal language of systems theory, feedback is

evidence that confirms or disconfirms the correctness of actions.” Feedback is

also defined as the reaction from another person of your work in order to help you

in assessing or giving comment to your work (Sherman, 1994). The feedback in

this study is in the form of written feedback consisting of comments about the

performance of the practitioner in Microteaching class.

4. Peer feedback

According to Lewis (2003: 20), peer feedback is feedback that is given by

students to one another. In this study, the researcher intends to investigate

students’ perception on peer feedback in Microteaching class. The feedback in this research is in the form of written feedback and it consists of some comments

9

given by the observers, in this case is given by students to their peer who had

10

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of two sections. The first section is the presentation

of the theoretical description, which includes the theory of perception,

Microteaching, and feedback. The second section is the presentation of the

theoretical framework.

A. Theoretical Description

In this section, some theories about perception, feedback, and

Microteaching are presented.

1. Perception

a. Definition of perception

Definition of perception is important to be discussed in this study since

this study deals with the students’ perception. In this section, the researcher will discuss not only about the definition of perception but also the related theory on

perception. There are so many definitions of perception. According to Gibson,

Donnelly, and Ivancevich (1985: 65), perception is the process that includes

cognitive domain when an individual values what he or she sees from their

surroundings. They explain that perception is formed based on some factors.

Therefore, each person may have different perception because he or she has

different point of view in seeing something. Altman, Valenzi, and Hodgetts (1985:

11

selected and grouped stimuli, so that the stimuli can be interpreted meaningfully.

Similar to the definition of Altman et al. (1985), George and Jones (2005 : 105)

define perception as the process by which individuals select, organize, and

interpret the input from their senses (vision, hearing, touch, smell, and taste) to

give meaning and order to the world around them. According to George and Jones

(2005: 105), there are at least three components in the process of forming

perception, namely: the perceiver (the person who tries to interpret some

observation that he or she has just made or the input from his or her sense), the

target of perception (whatever the perceiver is trying to make sense of), and the

last is the situation (the context in which perception takes place).

From those definitions, it can be concluded that each person has his or her

own perception toward something because the factors that influence the

perception may be different for each person. “Each person gives his or her own

meaning to stimuli; different individuals will “see” the same thing in different ways” (Gibson et al., 1985: 60). In this study, perception refers to the way the students see, feel, and think about the use of peer feedback in Microteaching class.

b. The Perceptual Process

As stated previously, each person will see the same thing or object

differently. It depends on how they organize the stimuli they have received. There

are some aspects in the process of forming a perception, namely receiving stimuli,

organizing the stimuli, and translating or interpreting the organized stimuli

To create perception in our thought, it should be stimulated with stimulus.

Perception occurs whenever stimuli comes and activates the sense. Then the data

should be selected to be interpreted into meaningful information. The way people

interpret information depends on several factors such as the clarity and familiarity

of the stimuli, our physical characteristics, our needs and values, knowledge,

feeling, and past experience (Altman, et al. 1985).

After the perception was formed, it will lead people to take response based

on their perception. For example, for a student who sees chemist as the easiest

subject in his school, he will enjoy to follow the class. While for the student who

sees chemist as a difficult subject, she will hate it and have no passion to follow

the class. From the example, although the stimuli is the same, the behavior

resulted from the perceptual process may be different.

In conclusion, perception will lead people to the different attitudes or

responses. In this study, the researcher is eager to know students’ perception on peer feedback in Microteaching class. If the students have positive perception

toward peer feedback they will show positive attitude toward it and vice versa.

This following figure is the summary of the perceptual process.

Figure 2.1. The Perceptual Process (Gibson et al. 1985: 61) Attitude formed Response behavior

The evaluation & interpretati on of reality

Factors influencing the perception

Stimuli

Observation of the stimuli

13

c. Factors Influencing the Perception

There are some factors influencing people’s perception. According to Altman, et al. (1985: 86-90), there are four important factors determining the

formation of perception, those factors are:

1) Selection of Stimuli

According to Altman et al. (1985: 85) selection is the process when we

focus on a particular subject from a number of subjects around us. The selection

of the stimuli is the process when we focus on a particular number of stimuli. In

this process, our mind absorbs and selects stimuli, then we interpret or give

meaning to the data selected. Each person will select stimuli differently. For

example, you are a teacher of 40 students and each of your students has different

style in learning. For some of your students, they can only study in a very silent

condition so that they will be very frustrated when they face a noisy condition.

The other, however, can still study in a noisy situation. For these students,

distractions will not bother the process of learning because they can focus only on

what they learn.

This selection of stimuli is one reason why people see something

differently because each person selects and filters information differently.

2) Organization of Stimuli

The second factor influencing perception is how people organize the

stimuli. Some specific cues that we have received should be arranged into

meaningful information. A person will group the selecting items based on

3) The Situation

Another factor influencing perception is situation. The background

knowledge or past experience of someone will help people to understand the

situation. If people are familiar with the information that they obtain they will

interpret and absorb easily. For example, a fresh graduate bachelor who has no

experience in working world would find difficulties to adapt with new

atmosphere. They often find difficulties in the work time and rules compared to

their behavior in college.

4) Self-concept

According to Altman et al. (1985: 90), self-concept is the way people

know and understand about themselves. Self-concept is very important for us

because it will influence us in perceiving or doing something. However,

individual self-concept changes in line with the growth of the person.

