Microteaching students` perception on the supervisor`s feedback in improving students` teaching performance in microteaching class - USD Repository

  MICROTEACHING STUDENTS’ PERCEPTION ON THE SUPERVISOR’S FEEDBACK IN IMPROVING STUDENTS’ TEACHING PERFORMANCE

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

  By Riskisari Restuningtyas

  Student Number: 061214064

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA

  Eugene F. Ware

  I dedicate this thesis to:

DEDICATION PAGE

All glory comes from daring to begin. w

  Wher ever you go, no mat t er w hat t he w eat her , br ing you ow n sunshine.

  ~ Ant hony J . D’Angelo

• my Beloved Parents, Ita and Kristanta
• my Big Family, Badran and Kepatihan family
• my Lovely Sister, Sekar
• my Dearest Partner, Dion, and
• all of my Great Friends.

  

ABSTRACT

  Restuningtyas, Riskisari. 2010. Students’ Perception on The Supervisor’s

Feedback in Improving Students’ Teaching Performance in Microteaching Class .

Yogyakarta: English Language Education Study Program, Sanata Dharma University.

  Microteaching is a subject designed to prepare the students of English Language Education Study Program to be qualified teacher candidates. In preparing the students to be able to teach well, feedback is an important factor that could help the students to improve their teaching skills. Feedback shows the students their strengths and weaknesses in the teaching practice so the students could develop the strengths and improve the weaknesses. Moreover, through the feedback, lecturers provide the students with suggestions on how to teach well.

  The research was done on the students of English Language Education Study Program who took three different Microteaching classes in academic year 2010/2011. Three problems were discussed on the research. The first is about what the feedback from the lecturers is. Second, it is about the students’ perception on the supervisor’s feedback in improving students’ performance in microteaching class. The last to be discussed is students’ suggestions for the supervisor in giving the feedback. The research was started with the observation which was done on some meetings in Microteaching classes. It was followed by distributing questionnaire to the students of three different Microteaching classes. The writer also interviewed nine students; three students from three different classes, to gain deeper information about the students’ perception on the feedback given by the lecturers.

  Based on the data analysis, lecturers had a different way in giving the feedback to the students. Through the observations and the questionnaire, in Class A, feedback was given directly after the class, individually and generally whether in a spoken or written form. In class B, feedback was given in an additional meeting; after all the students had practiced teaching. The feedback was given to all students in general and in spoken form. Feedback in class C was given after each students had practiced teaching in a written for. Although the lecturers gave the feedback in many ways, the perceptions of all the students in Microteaching class were positive. Students considered the feedback to be helpful in improving their performance in Microteaching class as it provides the description of the students’ strengths and weaknesses on their teaching. Through this research, the students stated that they put serious concern on the feedback for their teaching improvement in Microteaching class.

  

ABSTRAK

  Restuningtyas, Riskisari. 2010. Students’ Perception on The Supervisor’s

Feedback in Improving Students’ Teaching Performance in Microteaching Class .

Yogyakarta: Program Studi Pendidian Bahasa Inggris, Universitas Sanata Dharma.

  Mata kuliah Microteaching dirancang untuk mempersiapkan mahasiswa program studi Pendidikan Bahasa Inggris sebagai calon guru yang berkualitas. Dalam mempersiapkan mahasiswanya untuk dapat mengajar dengan baik, umpan balik adalah suatu sarana yang dapat membantu mahasiswa untuk mengembangkan kemampuan mereka dalam mengajar. Umpan balik memberikan gambaran akan kelebihan dan kekurangan mahasiswa pada saat praktik mengajar, sehingga mahasiswa mampu mengembangkan kelebihan dan memperbaiki kekurangannya tersebut. Selain itu melalui umpan balik, dosen memberikan saran

• – saran kepada mahasiswa mengenai bagaimana cara mengajar yang baik.

