IN MICROTEACHING CLASS A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  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

  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 dedicate this thesis to:

  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.

  (Prasvworld.com)

• *My beloved parents

• *My lovely sisters>My Big family

• *My beloved partner

• All of my great friends DEDICATION PAGE

  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 stud ents’ 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. Keywords: perception, motivation, peer feedback, microteaching

  

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.

  

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 participant s, 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 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.

  Benidicta Meivita Sari Muktiningrum

  TABLE OF CONTENTS Page

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

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

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

STATEMENT OF WORK’S ORIGINALITY ................................................... v

ABSTRACT ...................................................................................................... vi

.......................................................................................................... vii ABSTRAK 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

  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

  

APPENDICES .................................................................................................. 64

  

LIST OF TABLES

Tables Page

Table 3.1. The Questionnaire Blueprint .............................................................. 29Table 3.2. The Interview Guide .......................................................................... 30Table 3.3. The Questionnaire Result of the Participants’ Perception on Peer Feedback............................................................................................ 32Table 4.1. The Questionnaire Result of the Perception of Participants who Gave Feedback to Their Peer............................................................. 36Table 4.2 The Questionnaire Result of the Perception of Participants as Peer Feedback Receivers .................................................................... 39

  

LIST OF FIGURE

FIGURE Page

Figure 2.1. The Perceptual Process ..................................................................... 12

  

LIST OF APPENDICES

Appendices Page

  

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

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.

  2 (1987: 48), there are two kinds of motivation namely instrumental motivation and

  . Instrumental motivation is a motivation that comes from

  integrative motivation

  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 al so 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

  4 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 studen ts’ 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.

  6 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 studen ts’ 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 to guide their students in giving feedback to their peer in Microteaching class.

  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

  8 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

  Acc ording 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

  9 given by the observers, in this case is given by students to their peer who had done his or her teaching practice in Microteaching class.

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

  12 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.

  Response behavior The Factors evaluation influencing

  Observation & of the stimuli the interpretati perception

  Stimuli on of Attitude reality formed

  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

  14

  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.

  People who live in a small town will perceive that working in a big town is more

  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

  16 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 practice, they are asked to focus on their teaching method. In addition, in their

  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 student teacher is to perform.

  18 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 studen ts’ 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.