Those are four main factors influencing perception according to Altman et

al., Gibson et al. (1985: 64-67) adds three other factors influencing people

perception. They are:

1) Stereotyping

Stereotyping is one of the factors that can influence perception. Altman et

al, (1985: 91), state that “stereotyping is the process of categorizing people or things based on a limited amount of information”. The limited information can be from family, society, or from books that influence people in drawing conclusion.

15

prestigious than working in a small town. Stereotyping is a kind of judgment and

it helps the decision maker simplifies the situation.

2) Needs

Perception is also influenced by needs. It means that people will see or

understand something if they want to really see it. People must have positive

perception if they need something. For example, there is a student who really

wants to get a scholarship to study abroad. One of the requirements is having the

ability to speak English fluently. However, she is not into English. In order to

fulfill the requirement, she has to practice her English everyday and try to like

English.

3) Emotion

Strong emotion may change perception. For example, when a student hates

math, she or he will create negative perception toward math. She or he will

perceive that math is difficult so that she or he is not motivated to learn it.

2. Microteaching

Microteaching is one of the compulsory subjects in the Faculty of Teacher

Training and Education which belongs to KPE 368. Microteaching belongs to

MKB which stands for Matakuliah Keahlian Berkarya.. This subject is conducted

to prepare teacher candidates in order to be well prepared when they do their real

teaching in school. In Microteaching, they are set in a small amount of students in

a particular place (Microteaching lab) so that the atmosphere is almost the same as

class, one student becomes the teacher practitioner while the others become the

students of the teacher practitioner. Microteaching class of English Language

Education Study Program of Sanata Dharma University uses feedback in the

teaching learning activity in order to provide the students about their progress and

also train them to evaluate their friends.

Another definition is proposed by Allen and Ryan (1969: 1). They state

that “Microteaching is a training concept that can be applied at various pre-service and in-service stages in the professional development of teachers”.

There are five essential propositions in Microteaching:

1. Microteaching is a real teaching.

In Microteaching, students experience a real teaching. It is real because

they teach some amount of the students in a situation created as a real class and

they really do teacher’s works such as making lesson plans and doing evaluation. 2. Microteaching lessens the complexities of normal classroom teaching.

According to Allen and Ryan (1969), in Microteaching class students

teach a small group of students (less than a normal class) in a shortened time too.

For example, they teach 15 students in 30 minutes and the material conveyed in

the teaching is lessened

3. Microteaching focuses on training for accomplishment of specific tasks.

In Microteaching, students are still learning to be real teachers so that in

this class they only focus on particular things. For example, in their first teaching

17

second teaching, they are asked to focus on their mastery of certain curricular

materials.

4. Microteaching allows the increased control of practice.

It means that in Microteaching, we can manipulate or set the setting,

number of students, time, and people who are going to be involved in the

observation. We can also manipulate some other factors related to Microteaching

so that the situation and the atmosphere are the same as a real class. Those

manipulations could help student and supervisor to control teacher practitioner’s performance.

5. Microteaching greatly expands the normal knowledge-of-results or feedback

dimension in teaching.

After practicing their teaching, the students are given a chance to make

evaluation of their performances. It aims at making them recognize their strengths

and weaknesses. They can make evaluation from the lecturers and peer feedback

given to them. They can also learn from their video during their teaching practice.

From the evaluation, students are expected to improve their skills in their next

teaching practice.

In addition, according to Borg, Kelly, Langer, and Gall (1970: 33), there

are four basic characteristics in Microteaching, namely:

1. The teacher is presented with a behaviorally defined teaching skill, which

In Microteaching, the students are introduced to some skills that should be

mastered as a teacher. They can practice the skills through teaching practice in

Microteaching class.

2. The teacher practices the skill in a short lesson (about five to ten minutes) with

only a few pupils.

3. The lesson is recorded on a videotape and subsequently the teacher views the

videotape to analyze critically how he or she applies the skill.

4. To obtain further practice and benefit from the videotape feedback, the teacher

practices the same skill again with another small group of pupils. This lesson is

also videotaped and critiqued.

Based on those four basic characteristics, it can be concluded that

Microteaching is a flexible approach because it can be adjusted based on the

purposes and resources of the user. Some of the variables which can be adjusted

include lesson length, number of pupils, types of pupils, number of teachers, the

amount and kind of supervision and the use of videotape.

The similarity can be found from both theories above, Allen & Ryan

(1969) and Borg et al. (1970). Both theories reveal that students teach in a

situation that is similar to a real class. However, the number of the students is

lessened and the duration of the time is also shortened. Both theories also define

that feedback takes an important role in Microteaching class. Feedback in

19

information and confirmation about students’ performance. They can improve their teaching practice through feedback. The feedback can be in the form of

teacher’s feedback (lecturer feedback), peer feedback, or self-evaluation.

McKnight (1971) as cited by Brown (1978: 14) defines Microteaching as a

subject designed to develop new skills and to develop the old ones. In

Microteaching class, the teacher practitioner teaches small group of people and

the other observe him. According to Allen and Ryan(1969) as cited by Brown

(1978: 15), the original Microteaching cycle was developed at Stanford in the

early 1960s. It consisted of the sequences Plan – Teach – Observe – Re-plan – Re-teach – Re-observe. In this cycle, each cycle was used to practice one component skill (set and closure, pupil reinforcement, and pupil participation.