  Penelitian dilakukan terhadap mahasiswa program studi pendidikan bahasa inggris yang mengambil mata kuliah di tiga kelas Microteaching yang berbeda pada tahun ajaran 2010/2011. Ada tiga masalah yang dibahas dalam penilitian ini. Yang pertama adalah umpan balik apa yang diberikan oleh dosen. Permasalahan yang kedua adalah persepsi mahasiswa terhadap umpan balik dari dosen dalam meningkatkan penampilan mahasiswa di kelas Microteaching. Masalah terakhir yang akan dibahas dalam penelitian ini adalah saran mahasiswa kepada dosen mengenai cara pemberian umpan balik terhadapa para mahasiswa. Penelitian diawali dengan pelaksanaan observasi pada beberapa pertemuan di kelas

  

Microteaching . Dilanjutkan dengan pembagian kuesioner kepada mahasiswa dari

  tiga kelas Microteaching yang berbeda. Untuk mendapatkan informasi yang lebih mendalam mengenai persepsi mahasiswa, penulis melakukan wawancara terhadap sembilan mahasiswa Microteaching, masing – masing tiga mahasiswa dari tiap kelas.

  Berdasarkan analisis data, setiap dosen Microteaching memberikan umpan balik dengan cara yang berbeda. Berdasarkan observasi dan hasil kuesioner di kelas A, umpan balik diberikan setelah kelas selesai secara individu maupun secara umum dengan lisan dan tertulis. Umpan balik di kelas B diberikan pada satu pertemuan tambahan, yaitu setelah semua mahasiswa mendapatkan giliran mengajar. Umpan balik diberikan secara umum dan lisan kepada semua siswa. Di kelas terakhir, yaitu kelas C, umpan balik diberikan setelah mahasiswa selesai mengajar dalam bentuk tulisan. Bagaimanapun cara dosen dalam memberikan umpan balik, persepsi mahasiswa mengenai umpan balik yang diberikan dosen adalah positif. Mahasiswa beranggapan bahwa umpan balik sangat membantu mereka dalam meningkatkan kemampuan mereka dalam mengajar karena umpan balik menunjukkan kelebihan dan kekurangan mereka dalam mengajar. Dari hasil penelitian, mahasiswa menyatakan bahwa umpan balik menjadi sesuatu yang

  

ACKNOWLEDGMENTS

  First of all, I would like to express my deepest gratitude to God the

  

Almighty for the blessing, love and strength He has given to me during the

completion of my thesis. I believe that this achievement is nothing without Him.

  My gratitude also goes to Agustinus Hardi Prasetyo, S.Pd., M.A. as my major sponsor. I thank him for guiding me in the process of completing this thesis from the beginning until the end, spending his time to read and give beneficial feedback for my thesis, and for always giving me encouragement to finish this thesis. I also thank him for giving me permission to do the research in his Microteaching class.

  I am indebted to my lecturers, especially Christina Kristiyani, S.Pd.,

  

M.Pd. and V. Triprihatmini, S.Pd., M.Hum., M.A. who gave me permission to

  observe and conduct my research in their class. I really thank them for being so cooperative. They also gave me valuable suggestions for my thesis.

  My wholehearted thanks go to my family, especially my father, Kristanta and my mother, Ita for their prayer, support, and encouragement in every step I took in completing my thesis. I thank them for putting their trust on me to finish this thesis in my way. I am also grateful to my sister, Sekar for giving me motivation not to give up whenever I was down. I’d like to express my special thanks to Dion, whose greatest support and affection kept me struggling for my thesis. I also thank him for his being patient whenever I was distressed during the

  My gratitude extends to my beloved friends, Vita, who always became my partner in finishing the thesis and kept motivating me to do the best, Aldi and

  

Nonok who were my best motivators in doing the thesis, and Anneis and Sarce,

  who always remind me to live optimistically and taught me many positive lessons of life. I also thank Pupuy, Puput, and Niken to be my good friends in the bad and good times we shared during our study. Many thanks are also addressed to my PBI friends Andre “Kisruh”, Dita, Adi, Alex, Mupet, Tata, Satrio, Thunder,

  

Sari “Buben”, Neisya, Christine, and Susan for the beautiful friendship we

have and to those whose names cannot be mentioned one by one.

  I am further indebted to all Microteaching students who became my research participants for their cooperation in filling the questionnaires and being my interviewees.

  Finally, I would like to express my appreciation for PBI Staffs, Mbak

  

Daniek and Mbak Tary for their assistance in providing information during my

study.