The Microteaching in Sanata Dharma University combines the theories

above. Every week, about three students are chosen to be teachers. During their

performance, three observers and one lecturer will observe them. Those observers

will give written feedback to the teacher practitioner about the practitioner’s performance. The feedback is employed as an instrument of evaluation,

motivation and as an instrument to help students evaluate each other. It is an

instrument of evaluation because students can see what they had done during their

teaching through feedback. It can also motivate and reinforce students to teach

better. Without feedback, they will not know what their strengths and weaknesses

3. Feedback

a. The Definition of Feedback

According to Sherman (1994: 57), “feedback is a response or reaction from another person to something you do that can be used to help you assess and

improve on your performance in the future”. He says that after getting feedback, people are tending to improve their performance or their work based on the

comment given. Hyland (2006) has another definition. He defines feedback as the

response given to the students based on their work. Feedback can be given in the

form of oral and/or written. It can be given by peers, teachers, or computers.

b. The Purposes of Feedback

Feedback is used as an instrument in teaching learning activity. Feedback

is used for several purposes. Here are some purposes of using feedback in

teaching learning activity by Lewis (2003: 3-4):

1) Feedback provides information for the teachers and students

Feedback can provide information both for the teachers and students. For

the teachers, feedback provides information about the learners’ progress in teaching learning activity. For example, the teachers may observe the students’ progress in their speaking fluency. The next, feedback also provides information

about their teaching. It helps them evaluate their own teaching; what went well

and what went wrong.

For learners, feedback can be seen as a form of assessments. Yet, it is

more detailed than marks or grades. In learning process, students need to know

21

their improvements they did during the learning process. Through feedback,

students may know their strengths and weaknesses that they cannot obtain from

grades or marks during teaching learning activity.

2) Feedback provides the students with advice about learning

In the learning process, the learners need to be given feedback to measure

their achievement during the teaching learning activity. Through feedback, the

learners get advice from their teacher and/or their peers. The advice they obtain

can be used to evaluate and improve their skills.

3) Feedback provides the students with language input

The feedback from teacher, whether it is written or spoken, provides

meaningful and individual language input. The students can learn structure or

vocabulary in context. Through feedback, they can learn what vocabularies that

are usually used. That is why it is very crucial for teachers to give feedback with

language at a level slightly higher than the students’ ability. 4) Feedback is a form of motivation

Each student in a classroom needs motivation to learn. Sometimes grades

or marks make them down because they will make comparison with their friends

and find who better than the other is. In this case, feedback can be the solution.

Feedback can be more motivating than marks or grades. Through feedback, the

teacher can give motivational feedback or comments for their students. Lecturers

or teachers may also give the students solution from the problem occurred during

learning process through feedback. This will really motivate students to be better

5) Feedback can lead students toward autonomy

When students are accustomed to using of feedback, they will be more

critical. They are led toward autonomy. If they are accustomed to using feedback,

they can evaluate their performance by their own and they can also find their

strengths and weaknesses.

In addition, according to Anderson as cited by Hyland in his book

Feedback in Second Language Writing (2006: 1), feedback is widely seen in

education as crucial for both encouraging and consolidating learning.

c. The Sources of Feedback

In teaching learning activity, not only teacher who has the chance to give

feedback to students but also the students can also take part in giving feedback in

teaching learning activity. There are three sources of feedback according to Lewis

(2003: 15-23). They are:

1) Teacher feedback

This kind of feedback is given by teacher to students. Teachers can give

feedback in oral or written forms. Some expert said that teacher feedback is

considered as the most effective feedback compared to the others.

2) Peer feedback

Peer feedback is the idea of students giving feedback to one another. Peer

feedback is good to implement in class for some reasons, such as:

a. Proofreading other people’s work prepares students for proofreading their own work.

23

c. It will be boring if the students always receive feedback from their teacher

every day.

3) Self-correction

The students themselves make this kind of feedback. They can correct

their own works. It has some advantages:

a. It reduces students’ dependency on the teacher.

b. Students remember better if they have discovered their own mistakes.

c. It saves time in large classes.

The focus of this study is on the use of peer feedback in Microteaching

class. This study is going to investigate the students’ perception on the use of peer feedback in Microteaching class. Peer feedback, so far, is used to evaluate,

reinforce students and give suggestions for students during their teaching practice.

B. Theoretical Framework

In learning process, motivation takes a very important role. That is why the

way to motivate students becomes one of the most crucial things for teachers. This

is supported by Woolfolk (1995: 329). He says that “most educators agree that motivating students toward appropriate goals is one of the crucial tasks of

teaching”. There are some ways that can motivate learners to learn. One of them is through feedback.

In Microteaching class, feedback takes an important role. Feedback is one

instrument of evaluation, motivation and an instrument of reinforcement. Black

students’ work has more effect on students’ achievement than any other

instruments. Learners will be able to recognize their ability through feedback they

have obtained. They can receive feedback from their teacher, their partner, or even

from their reflection.

This study focused on investigating students’ perception on peer feedback in Microteaching class. Microteaching is one compulsory subject in Faculty of

Teachers Training and Education. In Microteaching class, students are trained to

be real teachers. The class is set as the real class. Students are asked to practice

their ability in teaching. Moreover, they also learn how to assess and evaluate

their friends. Those can be done through giving comment and score to their

friends. Those activities are considered as giving peer feedback.

To answer the questions in this study, the researcher divided the perception

into perception from the participants as evaluators and the perception from the

participants as peer feedback receivers. The researcher emphasized on the theory

of perception by Altman et al. (1985) and Gibson et al. (1985) which state that

perception affects people’s attitude or behavior. Altman et al (1985) state that perception is influenced by some factors, namely: 1) selection of the stimuli, 2)

organization of stimuli, 3) the situation and 4) self-concept. Furthermore, Gibson

et al. (1985) adds more factors, namely: 1) stereotyping 2) needs and 3) emotion.