  Riskisari Restuningtyas

  

TABLE OF CONTENTS

Page

  TITLE PAGE ........................................................................................................ i APPROVAL PAGES ............................................................................................ ii DEDICATION PAGE ........................................................................................... iv STATEMENT OF WORK’S ORIGINALITY ..................................................... v ABSTRACT .......................................................................................................... vii

  

ABSTRAK .............................................................................................................. viii

  ACKNOWLEDGEMENTS .................................................................................. ix TABLE OF CONTENTS ...................................................................................... xi LIST OF TABLES ................................................................................................ xiv LIST OF FIGURES .............................................................................................. xv LIST OF APPENDICES ....................................................................................... xvi

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

  1 B. Problem Formulation .................................................................................

  4 C. Problem Limitation....................................................................................

  4 D. Research Objectives ..................................................................................

  5 E. Research Benefits ......................................................................................

  5 F. Definition of Terms ...................................................................................

  6 CHAPTER 2. REVIEW OF RELATED LITERATURE A. Theoretical Description .............................................................................

  8 1. Microteaching ........................................................................................

  8

  a. The Elements of Microteaching ....................................................... 10 1) Patterns of Training .................................................................... 10 2) The Supervisor ............................................................................ 10 3) Microteaching Students .............................................................. 12

  2. Perception ............................................................................................. 13

  a. Factors Influencing Perception ........................................................ 13 1) External Factors .......................................................................... 13 2) Internal Factors ........................................................................... 13 3) Difficulty Factors in Perception ................................................. 14

  3. Feedback ................................................................................................ 15

  a. Definition of Feedback .................................................................... 15

  b. The Purposes of Feedback ............................................................... 16

  c. Sources of Feedback ........................................................................ 18

  d. Types of Feedback ........................................................................... 19

  e. Forms of Feedback ........................................................................... 19

  4. Teaching Performance and Improvement ............................................ 20

  B. Theoretical Framework ............................................................................. 20

  CHAPTER 3. METHODOLOGY A. Research Method ....................................................................................... 22 B. Research Participants ................................................................................ 23 C. Research Instruments ................................................................................ 25 D. Data Gathering Technique ........................................................................ 26 E. Data Analysis Techniques ......................................................................... 27 F. Research Procedure.................................................................................... 29 CHAPTER 4. RESEARCH FINDINGS AND DISCUSSION A. Research Findings and Data Analysis ....................................................... 31

  1. Feedback from the Lecturers ................................................................ 32

  2. The Microteaching Students’ Perception on the Supervisor’s Feedback in Improving Students’ Teaching Performance in Microteaching Class ............................................................................ 39

  3. Suggestions for the Supervisor in Giving Feedback to the Students ............................................................................................... 56

  CHAPTER 5. CONCLUSIONS AND SUGGESTIONS A. Conclusions ................................................................................................ 63 B. Suggestions ................................................................................................. 64

REFERRENCES ................................................................................................. 67

  

LIST OF TABLES

Tables Page

  Table 1. The Result of the Closed Response of the Questionnaire ..................... 28 Table 2. The Result of the Open Response of the Questionnaire ....................... 29 Table 3. The Way the Lecturers Gave Feedback ..............................................

  74 Table 4. The Time the Lecturers Gave Feedback ............................................ 74

Table 5. The Details of the Feedback ................................................................... 75

Table 6. The Content of the Feedback ................................................................. 75

  Table 7. The Feedback Readers ........................................................................ 76 Table 8. The Result of the Closed Response of the Questionnaire .................. 80 Table 9. The Feedback from the Lecturer ........................................................ 81 Table 10. The Students’ Perception about the Feedback ................................... 86 Table 11. The Students’ Perceptions on the Way the Lecturer Gave Feedback .. 91 Table 12. Students’ Improvement after Having the Feedback ......................... 96 Table 13. The Use of the Feedback …………………………………………… 101 Table 14. Students’ Suggestion(s) for the Lecturer …………………………... 105

  

LIST OF FIGURES

Figures Page

  Figure 1. Learning Process Package by Elson and Ray ..................................... 16 Figure 2. Feedback’s being Helpful in Improving Students’ Teaching

  Performance in Class ........................................................................... 40 Figure 3. Feedback in Improving Students’ Performance ................................ 41 Figure 4. Feedback as Motivation for the Students .......................................... 41 Figure 5. Appropriate Way of Giving Feedback .............................................. 42 Figure 6. Not Putting Serious Concern on the Feedback ................................... 43 Figure 7. The Importance of the Feedback ........................................................ 44 Figure 8. The Reliability of Lecturers’ Feedback ............................................ 44 Figure 9. The Need of Feedback ...................................................................... 45

  

LIST OF APPENDICES

Appendices

Page

  Appendix 1. Permission Letters ........................................................................ 69 Appendix 2. Observation Sheet ......................................................................... 72 Appendix 3. Raw Data of the Observation Sheet .............................................. 74 Appendix 4. Questionnaire ................................................................................ 77 Appendix 5. Raw Data of the Questionnaire ..................................................... 80 Appendix 6. Interview List ………………………………………………….. 110 Appendix 7. Raw Data of the Interview …………………………………….. 111

CHAPTER 1 INTRODUCTION This chapter will be divided into six parts. The first part is the background of

  the study which reveals the reason why the researcher conducted the research. The second part is the problem formulations as the main point to be discussed in the study. The third is the problem limitation which will limit the discussion of the study. The next part is the objectives of the study. The fifth part reveals the benefits of the study and the last part of this chapter is the definition of terms.

A. Research Background

  Teaching and learning process is a process in which teachers assist the students in learning by transferring information and facilitating the students to understand it. In other words, teachers have an important role in students’ achievement. Teaching is not simply about transferring information to the students but it is about how to give information to the students so that the students can make use of the information they have got. Teachers need to have the knowledge and skills to be able to teach the students.

  As teacher candidates, the students of English Language Education Study Program (ELESP) of Sanata Dharma University are required to have competence in teaching. In fact, most of ELESP students have less or no experience in teaching. Besides the knowledge to be transferred, ELESP students must have the ability of how to transfer it. The knowledge the students need has been achieved teaching is trained from a course named Microteaching (KPE 373). This course is aimed at helping the students understand the concepts and procedure of English language teaching and is able to apply them in a real classroom teaching situation and to evaluate their teaching performance (Panduan Akademik, 2006). Concepts and procedure of English language teaching means the process happened in the teaching process. It includes the procedure of teaching starting from the set induction (how to open the lessons), main activity, and set closure (how to close the lessons) and also the skills used in the process. This course is a prerequisite course for students for PPL (Program Pengalaman Lapangan), a course in which the students practice teaching in the real situation (at school). In Microteaching course, students will learn how to teach and make use of the knowledge of the subjects they already have.

  In Microteaching, there will be a series of teaching practices, namely peer teaching, group teaching, class teaching, and low semester-students teaching.

  Whenever the students have the teaching practice, they will gain feedback from their peer and also the supervisor, especially in class teaching. In this research, the writer focuses on the supervisor’s feedback and students’ teaching performance in Microteaching class. Feedback is a way for teachers to describe their learners’ language and for learners; feedback is an ongoing form of assessment which is more focused than marks or grades (Lewis, 2002). The feedback is as the evaluation for students on the overall performance of their teaching. To be aware of students’ strengths and weaknesses in teaching, supervisor’s feedback is one the ones who have experiences related to teaching and also the knowledge of English language teaching. Thus, the feedback from the supervisor can be said as the reliable and more objective feedback rather than the feedback given by their peer.

  Students will experience the class teaching three times; the first class teaching (progress test 1), lower semester students class teaching (progress test 2), and the second class teaching (final test). In other words, in the first class teaching, students will practice teaching with little experiences and they teach on their way. Here, the feedback they get from the first teaching will be the evaluation for students on the way they teach. Students will be aware of their strengths and weaknesses. By being aware of their strengths and weaknesses, the students will improve the way they teach by working on the suggestion and improving the weaknesses to perform better in the next class teaching.

  Supervisors are those who could provide feedback for students. Supervisors have different way of giving feedback to the student. The difference is in a matter of time, form, and way of giving the feedback. The feedback given to the students are usually various in a matter of the time, form, and way of giving the feedback.