The researcher also used the theory by Lewis about the purpose of feedback

(2003), which are 1) Feedback provides information for teachers and students. 2)

Feedback provides students with advice about learning. 3) Feedback provides

25

can lead students towards autonomy, to answer the questions. Those theories were

used to help the researcher answering the research problems.

It is important to know the students’ perception toward peer feedback in Microteaching class because perception will affect the way they think about the

subject. If they have positive perception toward peer feedback, they will use it

appropriately to improve their skills. However, if they have negative perception,

they will not use peer feedback as an instrument to foster their teaching skills.

Black and William as cited by Harmer (2007: 137) believe that peer feedback has

an extremely positive effect on students’ achievement. It helps students to monitor

each other and as a result, it helps students to become better at self-monitoring.

This research was going to investigate how the students of Microteaching class

26

CHAPTER III METHODOLOGY

This chapter presents detailed information about the research methodology

to answer the problems in this research. The discussion involves the research

method, research participants, research instruments, data gathering technique, data

analysis technique, and research procedures.

A.Research Method

This study was categorized as descriptive research. This study belongs to

descriptive research because this study was going to observe the students’

perception on peer feedback in Microteaching class. Ary, Jacobs , and Razavieh

(1990: 380) state:

“Descriptive research studies are designed to obtain information

concerning the current status of phenomenon. They are directed toward determining the nature of a situation as it exists at the time of the study. As with casual-comparative research, there is no administration or control of a

treatment as is found in experimental research…The aim is to describe “what exists” with respect to variables or conditions in a situation.

To answer both research questions, the researcher would conduct survey.

Ary et al. (2002: 374) state that, “survey is a research technique in which data are

gathered by asking questions of a group of individuals called respondents.” There

are two instruments that are usually employed in a survey research, namely

questionnaire and interview. This study used both questionnaires and interview as

the instruments. This study was going to find out students’ perception on peer feedback in Microteaching class.

27

B.Research Participants

This study was conducted in English Language Education Study Program

in Sanata Dharma University. The researcher chose the students who took

Microteaching class in academic year 2009/2010 as the participants. The

researcher took the participant from that academic year because the study was

conducted at the same time with the academic year. There were 60 questionnaires

distributed. There were 52 participants filled in and returned the questionnaires.

The Participants of this research were chosen randomly from seven Microteaching

classes. For the interview, there were 4 participants who were chosen randomly

with different lecturers. Those four participants with different lecturers were

expected to represent the perception of the whole class. It was expected that the

participants would share their experience in giving and receiving peer feedback to

the researcher.

C. Research Instruments

In order to gather the data, the researcher used questionnaires and

interview as the instruments. The instruments were used to gather the data from

the participants as the evaluators and the participants as peer feedback receivers.

The first instrument was questionnaire. According to Ary et al. (2002: 566),

questionnaire is an instrument in which participants give written answers or

responses. The questionnaire was used to answer both of the research questions.

The questionnaire consisted of closed-ended questions and open-ended

answers so that participants only need to choose their answer from the answers

provided. Meanwhile open-ended questions are questions that do not provide

fixed response so that participants can answer the questions freely (Ary et al.

2002). The closed-ended questions were aimed at investigating participants’ perception on peer feedback in Microteaching class, while open-ended questions

were aimed at knowing both participants’ perceptions and participants’ suggestions on peer feedback in Microteaching class. This study employed Rating

Scale in closed-ended questions. Cohen explains in his book Research Method in Education (fifth ed. 2000) that we can see degrees of response, intensity of

response, and the move away from dichotomous questions has been managed in

Rating Scales.

In this study, the researcher used Likert scale in the questionnaire. Likert

scale belongs to rating scale. Ary et al., (2002: 562) state that “Likert scale is a measurement scale consisting of a series of statements followed by response

categories, typically ranging from strongly agree to strongly disagree”. There were four choices of response to the statement on the questionnaire used in this

research. There were SD (Strongly Disagree), D (disagree), SA (Strongly Agree),

and A (Agree). There were 18 closed-ended questions and three open–ended questions in the questionnaire.

The purpose of the questions in the questionnaire was aimed at knowing

the participants’ perception both from the participants as the evaluators and from

the participants as peer feedback receivers. Statement number 1,3,4,5,6,18 are

29

number 2, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, and 17 were statements that were

used to know participants’ perception as peer feedback receivers. The table below is the blueprint of the questionnaire. The researcher made the blueprint mainly

based on the theory of purposes of feedback by Lewis (2003) and the theory of

perception by Altman et al. (1985) and Gibson et al. (1985). The following are the

questionnaire blueprint. Statement number 1 up to 11 are related to the theory by

Altman et al. (1985) and Gibson et al. (1985) and the statement number 12 – 18 are related to the theory by Lewis (2003).

Table 3.1

The Questionnaire Blueprint

NO Questions Items

Number QUESTIONS FOR PARTICIPANTS AS EVALUATORS

6 1 You had experienced of giving feedback to your peer.

3 You gave feedback to your peer seriously. 4 You gave feedback to your peer honestly. 5 You gave feedback to your peer objectively.

6 Time to do peer feedback in Microteaching class was sufficient for you.

18 You could be more critical to your peer performance by doing peer feedback.

NO Questions Items

Number QUESTIONS FOR PARTICIPANTS AS PEER FEEDBACK

RECEIVERS

12 2 You had experienced of obtaining feedback from your peer.

7 You read the feedback after you got it from your peer. 8 You felt that the feedback given to you was mere criticism. 9 You felt that the feedback given to you was objective. 10 You keep the feedback.