  Students have their own perception about the feedback given and how it helps them in their teaching practice. In this research, the writer attempts to find out how and when supervisors gave feedback, the Microteaching students’ perceptions on supervisor’s feedback in improving students’ teaching performance in Microteaching class and what the students suggest to the

  B. Problem Formulation The problems of the research are presented as follows.

  1. What is the feedback from the lecturer?

  2. What are the students’ perceptions on the supervisor’s feedback in improving students’ teaching performance in Microteaching class?

  3. What are the students’ suggestions for the supervisors in giving the feedback?

  C. Problem Limitation

  In order to make the research specific, there are some limitations in this research. First, the research is about students’ perception. Lewis stated that feedback is a form of assessment for students (2002). In this research, the writer would like to find out how students perceive supervisor’s feedback in improving their teaching performance in Microteaching class. Second, the research is limited only on the students of English Language Education Study program of Sanata Dharma University, especially those who were taking Microteaching in academic year 2009/2010. Third is about the feedback. According to Lewis (2002), feedback can be provided by the teachers, their peers, and their own self. The feedback given to the students also can be in some ways, oral or written form. In this research, the writer concerns on the perception of the students on any kinds of feedback given by the supervisors because every student has their own perception in perceiving the feedback. The last is about teaching performance. The research

  D. Research Objectives

  Based on the problems stated on the problem formulation, there are three main objectives of the research.

  1. The research attempts to find out what feedback that the students got from the lecturers.

  2. The research attempts to find out Microteaching students’ perception on the supervisor’s feedback in improving students’ teaching performance in Microteaching class.

  3. The research also would like to know what Microteaching students’ suggestions for the supervisors.

  E. Research Benefits

  As teacher candidates, the students of English Language Education Study Program are required to have competence in teaching. Students will need a long process to have it. Feedback, especially supervisor’s feedback, gives the biggest contribution which can provide comments on the way the students teach and suggestions to improve the way they teach. Hopefully, this research can give contribution to English language Education Study Program especially for the students, supervisors, and other researchers.

  1. For students Through this research, students will be aware of how they perceive feedback as an evaluation in improving their teaching performance in teaching. The students

  Students can improve the weaknesses and do the suggestion from the supervisors in order to be better. For this reason, the students will realize that feedback is important for them in their teaching practice and how they deal with it.

  2. For Microteaching lecturers or supervisors This research provides the students’ perception on the supervisor’s feedback.

  The Microteaching lecturers or supervisors can have the general perception on how the students perceive the feedback given from this research. Moreover, concerning on the research, the lecturers can provide feedback in a better way that they could motivate and encourage the students in teaching.

  3. For other researchers For other researchers, hopefully, this research can be a reference to conduct a research related to the topic. This research provides some information which can be valuable for other researcher in supporting the research.

F. Definition of Terms

  1. Microteaching Microteaching is a course aimed at helping the students to understand the concepts and procedure of English language teaching and to apply them in a real classroom teaching situation and to evaluate their teaching performance (Panduan

  

Akademik , 2006). In this research, Microteaching is a course where the students

  learn how to teach and at the same time evaluate their teaching performance through the feedback given by the supervisors.

  2. Perception Perception (Robbins, 2005) is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment.

  In this research, perception is the way students feel and think about the supervisor’s feedback on their teaching performance.

  3. Supervisor The supervisor is one who helps the trainees to do what he should do and let him know what he has done (Allen and Ryan, 1969). In this research, supervisors are the lecturers of Microteaching course. Supervisors and lecturers are interchangeable in this research.

  4. Feedback Feedback is a way for teachers to describe their learners’ language and for learners; feedback is an ongoing form of assessment which is more focused than marks or grades (Lewis, 2002). Thus, in this research, feedback is any form of evaluation of the teaching performance of the students given by the supervisors to the students.

  5. Teaching Performance By means of microteaching, students wish to improve their performance through the series of activities provided (Allen and Ryan, 1985). In this study, performance is students’ teaching performance; how students perform as a teacher in their teaching practice in Microteaching course.

CHAPTER 2 REVIEW OF RELATED LITERATURE There are two parts discussed in this chapter. They are theoretical

  description and theoretical framework. In the theoretical description, the researcher discusses some theories and research studies which are relevant to the topic. In the theoretical framework, the researcher relates the theories to the study.

A. Theoretical Description 1. Microteaching

  According to Ryle (1949) and Smith (1969a) as cited by George Brown (1973), in philosophical terms, teaching is a task word like’ hunting’ or fishing not an achievement word like winning. It follows from this that in the first attempt at teaching, a person might want the students to learn what he wants the pupils to learn but in fact, the pupils may not learn it as he wants. In order to be able to teach well, teacher candidates should have a kind of teaching activities which can help them to improve their teaching skills. Microteaching is what teacher candidates need to have because in Microteaching, the student teachers have a twofold intention: that his pupils learn while he learns to teach (Brown, 1975:70).

  Microteaching is a series of teaching practice which is designed to develop new skills and improve old ones (McKnight, 1971). In addition, Allen and applied at various pre-service and in-service stages in the professional development of teachers. Microteaching offers teachers a practice situation which is almost the same as the real classroom teaching but with there will be some different situation since it is not as complex the real classroom. In microteaching, a teacher teaches a number of pupils. The teaching will be recorded and the lecturers, as the supervisors, will observe and analyze their teaching performance and also give feedback on it.

  According to Allen and Ryan (1969), there are five essential propositions in microteaching: 1) Microteaching is real teaching.

  Although teaching in microteaching is conducted in practice situation where there are teachers and pupils involved in learning process, the real teaching process takes place. 2) Microteaching lessens the complexities of normal classroom teaching.

  Number of students, time allocation, and subject content are reduced. 3) Microteaching focuses on training for the accomplishment of specific tasks.

  These tasks may be the practice of instructional skills, the practice of techniques of teaching, the mastery of certain curricular materials, or the demonstration of teaching methods.

4) Microteaching allows for the increased control of practice.

  In the practice setting of microteaching, the rituals of time, students, methods of feedback and supervision can be manipulated. As a result, a high degree of control can be built into training program. 5)

  Microteaching greatly expands the normal knowledge-of-results or feedback dimension in teaching.

  After doing the teaching practice, teacher will get feedback on his performance. He also can observe by himself how he performs and how he can improve. The feedback can be used to improve their next teaching.

a. The Elements of Microteaching

  There are some elements of Microteaching according to Allen and Ryan (1969) that have been developed at Stanford:

  1) Patterns of Training

  It is about the activity in microteaching. The patterns of training consist of the micro-lesson, the micro-class, and the research clinical session (Allen and Ryan, 1969:38). According to Buku Pedoman Pengajaran Mikro Universitas

  Sanata Dharma (2008), the activities in microteaching include peer teaching,

  group teaching, integrated teaching skills 1, lower semester students’ teaching, and integrated teaching skills 2.

  2) The Supervisor

  The microteaching supervisor is essentially a teacher (Allen and Ryan, 1969:45). Allen and Ryan also stated that the supervisor has a duty to help the them understand when the skill should be applied (1969:45). In a previous research in Standford Microteaching Clinic, supervisors are teaching and research assistant who normally had a minimum of three years of classroom experience (Allen and Ryan, 1969). Carl D. Glickman (1985:76) stated that “most supervisors are former teachers” and he further mentioned that supervisors mostly make an effort to improve students’ behavior, achievement, and attitude.

  Supervisor has essential roles in microteaching. His roles are to work on improving trainees’ teaching performance, providing the understanding of teaching behavior, and when the trainees perform, the supervisor is one who helps the trainees to do what he should do and let him know what he has done (Allen and Ryan, 1969).

  In providing feedback on the trainees’ teaching performance, the supervisor knows how to discuss it with the trainees without hurting them with critics.

  Besides, it is fine for the supervisor to have an expectation on the trainees to perform better.

  Allen and Ryan (1969) argued that just as a supervisor knows what to expect from a teacher, the teachers knows what to expect from a supervisor. It is obvious that supervisor is a reliable source of aid and feedback in helping the trainees to improve their teaching skill ability.

  A study by Switzer (1976) as cited by Turney found that supervisors contribute much help about knowledge for the student teacher. Furthermore, attitudes and teaching styles of student teacher” (The International Encyclopedia of Teaching and Teacher Education [TIETTE], 1987 pp 689&694).