11 You were satisfied with your friends’ feedback. 12 The feedback is very useful for you.

13 You were motivated to teach better after you read the feedback.

14 The use of peer feedback helped you evaluate your teaching practice.

NO Questions Items Number QUESTIONS FOR PARTICIPANTS AS PEER FEEDBACK

RECEIVERS

15 The use of peer feedback helped you improve your teaching skills.

16 You were able to identify your teaching strength after reading the feedback given to you.

17 You were able to identify your teaching weaknesses after reading the feedback given to you.

The second instrument was interview. Interview is an instrument to collect

the data through direct verbal interaction between individuals (Borg and Gall.

1983). Interview was used to make clarification about students’ answer in questionnaire. The following was the interview guide.

Table 3.2 The Interview Guide

No Questions

Dari segi pemberi feedback (Perception from the participants as peer feedback receivers)

1. Menurutmu waktu untuk melakukan peer feedback cukup atau tidak? Apa alasanmu? (What do you think about the time provided to do peer

feedback in Microteaching class? Is it sufficient? What is your reason?)

2. Dari segi si pemberi feedback, apakah kamu serius, jujur, dan objektif saat memberi komentar/ feedback terhadap teman anda? Apa yang mendasari kamu melakukan itu? (From the evaluator side, Did you give comments to

your peer seriously, honestly, and objectively? What is your reason doing that?)

3. Apakah dengan melakukan peer feedback membantu kamu mempersiapkan diri menjadi guru yang sebenarnya? Dalam hal apa? (Do you think by

doing peer feedback helps you preparing yourself to be a real teacher? In what aspect?)

4. Menurutmu, keuntungan apa saja yang kamu peroleh dengan melakukan peer feedback?(What advantages did you obtain from peer feedback?) 5. Kesulitan apa saja yang kamu temukan selama melakukan peer feedback?

31

No Questions

Dari Segi penerima feedback (From the peer feedback receiver) 6.

Menurutmu mana yang lebih membantu kamu, peer feedback atau teacher feedback, dalam meningkatkan kemampuan anda dalam mengajar? Apa alasannya? (Which one is more helpful, peer feedback or lecturer feedback

in increasing your ability in teaching? What is your reason?)

7. Berguna atau tidak bergunakah penggunaan / penerapan peer feedback bagi anda khususnya di kelas Microteaching? Apa alasan anda? (What do

you think about the use of peer feedback in Microteaching class? Is it beneficial or not? What is your reason?)

8. Keuntungan apa saja yang kamu peroleh melalui peer feedback? (What

were the advantages that you obtained through peer feedback (as a person who received peer feedback) ?)

9. Apakah kamu merasakan ada peningkatan dalam mengajar setelah menerima feedback dari teman – teman? Dalam hal apa? (Is there any

improvement after receiving peer feedback? In what aspect?)

Suggestions

10. Apa usulmu terhadap penerapan peer feedback di PBI? (What is/are your

suggestion/s toward the implementation of peer feedback?)

a. Usul untuk siswa (For the students) b. Usul untuk dosen (For the lecturers)

c. Usul tentanng prosedur penggunaan / penerapan peer feedback di PBI pada umumnya dan di microteaching pada khususnya

(For the implementation of peer feedback)

D.Data Gathering Technique

The data in this study was gathered through questionnaire and interview.

As stated previously, questionnaire is one of the basic instruments in survey

research (Ary et al. 2002: 381). The questionnaire was distributed to those who

had taken Microteaching class. Students who had taken Microteaching class were

expected to have experience of giving and receiving feedback.

The questionnaire was distributed on July 14th, 2010. There were 60

questionnaires distributed to 60 participants that were chosen randomly. However,

the researcher only received 52 questionnaires and there were 8 participants who

the researcher gave a brief explanation about the questionnaires. After analyzing

the data gathered from questionnaire, the researcher conducted interview to four

participants in order to clarify the data from the questionnaires. The interview

conducted to 4 interviewees. They were chosen randomly but with different

lecturers. During the interview, the researcher recorded the process of the

interview with cell phone in order not to lose any single information from the

interviewee.

E.Data Analysis Technique

The first step in analyzing the data gathered was analyzing the

questionnaire in order to know participants’ perception on peer feedback in Microteaching class. The questionnaire consisted of open-ended and closed-ended

questions. The data gathered from closed-ended questions were presented in the

form of table. There were four choices of response to the statement on the

questionnaire; there were SD (Strongly Disagree), D (disagree), SA (Strongly

Agree), and A (Agree). The table was the summary of participants’ answers. After that, the writer calculated the percentage of each response.

Table 3.3.

The Questionnaire Result of the Participants’ Perception on Peer Feedback

No of statements

Frequency Percentage (%)

SD D SA A SD D SA A

1.

33

The percentage would describe participants’ perception on peer feedback. The formula used to calculate the data into percentage was as follows.

∑X

____ X 100%

∑n In which:

∑X = The number of participants based on the degree of agreement.

∑n = The number of all participants

The next step was analyzing the open-ended questions in the

questionnaire. The researcher would summarize the answers and draw conclusion

of the open-ended questions. Then, the researcher would transcribe the result of

the interview. After that, the researcher would also summarize the data gathered

from the interview. The open-ended questions and interview were aimed at

finding out the participants’ perception and some suggestions toward the implementation of peer feedback in Microteaching class.

F. Research Procedure

There were some steps taken by the researcher in conducting the study.