3) Microteaching Students

  Students are as the basic element in the microteaching as trainees. The microteaching students provide the realism in this teaching encounter (Allen and Ryan, 1969).

b. Skills Components of Teaching

  Component skills of teaching are what the teacher candidate need to develop to be a teacher. Some component skills of teaching based on the observation sheet of Microteaching of Sanata Dharma University (2006) are: 1) Set induction and closure

  Set induction and closure consist of getting students’ attention and drawing students’ attention, motivating students, giving references, presenting relevance, making a review, giving psychological/social encouragement, and giving feedback.

  2) Explaining skills and stimulus variation Explaining skills and stimulus variation consist of orientation, language, examples or illustration, material organization, feedback, voice, focusing, pause, eye contact, facial expressions, gestures, movement, interaction style, and media.

  3) Questioning skills and reinforcement

  Some components in questioning skills and reinforcement are clarity and relevance, types of questions, speed and pauses, distribution of questions, teacher’s response, qualified questions, verbal reinforcement, non-verbal reinforcement, and reinforcement techniques.

  The components skills of teaching explained above are the components that the trainees need to develop in Microteaching class to be a teacher.

2. Perception a. Factors Influencing Perception

  Some factors influence the way people perceive thing differently and those factors can be classified into: 1) External Factors

  These factors come from the perceiver, target, and the situation. (Robbins, 2005:134). Robbins mentioned that the factors in the perceiver include attitudes, motives, interests, past experience and expectations, while the factors in the target are like novelty, motion, sounds, size, background, proximity, and similarity. The last external factor that is important is the situation such as time, work setting, and social setting. 2) Internal Factors

  Altman et al. (1985:86) explained some factors which influence one’s perception and three of the most important are: a) Selection of stimuli

  When one see things, one is about to select a small number of the stimuli exist and that was called selection. People perceive things differently since they select specific cues and filters, or screens. People use the cues and filters or screens when they found something distracting. Everyone has different threshold to filter that distraction.

  b) Organization of stimuli The information that has been selected should be organized. This organization is aimed at making the information becomes meaningful. The minds will work to organize the information by selecting items and putting it together based on experience.

  c) Self-concept Self-concept is the way one feels about and perceives himself. Altman et al.

  (1985:90) also stated that the way one sees himself affects his perception of the world around him. Self-concept is important because the concept in our mind provides much influence on how we perceive things. 3) Difficulty Factors in Perception

  Altman et al. stated that the perception process of one people to another is different and this difference causes the difficulty (1985:91). The four factors contributing the difficulty according to Altman are:

  a) Stereotyping Stereotyping is the process of categorizing people or things based on a people see, hear, and experience from their surrounding like school and mass media. Stereotyping helps the decision maker simplifies the situation. Another explanation about stereotyping is that it is when one judges someone on the basis of his perception of the group which he or she belongs (Robbins, 2005:140).

  b) Halo effect

  It is closely related to stereotyping. According to Altman (1985:92), Halo effect refers to the use of a known particular trait as the basis for an overall evaluation. For example, a student who registers in a university and finds that the registration committee is friendly, he may decide that the university offers friendly environment.

  c) Perceptual defense People have tendency to select or attend to information that supports their viewpoints, and concurrently, to ignore or fail to perceive information that is contrary to their opinions (Altman et al, 1985)

  d) Projection Projection occurs when one attributes his own feelings to others.

3. Feedback a. Definition of Feedback

  Lewis (2002) stated that feedback is a way for teachers to describe their learners’ language. Feedback can provide information for the teachers about all the teaching process and also become the teaching evaluation for their own teaching.

  As cited by Harmer, Paul Black and Dylan William (1998) noted that the feedback from teachers was the most important factor on students’ achievement. They added that it was important to give appropriate feedback to the students as well as to the activities they are involved in (Harmer, 2007).

  Charles Elson and Charles M. Ray (1983:261) had his thought on how important the feedback is in learning process. Below was the learning package by Elson and Ray:

  Training ↔ Practice ↔ Feedback ↔ Adjustment

  Figure 1. Learning Package Process 

  Elson and Ray noted that “practice or hands-on activity is an important part of any training program”. Feedback that was given immediately could help students to make a quick response correction or adjustment, explained Charles and Ray (1983:261).

b. The purposes of Feedback

  According to Harmer, feedback on their performance was what the students wanted and expected from their lecturer (2007:143). Following the teaching practice, which was quite difficult for the students at the beginning, Kinicki (2008:249) noted that “students want to know two things: how they did and how their peers did”. Thus, the purpose of the feedback for Microteaching students was to achieve their goal to be a qualified teacher

  Lewis (2002:4) explained that the feedback given to the trainees has its purposes. The purposes include:

1) Feedback provides information for teachers and students.

  Feedback gives information to the teacher about the progress of the teaching done by the students and as a mean of teaching evaluation. In the other hand, feedback will provide the strengths and weaknesses of the students so that they can improve what should be improved to perform better. Besides, through the feedback which was given, the students become aware of their own progress.

  2) Feedback provides students with advice about learning.

  Teacher or supervisor does not provide only about theory of language use but also provide comments and suggestions in a form of feedback for the students in their teaching process. 3) Feedback provides students with language input.

  The feedback from teacher or supervisor in any form of feedback can provide students language input. The feedback explains how the language is used. Teacher or supervisor may also offer higher level of language through the feedback and it helps the students to increase their vocabulary.

  4) Feedback can be a motivation for students.

  Students need encouragement to study. The feedback given can be a motivation for the students. They can do their best by improving the weaknesses that the teacher shows through the feedback. Teacher is the one who understands about their students’ ability and during the course teacher can encourage the students by giving personal feedback.

5) Feedback can lead students toward autonomy.

  One important purpose of giving feedback is leading the students to realize their own mistake.

  The purpose of feedback was also discussed by O.B. Smith. He stated that a previous research showed a result that “feedback can be effective in motivating and facilitating behavioral changes” (TIETTE, 1987). According to Ausubel and Robinson 91969 pp. 299-300), as cited by Smith (TIETTE, 1987), the result of feedback was students became more confident on their learning and they could focus on how they could pay more attention on the aspects that need improvement.

c. Sources of Feedback

  Students must need to get feedback to improve. Lewis stated that feedback can be provided by teacher, peer, or oneself (2002).

  1) Teacher feedback The feedback is given by the teacher orally and/or written. It can be in forms of conferencing, collective feedback, comment orally one by one, feedback sheet, summarized feedback on the board and checklist. 2) Peer feedback In getting peer feedback, students give feedback to one another.

  3) Self-correction

  Through the self-correction, students learn to be aware of their mistakes and they can correct their own work.

  d. Types of Feedback

  According to Stone and Nielsen (1982) as quoted by Berewot (2001), there are two types of feedback, namely informational and affective feedback.

  Informational feedback refers to the information which functions as the correction, clarification, evaluation and identification of the incorrect response produced by the students. Meanwhile, affective feedback refers to the occurrence of positive reinforcement to the correct response given by the students. The function of this feedback is to secure the performance and to strengthen positive emotion to the classroom.

  e. Forms of Feedback

  Feedback, according to Woolfolk (1987), can be conveyed in oral and written forms. Oral feedback fits well with the younger students since it can help the students to pinpoint and correct the misconception immediately, whereas written feedback is effective for older students.

  A recording video of the students’ teaching performance could be very helpful in giving the feedback to the students. The lecturer could give oral feedback based on the video and asked students what was their difficulties. Lecturer could also write down the individual feedback for the students after observing the students mistakes in the video (Harmer, 2007:46).

4. Teaching Performance and Improvement

  The feedback on students’ teaching performance provides information about how well they teach what they can improve to teach the pupils better.

  By means of microteaching, students wish to improve their performance through the series of activities provided (Allen and Ryan, 1985).

  The previous studies at Stanford (Fortune, Cooper, and Allen, 1967; Cooper and Stroud, 1967) found that over two hundred students found significant improvements in planning, clarity of explanations, use of pupil ideas and positive reinforcement (Brown, 1978:17). Every elements of microteaching like students, the supervisor, and the observers experienced an improvement on their teaching performance.