The first step was preparation. In preparation step, the researcher determined the

topic, the goals, the general purposes of the research, and gathered review of the

related literature or library study. Library study was aimed at gathering all

information related to peer feedback, perception, and Microteaching. The sources

would be from books and articles. The researcher would use the information that

had been gathered to arrange questionnaire. After the questionnaire was done, the

researcher would distribute the questionnaire to the chosen participants. The

questionnaire would be distributed to students who took Microteaching class in

academic year 2009 / 2010. The participants were chosen randomly.

After the participants returned the questionnaire, the researcher would

analyze it. There were two kinds of data from the questionnaire. The first was

from closed-ended questions and the second was from open-ended questions. The

data from closed-ended questions would be presented in the form of percentage.

The data from open-ended questions would be summarized by the researcher.

The next step, the researcher would conduct interview to 4 participants to

make clarification of the data from the questionnaires which were unclear.

The last step was presenting the data gathered. The data presented was

expected to have contribution to English Language Education Study program of

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter consists of two parts. They are the research findings and

discussion. The research findings present the data obtained from the questionnaire

and interview. It describes the participants’ perception on peer feedback in Microteaching class. The discussion presents the answers to the two research

questions.

A. Research Findings

To answer the research questions, the researcher used questionnaire and

interview to gain the data. The researcher distributed questionnaire to 60

participants. However, only 52 questionnaires were returned. The interview was

conducted to 4 participants which were chosen randomly. In this research, the

researcher divided the perception into two parts. The first is the perception from

the participants as the evaluators (a person who gives comments/ feedback to their

peers), and the second is the perception from the participants as the peer feedback

receivers. The followings are data presentations from the questionnaires and

interviews.

1. The Result from the Questionnaire

In this research, the researcher divided the questions into closed-ended

open-ended questions. The open-ended questions were aimed at digging out more

about the participants’ perception and participants’ suggestions on the peer feedback in Microteaching class.

a. The Perception from the Participants as the Evaluators

To find out the participants’ perception on peer feedback especially from the participants as evaluators, the researcher provided six statements. Those were

statement number 1, 3, 4, 5, 6, and 18. The table below shows the distribution of

those six statements and the results.

Table 4.1.

The Questionnaire Result of the Perception of Participants Who Gave Feedback to Their Peer

No Statements Frequency Percentage (%)

SD D A SA SD D A SA

1. Participant had experienced of giving feedback to his/her peer.

0 1 31 20 0% 1.91 % 59.62% 38.47%

3. Participant gave feedback to his/her peer seriously.

0 3 34 15 0 % 5.77 % 65.38% 28.85%

4. Participant gave feedback to his/her peer honestly.

0 3 36 13 0 % 5.77 % 69.23% 25 %

5. Participant gave feedback to his/her peer objectively.

0 3 34 15 0 % 5.77 % 65.38% 28.85%

6. Time to do peer feedback in class was sufficient for the participant.

0 16 33 3 0 % 30.77% 63.46% 5.77%

18. Participant could be more critical to his/her peer performance by doing peer feedback.

37

Based on the previous data presentation, it can be seen that most of the

participants (as evaluators) had positive perception toward the use of peer

feedback in Microteaching class. Most of the participants had experienced of

giving feedback to their peer during Microteaching class. There were 98.09 %

participants who had experienced of giving feedback to their peer. Their

experience of giving feedback during the Microteaching class affected their

behavior. They had already known how to give feedback to their peer in

Microteaching class so that they realized that feedback was important during the

teaching learning activity. They showed their respect to their peer through their

behavior in the way they gave feedback. Most of the participants were serious

when they did peer feedback. It is shown in the percentage, there were 94.23 % of

the participants who said that they were serious in giving feedback to their peer.

Being serious means that the students did peer feedback because they thought that

it was important for them to do the activity not merely to accomplish the task

from the lecturer. Most of the participants admitted that they were honest

(94.23%) and objective (94.23%) when they did peer feedback, they gave

comments from what they really saw and heard and they tried to give comment as

honestly as possible. They gave comments objectively not subjectively for the

sake of their peers’ improvement.

The positive perception is also shown through the participants’ statement about time allocation. They said that the time given to do peer feedback was

was sufficient. Doing peer feedback also brought positive impact for the students.

They became more critical toward their peer performances (94.2%).Being critical

means that students could see something from different point of view, negative

sides and positive sides. If the students were accustomed to using of peer

feedback, they would also be accustomed to finding their peer strengths and

weaknesses to comment on.

Having finished the study, the researcher also found some participants had

negative perception toward peer feedback in the Microteaching class. There was

one participant (1.91%) who had no experience in giving peer feedback in

Microteaching class. This participant might be absent when she or he got the turn

to do peer feedback so that she or he had no experience of giving peer feedback to

his/her peer. There were 5.77% of the participants who were not serious when

they gave comments or feedback to their peer. Some of the participants were also

not honest to their peer when they gave feedback. There were 5.77% of the

participants who admitted it. There were also 5.77% participants who admitted

that they were not objective when they gave feedback to their peer. The negative

perception was also showed in the participants’ statement about time. There were 30.77% of the participants who said that the time given to do peer feedback was

not sufficient for them. For those who had negative perception toward peer

feedback, they thought that they could not be more critical toward their peer

performance although they were accustomed to using of peer feedback in

39

b. The Perception from the Participants as the Peer Feedback Receivers

To answer the research questions, the researcher also arranged some

statements to dig out the perception from the participants as peer feedback

receivers. The researcher provided 12 statements to obtain the information. Those

were statements number 2 and statements number 7-17. The following is data

presentation of the perception of participants who received feedback from their

peer in the form of table.

Table 4.2.

The Questionnaire Result of the Perception of Participants as Peer Feedback Receivers

No Statements Frequency Percentage (%)

SD D A SA SD D A SA

2. Participant had experienced of getting feedback from his/her peer.

0 1 31 20 0% 1.91% 59.62% 38.47%

7. Participant read the feedback after participant got it from his/her peer.

0 2 32 18 0 % 3.85% 61.54% 34.61%

8. Participant felt that the feedback given to his/her was mere criticism.

1 17 31 3 1.91 % 32.7% 59.62% 5.77%

9. Participant felt that the feedback given to his/her was objective.

0 3 40 9 0 % 5.77% 76.92% 17.31%

10. Participant kept the

feedback. 1 6 29 16 1.9 % 11.5% 55.8% 30.8% 11. Participant was

satisfied with his/ her

friends’ feedback. 0 12 35 5 0 % 23.1% 67.3% 9.6%

12. The feedback was very

No Statements Frequency Percentage (%)

SD D A SA SD D A SA

participant.

13. Participant was motivated to teach better after his/her read the feedback.

0 4 26 22 0 % 7.7% 50% 42.3%

14. The use of peer feedback helped participant evaluate his/her teaching practice.

0 1 27 24 0 % 1.9 % 52% 46.15%

15. The use of peer feedback helped participant improve his/her teaching skills.

0 1 29 22 0 % 1.9 % 55.8% 42.3%

16. Participant was able to identify his/her teaching strength after reading the feedback given to his/her.

0 3 33 16 0 % 5.77% 63.46% 30.77%

17. Participant was able to identify his/her teaching weaknesses after reading the feedback given to him/her.

0 2 35 15 0 % 3.85% 67.3% 28.85%

It could be clearly seen from this point of view (the participants as peer

feedback receivers) that the participants also had positive perception. Most of the

participants have experienced on receiving feedback from their peer (98.09%).

After they received the feedback, they also read the feedback carefully (96.15%)

and kept the feedback after they read it (86.6%). For those who saw feedback as

one of the instruments of evaluation, they would see that the comment given was

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refers to negative comments while suggestions refer to positive comments and it

usually provides solutions for the problems. Furthermore, they felt that the

feedback given to them was objective (94.23%). They were satisfied with their

friends’ feedback (79.6%) and they stated that the feedback was very useful for them (94.23%). They were motivated to teach better after they read the feedback

(92.3%) because it helped them to evaluate their teaching practice (98.15%).

Moreover, through the evaluation they could identify their teaching strengths

(94.23%) and weaknesses (96.15%). Most of the participants said that they could

improve their teaching skills after reading the feedback.

Although most of the participants had positive perception, there were also

some participants who had negative perception. There was one participant or

1.91% of the participant who had no experience of receiving peer feedback. Two

participants admitted that they did not read the feedback (3.85%) and 11.5 %

participants did not keep the feedback after reading it. There were 69.39%

participants who saw peer feedback as mere criticism and the feedback was not

objective (5.77%). Twelve participants (23.1%) were not satisfied with the

feedback and thought that the feedback was not useful for them (5.77%) in both

helping them to motivate to teach better (7.7%) and helping them to evaluate their

teaching practice (1.9%) while one participant said that peer feedback could not

help his/her to improve his or her teaching skills. There were 5.77% of the

participants were not able to identify their teaching strengths and 3.85% were not

To support the data gained from the closed-ended questions, the researcher

provided open-ended questions. From open-ended questions, the participants also

showed their positive perception. Most of the participants said that peer feedback

in Microteaching class was very important, useful, and good to be implemented.

They said that peer feedback really helped them to improve and enrich their

teaching skills. Besides, they could discover their strengths to be maintained and

weaknesses to be corrected through peer feedback. From their point of view, more

people who give comment toward their performance were better. The more

comments the better because it would give detailed information. Peer feedback

also motivated them to learn more and helped them to prepare their next teaching

practices.

In addition, some participants had negative perception. They stated that the

feedback made them depressed because of their not being ready to receive bad

comments from their peer. Furthermore, they thought that sometimes their peer

were not serious in giving feedback so that the feedback were not objective.

2. The Result from the Interview

To clarify the data gained through questionnaire, the researcher conducted

interview to four participants. The researcher divided the questions into three

groups; the first was the questions to collect the data from the participants as the

teman tapi dosennya kelewatan, ya semua sama penting. Soalnya kita kan juga butuh masukan dari banyak sudut pandang

I : berguna atau tidak bergunakah penggunaan peer feedback bagi anda khususnya di kelas microteaching? Apa alasan anda?

P3 : Ya, soalya kalau nggak ada feedback kita jadi nggak tahu kebiasaan kita pas ngajar, kita jadi bisa tahu apa yang kita nggak tahu dari temen. Mungkin kita kan cenderung subjektif, misal kita ngrasa ngajarnya udah bagus nih, nah dari sudut pandang orang lain mungkin penampilan kita nggak bagus, jadi harus dilihat juga secara objektif.

I : Keuntungan apa saja yang kamu peroleh melalui peer feedback?

P3 : setelah menerima feedback kan kita bisa evaluai diri,dari feedback yang kita terima bisa ketahuan saya kurangnya di aspek mana, jadi juga bisa dipakai buat mengimprove skill saat kita ngajar selanjutnya

I : Apakah kamu merasakan ada peningkatan saat mengajar setelah mendapat feedback dari teman – teman?

P3 : Hmmmm… ada mbak, peningkatan sedikit. Aku jadi lebih PD waktu ngajar. Gerak tubuhku juga jadi nggak kaku dan nggak grogi. Aku jadi lebih PD aja pas nyampein materi ke temen-temen.

I : yang terakhir nih, ada saran nggak untuk penerapan peer feedback, khususnya di kelas microteaching, untuk siswa, dosen maupun penerapan peer feedback sendiri di microteaching?

P3 :Kalau usul ya mungkin yang pertama tadi waktunya, jadi setelah kita lihat yang life performance kita bisa lihat rekamannya, jadi ada kesempatan untuk mengingat-ingat kembali teori yang lama. Kalau buat pemberi feedback saranku sih Cuma perbanyak teori aja, perbanyak referensi jadi feedback yang diberikan itu bener-bener valid dan membangun.

I ; ok, makasih ya untuk waktunya. P3 : Sama-sama.

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Participant 4

I : Kita mulai ya wawancaranya. Menurutmu waktu yang disediakan untuk melakukan peer feedback di microteaching cukup atau tidak? Apa alasannya?

P4 : Mmm.. masih kurang menurut saya mbak, karena kan yang buat ngasih peer feedback itu Cuma sisa dari waktu ngajarnya dan kadang-kadang masih kurang mbajadk dan Cuma berapa menit sisanya jadi harus cepet-cepet

I :dari segi si pemberi feedback nih, apakah kamu serius, jujur, dan objektif saat memebri komentar terhadap teman anda? Apa yang mendasari kamu melakukan itu?

P4 : Mmmm… Kalau aku serius, jujur dan objektif mbak soalnya itu kan buat nilainya temen juga tapi ya itu tadi mbak karena waktunya kurang kita tu jadi semuanya dikompres, munkin kalau waktunya nayak kita bisa lebih detail nulisnya, Cuma kan waktunya mepet jadi saya Cuma bisa nulis garis besarnya aja, jadi kadang-kadang banyak hal yang nggak tersampaikan.

I : Apakah dengan melakukan peer feedback membantu kamu mempersiapkan diri menjadi guru yang sebenarnya? Dalam hal apa? P4 : Oh iya, soalnya kan waktu kita memberikan feedback kita harus tahu

apa-apa aja yang harus kita perhatikan, jadi saat kita melihat teman, kita jadi tahu dia tu kurangnya apa. Jadi kita juga bisa berkaca, kaya mengoreksi diri sendiri apa yang harus dilakukan pas mengajar.

I : Keuntungan apa saja yang kamu peroleh dengan melakukan peer feedback, dari segi orang yang memberi feedback?

P4 : Dari memberikan feedback itu menurutku kita jadi tahu, jadi lebih memahami. Kalau kita Cuma sebagai penerima aja kan kita Cuma tahu jadi, nah tapi kalau kita melihat dari teman kita dan memberi feedback berarti tu kan kita tahu konsepnya karena kita kan akan memberikan

feedback jadi harus benar-benar tahu apa saja yang harus dinilai dan dikomentari.

I : Ada nggak sih kesulitan-kesulitan yang kamu alami saat kamu melakukan peer feedback?

P4 : Kadang ini mbak, format untuk memberikan feedback tu masih kurang jelas.

I : Nah sekarang di lihat dari segi penerima feedback, menurutmu mana yang lebih membantu kamu, peer feedback atau teacher feedback dalam meningkatkan kemampuan anda dalam mengajar?

P4 : Kalau menurutku sama-sama berguna. Karena kalau dari temen mereka kan sama-sama satu level pengetahuan yang kita miliki kan sama – sama 1 level dan mereka bener-bener melihat kita seperti apa saat mengajar jadi feeback yang mereka kasih itu berdasar dengan pengetahuan yang sama, sedangkan dari lecturer itu sendiri, mereka kan punya pengetatahuan yang lebih luas jadi bisa melengkapi feedback yang dari temen an lebih mengena ke sisi pendidikannya.

I : berguna atau tidak bergunakah penggunaan peer feedback bagi anda khususnya di kelas microteaching? Apa alasan anda?

P4 : Berguna, karena dari teman-teman itu bagus tu lho, membangun semuanya jadi saat saya harus maju lagi buat microteaching berikutnya saya bisa lebih memperbaiki ngajarnya.

I : Keuntungan apa saja yang kamu peroleh melalui peer feedback?

P4 : Ya itu, dapet masukan dari teman-teman terutama yang paling bermanfaat itu tentang kekuranagn dan kelebihan kita saat mengajar dan dari teman-temanlah kita dapet itu semua, dan maukan-masukan itu membangun dan tidak membuat kita down karena mereka juga memberikan kekuatan kita tu apa sih saat mengajar.

I : Apakah kamu merasakan ada peningkatan saat mengajar setelah mendapat feedback dari teman – teman?

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P4 : Kalau saat ngajarnya sih kayaknya sama aja deh.. cumin aku sih ngrasa persiapan untuk ngajar selanjutnya jadi lebih mateng setelah baca feedback dari temen – temen.

I : yang terakhir nih, ada saran nggak untuk penerapan peer feedback, khususnya di kelas microteaching, untuk siswa, dosen maupun penerapan peer feedback sendiri di microteaching?

P4 : Kalau untuk siswanya, menurutku kadang-kadang ada siswa yang kurang serius pada saat memberikan feedback, buat mereka harusnya kita sama-sama menyadari kalau peer feedback itu penting baik untuk si penerima maupun pemberi feedback, kalau mereka serius kan feedbacknya jadi lebih bermutu

I ; ok, makasih ya untuk waktunya. P4 : Sama-sama.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI