i
STUDENTS’ PERCEPTION ON THE USE OF OBSERVATION SHEETS AS PEER FEEDBACK IN DEVELOPING STUDENTS’ TEACHING
SKILLS IN MICROTEACHING CLASS
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Dionisia Novianti Suyana Student Number: 051214137
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
I
dedicate
this
thesis
to
my
lovely
parents,
my
brothers,
my
beloved
boyfriend
and
especially
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Dionisia Novianti Suyana
Nomor Mahasiswa : 051214137
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
STUDENTS' PERCEPTION ON THE USE OF OBSERVATION SHEETS AS PEER FEEDBACK IN DEVELOPING STUDENTS' TEACHING SKILLS IN MICROTEACHING CLASS
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 24 September 2009 Yang menyatakan
vi ABSTRACT
Suyana, Dionisia Novianti. (2009). Students’ Perception on the Use of Observation Sheets as Peer Feedback in Developing Students’ Teaching Skills in Microteaching Class. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
The use of observation sheets as one of assessment media in microteaching class is important to evaluate students’ teaching performances. Besides, students’ perception on the media of assessment will affect the process of learning which then will affect the achievement of students’ teaching skills. Because of those reasons, the researcher was inspired to explore and to analyze the students’ perception on the use of observation sheets. There were three research questions in this research: 1) What are the students' perceptions on the use of observation sheets in Microteaching classes as peer feedback? 2) What are the feedback the students obtained from the use of observation sheet? 3) What are the students’ suggestions towards the use of observation sheets for further implementation?
To answer the problem formulation, the researcher employed survey research. The researcher took 100 respondents from sixth semester students who were taking microteaching class in the academic year of 2008/2009 at the English Education Study Program, Sanata Dharma University. The data were obtained by using questionnaire and interview as the instruments. The questionnaire consisted of 20 close-ended questions and 3 open-ended questions. The questionnaire used Likert Scale to measure the students’ attitudes towards the questions. The interview was conducted to verify the questionnaire result and to dig out more information. The data gathered were put in the table and were coded into some categories. Afterward, the researcher triangulated the data and drew a conclusion.
The result of the research showed that the majority of the students perceived the use of observation sheets positively. The researcher determined the feedback students obtained into four categories. They were feedback about the students’ teaching performances, feedback that enhance reflection, feedback that enhance motivation and general score of their teaching performances. All of those feedback helped the students to improve the students’ teaching skills. By knowing the strengths and weaknesses of their teaching skills and receiving constructive feedbacks, the students were encouraged to study and performed better.
The students gave some recommendations to maximize the use of observation sheets. Mostly the students suggest that the observer should be honest and objective in giving feedback. Another suggestion is to provide bigger columns to write comments. The students also give a beneficial suggestion for the microteaching lecturers about the implementation of observation sheet. The recommendation is to add more criteria of teaching skills that will be evaluated on the observation sheet.
vii ABSTRAK
Suyana, Dionisia Novianti. (2009). Students’ Perception on the Use of Observation Sheets as Peer Feedback in Developing Students’ Teaching Skills in Microteaching Class. Yogyakarta: Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Penggunaan lembar observasi sebagai salah satu media evaluasi di kelas microteaching penting untuk menilai penampilan mengajar siswa. Selain itu, persepsi siswa terhadap media evaluasi akan mempengaruhi proses pembelajaran yang kemudian akan mempengaruhi pencapaian kemampuan mengajar siswa. Oleh karena itu, peneliti terinspirasi untuk menyelidiki dan menganalisa persepsi siswa terhadap penggunaan lembar observasi. Ada tiga rumusan masalah yang dikaji dalam penelitian ini: 1) Bagaimana persepsi para siswa terhadap penggunaan lembar observasi dalam kelas microteaching sebagai umpan balik siswa? 2) Umpan balik apa saja yang siswa peroleh dari penggunaan lembar observasi? 3) Saran-saran apa saja yang para siswa berikan terhadap pengunaan lembar observasi untuk implementasi lebih lanjut?
Untuk menjawab rumusan masalah tersebut, peneliti menggunakan penelitian survei. Peniliti mengambil 100 siswa sebagai responden yaitu mahasiswa semester 6 yang sedang mengambil kelas microteaching tahun ajaran 2008/2009 pada Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Data diperoleh dengan menggunakan kuesioner dan wawancara sebagai instrumen penelitian. Kuesioner terdiri dari 20 pertanyaan tipe tertutup dan 3 pertanyaan tipe terbuka. Kuesioner menggunakan Skala Likert untuk mengukur tingkah laku siswa terhadap pertanyaan-pertanyaan. Wawancara dilakukan untuk membuktikan hasil kuesioner dan untuk menggali lebih banyak informasi. Data yang terkumpul dimasukkan ke dalam tabel dan di coding kedalam beberapa kategori. Kemudian, peneliti mengtrianggulasi data dan mengambil kesimpulan.
Hasil penelitian menunjukkan bahwa sebagian besar siswa menerima penggunaan lembar observasi secara positif. Peneliti membagi umpan balik yang diterima siswa kedalam empat kategori yaitu, umpan balik mengenai penampilan mengajar siswa, umpan balik yang meningkatkan refleksi, umpan balik yang meningkatkan motivasi, dan nilai umum keseluruhan mengajar. Dengan mengetahui kelebihan dan kekurangan dari kemampuan mengajar mereka dan mendapatkan umpan balik yang membangun, siswa termotivasi untuk belajar dan tampil lebih baik.
Para siswa memberikan beberapa rekomendasi untuk meningkatkan penggunaan lembar observasi. Kebanyakan siswa memberikan saran kepada pengamat untuk jujur dan objektif dalam memberikan umpan balik. Saran lain adalah penyediaan kolom yang lebih besar untuk menuliskan komentar. Para siswa juga memberikan saran yang bermanfaat untuk dosen kelas microteaching mengenai implementasi lembar observasi yaitu menambah lebih banyak kriteria-kriteria keahlian mengajar untuk dinilai di dalam lembar observasi.
viii
ACKNOWLEDGEMENTS
First of all, I would like to thank my AlmightyJesus Christ for giving me lots of love and blessings and for granting me a special gift. The gift is the life I live.
I am greatly indebted to my sponsor, Mrs. Christina Kristiyani, S.Pd., M.Pd., for all her great patience, valuable times, feedback and guidance from the beginning to the end of this thesis.
I would also like to sincerely thank Ag. Hardi Prasetyo, S.Pd, M.A., C. Tutyandari, S.Pd., M.Pd., Christina Kristiyani, S.Pd., M.Pd. and Carla Sih Prabandari, S.Pd., M.Hum., as the lecturers of the Microteaching class for the opportunity given to me to conduct this study on their classes. I would also thank all of the students of Microteaching classes of 2008/2009, for all of their remarkable willingness in being my respondents and giving me valuable information for the sake of this thesis.
I would like to deeply thank my beloved parents, Bapak Antonius Suyana and Ibu Bernadeta Sugianti, my brothers, Mas Agustinus Rinanto Suyana and Adik Martinus Tri Wahyudi Suyana for being the infinite source of love and for encouraging me to finish my thesis.
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Further, I would like to thank all my great friends; Galuh, Tari, Eva, Eska, Nancy, and Taufik as PILLAR’s family for giving me support from the beginning and for giving me prayers, inspiration, confidence when I was doubtful and encouragements that always continue to enlighten my life. I would like to thank Andre, Verdi, Dion and Ruma for giving me valuable information, support and help during finishing my thesis. I would also thank all friends in PBI 2005 especially my classmates for all tremendous moments, teamwork, and friendship we shared during our study.
I would like to thank my boarding house friends, especially Yunia, Riska, Yaya, Okta, Refti, Defi, Erlis and Mbak Niken for being so understanding and patient and for the friendship, support, smiles and comfort on difficult days, and laughter to warm my heart. The love and friendship we shared and gave to each other will always remain in my heart forever.
Last but not least, I would like to thank anyone who helped me in doing this thesis but I have inadvertently missed. Cherish the life we live!
x
TABLE OF CONTENTS
TITLE PAGE……….
APPROVAL PAGES……….
DEDICATION PAGE ……….
STATEMENT OF WORK'S ORIGINALITY ………
ABSTRACT ………..
F. Definitions of Terms ………
CHAPTER II REVIEW OF RELATED LITERATURE………..
A. Theoretical Description ………
1. The Use of Observation Sheets as Peer Feedback ……… 2. Microteaching Class in English Language Education Context ………… 3. Perception and Perceptual Process ………...
xi
B. Research Participants ………
C. Research Instruments ………
D. Data Gathering Technique ………
E. Data Analysis Technique ………..
F. Research Procedure ………..
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION …………...
A. The Students’ Perceptions on the Use of Observation Sheets in
Microteaching Class ………. 1. The Description of the Students’ Perception Based on the
Questionnaires Results ………... 2. The Description of the Students Perception Based on Interview ……...
3. Discussion ………..
B. The Feedback the Students Obtained from the Use of Observation Sheet in Microteaching Class ………. 1. The Description of the Feedback the Students Obtained Based on the
Questionnaires Result ………. 2. The Description of the Feedback the Students Obtained Based on
Interview ……….
3. Discussion ………...
C. Students’ Recommendation to Improve and to Maximize the Use of Observation Sheet in Microteaching Class ………... 1. Students’ Recommendations on the Use of Observation Sheet Based on Open-ended Questions ………... 2. Students’ Recommendation on the Use of Observation Sheet Based on Interview ……….
3. Discussion ………...
CHAPTER V. CONCLUSIONS AND SUGGESTIONS ………..
A. Conclusions ………..
1. The Students’ Perception on the Use of Observation Sheets in
xii
Microteaching Class ………... 2. The Feedback the Students Obtained from the Use of Observation
Sheets Concerning Their Teaching Skills Developments ……….. 3. The Students’ Recommendations to Improve and to Maximize the Use of Observation Sheets ………
B. Suggestions ………..
REFERENCES ……….
APPENDICES ………..
APPENDIX 1 ………
APPENDIX 2 ………
APPENDIX 3 ………
APPENDIX 4 ………
APPENDIX 5 ………
APPENDIX 6 ………
56
57
57 59
xiii LIST OF TABLES
Table 3.1. The Description of Data Needed ………... Table 3.2. The Schedule of the Research ………... Table 4.1. The Classification of the Students’ Perception on the Use of Observation Sheet (Close-ended)………. Table 4.2. The Classification of the Students’ Perception on the Use of
Observation Sheet (Open-ended) ………... Table 4.3. The Classification of the Students’ Feedback on the Use of
Observation Sheet (Close-ended)………... Table 4.4. The Categories of the Students’ Feedback on the Use of
Observation Sheet (Open-ended)………
Page 24 28
34
37
43
xiv LIST OF APPENDICES
APPENDIX 1 The Observation Sheet (Integrated skills) ………….. APPENDIX 2 The Questionnaire Sheet………. APPENDIX 3 Interview Guide ……….. APPENDIX 4 Blueprint of Questionnaires Result (Close-ended Questions) ………... APPENDIX 5 Students’ Responses on the Open-ended
Questionnaires Questions ……… APPENDIX 6 Blueprint of Interview Result ………..
Page 63 64 66
67
1 CHAPTER I
INTRODUCTION
This chapter provides background information related to the subject matter triggered to be explored and analyzed, presents the motivation why the researcher intended to do the research on the subject matter, and the general aims of doing the research.
A. Research Background
Microteaching is a model of teacher training designed to provide a set of real personal teaching experience where the learning situation is made by teacher and students (Brown, 1975). Microteaching reduces the complexity of teaching. In microteaching laboratory, student teacher teaches a small group of students for ten to thirty minutes. Microteaching provides students mini course with situation of teaching learning activities where the practice is much easier to control. In this situation, it is much more effective to develop students teaching skills without concerning the complexity of real class.
2 provides student teacher a preparation to practice in the real teaching situation at school that is Program Pengalaman Lapangan (PPL). Through microteaching, student teacher first learns the process of teaching and learning (Purnomo, Rismiati, Domi & Rohandi, 2008).
In order to gain the objective of microteaching that is to help student teacher developing and improving their basic teaching knowledge and skills, directed practices and constructive feedback from supervisor and peers are needed. Evaluation is a crucial part of measuring students’ teaching competences. Teaching competences deals with lesson planning, the perception of teaching, and the performance skills of exposition, questioning, and discussion (Brown, 1975). Evaluation forms mostly used in microteaching program are self-evaluation and peer or supervisor-evaluation. Medias in giving feedback in microteaching laboratory are written feedback forms and audiovisual feedback forms. In Faculty of Teacher Training and Education of Sanata Dharma University, especially English Language Education Study Program, there are some media of assessment used in microteaching course. They are observation sheets, videotape recorder (VTR) and audio tape recorder (ATR).
as cited in Subramaniam (2006), the use of videotape playback is claimed to spend big financial and time constraint in many teacher education programs. It is assumed from the result of comparison between traditional and modified version of microteaching. The result of the study shows one similarity and two differences. In both versions, the student teacher uses the evaluation of his/ her teaching performance to interpret his /her microteaching performance. While the differences are the clinical supervisors are replaced by course instructors and peers as evaluators and the use of videotape as feedback is being replaced by oral and written feedback forms or observation sheets. Furthermore, student teachers have to rely on their peers for evaluation and feedback of microteaching performances. Thus, a better evaluation system is needed.
Subramaniam’s study (2006) about the potential of written feedback form showed an interesting result. He stated that there are some significant requirements for achieving the potential of microteaching evaluation form.
4 It is obvious then that the use of observation sheets as written feedback helps the students to evaluate their teaching performance. Furthermore, the way the students perceive on something, whether it is positive or negative, influences the students' behavioral responses (Altman, Valenzi, & Enzo, 1985). If the students perceive the use of observation sheets in a positive way, the students' behavioral responses will be positive too. If the students’ behavioral responses are positive, it will support the teaching learning activities and the course goal achievement. In the other hand, if the students perceive the use of observation sheets in a negative way, the students' behavioral responses will also be negative. If the students’ behavioral responses are negative, it will hamper the teaching learning activities and the goal of achievement.
B. Problem Formulation
Based on the background, there are three problems formulated in this research: 1. What are the students' perceptions on the use of observation sheets in
Microteaching classes as peer feedback?
2. What are the feedback the students obtained from the use of observation sheets?
3. What are the students’ suggestions towards the use of observation sheets for further implementation?
C. Problem Limitation
6 D. Research Objectives
In relation to the questions in the problem formulation, there are three objectives presented in this research. Those objectives are to investigate the students' perceptions on the use of observation sheets, to explore the feedback gathered from the use of observation sheet, and the possible recommendations to improve the use of observation sheets in microteaching class.
E. Research Benefits
The findings of this research are expected to provide valuable contribution to: 1. Microteaching lecturers especially at Sanata Dharma University
2. Microteaching students
This research discusses any related information on the use of observation sheets in microteaching. The result of this research helps the microteaching students to have further comprehension about the effect of perception on the use of observation sheet as media evaluation toward teaching skills development. By recognizing the students’ perception toward observation sheet and the feedback students obtained in general, microteaching students will have more positive perception toward the observation sheet. Thus, the positive perception will affect students’ learning process then will affect students’ teaching skills development.
3. English language education field
This research explores any information related to microteaching students' perception on the use of observation sheets as an evaluation media to assess the students' performance when they are doing teaching practice in class. By recognizing the perception of media, the lecturers could design better evaluation media and technique in order to support teaching learning activity to create successful learners. Since the success of English Language Education is depended on the microteaching students as teacher candidate, successful learners will improve English Language Education quality.
4. Future researchers
8 or to enrich the existing research. The research could be related to the effect of students' next performance after they receive their observation sheets of their teaching performance assessment and the effect of giving observation sheets.
F. Definition of Terms
For the sake of avoiding misunderstanding, the researcher provides some definition of the terms used in this study. They are stated as follows.
1. Perception
Perception is an active process in which a person views a stimulus together with his experiences, motivation and attitudes (Suparinah, 1986). According to Robbins (2001), perception is defined as a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. There are three factors that can influence perception. The factors are in the perceiver, in the object or target and in the context of the situation in which the perception is made. Based on definitions above, in this research, perception is defined as a way student teacher perceives, see, understand and interpret observation sheet as peer feedback in microteaching class.
2. Feedback
areas of improvement (Lewis, 2002). According to Lewis, there are three kinds of feedback. They are teacher feedback, peer feedback and self-correction. Implementing peer feedback, the students are to observe their peer's teaching performance then they should give feedback on the form of observation sheets. After that, they should make improvement on their next performance. In this research, peer feedback in microteaching class refers to any constructive comments/critiques from peers to peers for the sake of improving their teaching competences.
3. Microteaching
10 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents a discussion on the related literature as the theoretical base in doing the research outlined in Chapter I. On this literature review, the theoretical description and the theoretical framework of the study will be discussed further. The theoretical description contains the discussion on the use of observation sheet as peer feedback, microteaching class, and perceptual process.
A. Theoretical Description
In this section, the researcher will review the description of the use of observation sheet as peer feedback, the description of microteaching and the description of perception.
1. The Use of Observation Sheets as Peer Feedback
a. Definition of feedback
students’ learning process that intends to guide them for improvement. He explains in his book Giving Feedback in Language Classes that there are different definitions of feedback in point of view of teacher and students. For teacher, feedback means giving them information and also “a form of evaluation on their own teaching” (Lewis, 2002: 3). While in student’s point of view, feedback is a continuing form of assessment, which is more focused on the progress than marks.
b. The purpose of feedback
12 c. Peer feedback as cooperative learning
Specifically, peer feedback is one kind of assessments that is based on cooperative learning. Peer assessment is formative types of assessment (Brown, 2004). Cooperative learning refers to a kind of teaching methods where student work in groups to help their peers to learn the subject or content (Slavin, 1995). Brown explains in his book, Language Assessment, according to principle of assessment, the evaluation of self/peer assessment is practical and has high potential on content validity and washback because it is effective and give useful feedback. However, the evaluation of self/peer assessment has low reliability because the students may have bias toward their peers about standard of good and bad students (Brown, 2003: 278).
d. Benefits of peer feedback
feedback also helps the students who are uncomfortable in the large class and who have lack of confidence.
e. The use of observation sheets as peer feedback
One of microteaching characteristics is giving feedback toward the student teacher (Purnomo, Rismiati, Domi, dan Rohandi, 2008). Media in giving feedback in microteaching laboratory are written feedback form that is observation sheets and audiovisual feedback form such as video-tape recorder (VTR) and audio-tape recorder (ATR) (Purnomo, et al., 2008). Observation sheet is a media to give students feedback on their teaching practice in microteaching class. Observation sheet is a written feedback of teaching practice, which is filled by an observer. The observation sheet that is used to assess student teaching skills, especially in English Education Study Program, Sanata Dharma University is integrated skills observation sheet. The observation sheet is attached in the Appendix 1(see page 63).
14 Based on Subramaniam’s study about potential of a written feedback form as microteaching evaluation, the result shows that the potential of the microteaching evaluation form is depended on assigning weightage to the evaluation criteria, providing allowances for evidence and interpretations and providing an analytical framework that focus on the goal set of microteaching performances. Gibbs and Simpson (2004), as stated in Glover’s article (2006) entitled Written Feedback for Students: too much, too detailed or too incomprehensible, also suggest that it would be better if feedback is frequent, sufficient and detail enough, understandable, which can be linked to the purpose of the assessment task and criteria, then focus on learning rather than mark. According to Glover (2006), feedback is effective if students act on it to improve their future work and learning. Based on the result of his study about written feedback, it shows that mark or grade is primary vehicle for informing students of their progress. When feedback is given, its prime function is to inform the students about their past achievement rather than looking forward to future work. Then the implication of his study is that giving feedback should also provide information with sufficient explanation to enable students to use the information.
2. Microteaching Class in English Language Education Context
is learning how to teach. Specifically, microteaching helps teachers improve both content and methods of teaching of various teaching skills and techniques. Gregory (1972: 10) also adds that the personal teaching experiences will challenge and reinforce students’ conscious and unconscious attitudes and values of teaching.
To accomplish good and successful teaching, the teaching performance has to be evaluated or to be observed. The basic components of microteaching are highly focused on practice and feedback. Allen-Ryan (1969) explains that microteaching helps teacher to practice teaching in simple set of classroom and helps teacher to obtain feedback of his/ her performance.
Microteaching is a training concept that can be applied at various pre service and in-service stages in the professional development of teachers. Microteaching provides teachers with a practice setting for instruction in which the normal complexities of the classroom are reduced and in which the teacher receives a great deal of feedback on his performance (Allen-Ryan, 1969: 1).
In the early years of 1960s, the original microteaching cycle was Plan-Teach-Observe (Critique)-Replan-Reteach-Reobserve. The result of feedback is used for recovering the weaknesses and then do reteach (Brown, 1975).
Further based on Allen and Ryan's statement (1969: 2), they argue that there are five important propositions of microteaching:
16 b. Microteaching is a miniature set of the real classroom in which size of class,
time, student number and the content of teaching learning activity is reduced. c. Microteaching focuses on several tasks namely practicing the techniques and
methods of teaching, mastering the materials, and practicing the instructional teaching skills.
d. In microteaching class, there is control of practice. It means that the trainer have the control to manipulate the setting of class such as time allocation, students amount, method of feedback, etc. so that the training program will have a high degree of control in practicing teaching.
e. Microteaching provides feedback of the students’ teaching performance. It is obvious that one of important aspects of microteaching is providing feedback. As Borg, Kelley, Langer, and Gall (1970) states that feedback is an essential factor in learning skills. In this research, feedback is all information about students’ teaching performance. Concerning the teaching skills, Purnomo, et al. (2008) explains that there are three basics teaching skills that need to be mastered:
a. Set induction and set closure skills
the lessons and give feedback to students in order to check students’ achievement about the materials that have been taught.
b. Stimulus and variation skills
To explain and to give varied stimulus in teaching learning process are important to help students achieve the competences, which have been stated in the curriculum. Teacher should consider language, eye contact, body movement, gesture, appropriate illustration, media, feedback, etc while explaining the material so that the teaching learning activities become effective.
c. Questioning and reinforcement skills
Questioning activities help teacher to increase students’ active participation in teaching learning process and to encourage students to be critical in their way of thinking while reinforcement skills help teacher to increase students’ motivation and to support students’ positive behaviour in teaching learning process.
18 3. Perception and Perceptual Process
According to Altman, et al. (1985: 85), perception is defined how the stimuli are selected and grouped by a person until create a meaningful interpretation. Perception also can be defined as “a person’s view of reality” (Altman, et al., 1985: 85) or the way people perceive something. Another definition, perception is “an organism’ awareness of objects and events in the environment brought about by stimulation of its sense organs” as stated by Bootzin, Loftus, and Zajonc (1979: 103).
Based on definitions above, it can be concluded that perception is a person’s point of view and interpretation of an object or event. Everybody may have different perception of an object, which then leads to different behavioural responses and attitudes. Relating to this research, perception is defined as students’ way of perceiving, seeing, understanding and interpreting the use of observation sheet as peer feedback in microteaching class.
a. Selection
Every person may select certain stimuli as incoming information of an object or event to which they will pay attention and the stimuli may different from one to another. Here, motivation, personal needs, and interests play key roles in selecting stimuli.
b. Organization
Having selected incoming information, in order to form a meaningful pattern, the selected stimuli should be organized.
c. Interpretation
After selecting the stimuli and organizing it into pattern, the brain uses the information to explain and make judgments about the external world. Interpretation is influenced by some factors; they are early life experiences, perceptual expectations, cultural factors, and personal motivations, needs and interests (Huffman, Vernoy & Vernoy, 2002; Bootzin, Loftus & Zajonc, 1979).
20 B. Theoretical Framework
Observation sheets as written evaluation has already been used to support teaching learning activities in educational contexts, especially in Microteaching class. In Sanata Dharma University, the observation sheets are one of the media of teaching assessment in Microteaching class of Faculty of Teachers Training and Education. The observation sheets are used to measure the students' teaching performance. The observation sheets are filled by lecturer as supervisor and peers as the observers. Then, the students are given the observation sheets as means formative feedback from their peers.
22 CHAPTER III
METHODOLOGY
This chapter presents detailed discussion about the methodology employed in this research. This includes the description of the research method, research participants, research instruments, data gathering technique, data analysis technique and research procedure.
A. Research Method
Since this research is going to explore the students' perception on the use of observation sheets in Microteaching classes and to gather any feedback the students obtained from the use of observation sheets, the method used in this study is a survey research. A survey is a kind of research method for gathering data ranging from physical counts and frequencies to attitudes and opinions by asking questions of a group of individuals called respondents (Ary, Jacobs, & Razavieh, 2002). More about survey research, Wiersma (1995) explains that survey is also used to answer the study, which is related to social and emotional aspects.
In this research, the researcher was going to dig out the students' perceptions, which Altman, et al. (1985) mention it as point of views, and its affects towards the students' behaviour related to the teaching learning activities. Survey study itself is defined as a process of collecting information from a group of people about a specific subject. In order to obtain the information, the researcher collected the information from the respondent.
B. Research Participants
The respondents as sources of data of this research were the sixth semester students who were taking microteaching class in the academic year of 2008/2009 at the English Language Education Study Program. The students were supposed to have their observation sheets of their performance. In microteaching class, each class has 25 students at maximum. However, considering the limitation of time and economic factors, the researcher took only five classes as the respondents from six microteaching classes as the population as the most characteristic classes. They were classes B, C, E, F, and G. The researcher took 100 respondents from those five classes as the subjects of this research.
C. Research Instruments
24 questions to obtain data needed. The description of data needed was presented in the following table.
Table 3.1
The Description of Data Needed
Instruments RQ Construct Component Data needed
Questionnaire Interview Students understand the
meaning of each indicator of teaching performance.
Students’ views toward the use of observation sheet i.e.
Students’ feeling toward the use of observation sheet i.e. feel interested, motivated and comfortable.
no. 6, 7 and 8 no. 3 and 4
Personal needs Students have needs to receive feedback
no. 9 and 10 no. 5
As student teachers, they read, reread, and keep the observation sheet.
object As observers, they give detailed and positive feedback.
no. 14, 15 and 16
Feedback Students receive feedback from the use of observation sheet.
no. 17, 18, 19
Students act on the feedback to improve his teaching skills.
Strengths Students are able to identify they teaching strengths.
no. 18
Weaknesses Students are able to identify they teaching weaknesses.
1. Questionnaire
The questionnaire consisted of two types of question; they were close and open-ended questions. The questionnaire was divided into two parts. The first part (Part I) was close-ended questions consisted of 22 statements related to how the students perceived the use of observation sheets. The first 16 statements were used to find out the students’ perception while the other statements number 17 up to 22 were used to find out the feedback the students obtained from the use of observation sheets.
In giving responses to each statement in the questionnaires, the students were asked to put a tick in the provided column. There were four columns for each questionnaire statements. In this research, the researcher did not use neutral choice in questionnaire column because of avoiding uncertain answer. The respondents tend to choose neutral answer. In order to obtain definite answer, the researcher decided to provide only four columns. They were totally agree, disagree, agree, and totally agree.
The researcher used Likert scale where the value of each column is from 1 to 4. The low value represents negative answer and high value represents positive answer. The value of each column concerned the following agreement,
26 The second part of questionnaire (Part II) was three open-ended questions. The open-ended questions were used to find both the students’ perceptions and the feedback gathered and feedback contribution toward students’ teaching skills development as well as to find any students’ recommendations to improve and to maximize the use of observation sheets in microteaching classes. The questionnaire sheet can be seen in Appendix 2 (see page 64).
2. Interview
The interview was conducted to verify the result of the main instrument. It was meant to ensure and to recheck the students’ answer in the questionnaire. The researcher prepared six open-ended questions, which were designed to dig out students’ perception on the use of observation sheets, the feedback students obtained, feedback contributions toward students’ teaching skills development, and students’ critics and suggestions on the use of observation sheets. The open-ended questions form was used as there would not be any predetermined answer, which limits the students' responses. The interview guide was attached in Appendix 3 (see page 66).
D. Data Gathering Technique
observation sheet in the microteaching class both as an observer and as a student teacher. It was done because the previous experience will influence the perception of the perceiver (Huffman, Vernoy & Vernoy, 2002). The past experience on using observation sheets both as an observer and as student teacher will influence the students’ perception on the use of observation sheet.
The questionnaires were distributed to the respondents on the different days. The researcher distributed the questionnaires in the end of the class so that it would not disturb the teaching learning activities. The researcher also distributed the questionnaires for those who did not attend the class by entrusting it to their friends who attend the class.
28 tried to obtain any important information by taking notes and using tape recorder. The detailed information about the setting of the research could be seen in Table 3.2.
Table 3.2
The Schedule of the Research
Date of Research Class Number of
Respondents Activities
April 6, 2009 G 22 Distributing questionnaires
April 22, 2009 E 22 Distributing questionnaires
May 1, 2009 C 21 Distributing questionnaires
May 7, 2009 B 17 Distributing questionnaires
May 12, 2009 F 18 Distributing questionnaires
May 16 – 20, 2009 4 Interview
E. Data Analysis Technique
The researcher made some classification of students’ perception based on questionnaire results. The categories of making these classifications were based on the following consideration.
• The maximum total score of totally agree was 88 (4 x 22 items) • The maximum total score of agree was 66 (3 x 22 items) • The maximum total score of disagree was 44 (2 x 22 items) • The maximum total score of totally disagree was 22 (1 x 22 items)
The researcher made three classifications of students’ perception. The first classification was to measure the perception of each respondent. The second classification was to measure students’ response on each questionnaire statement while the third classification was to measure the perception of total respondents.
1. Classification of perception based on each respondent
From the total score of each questionnaire, the classification of student’s perception was described below,
• 22 – 38 : very bad perception • 39 – 55 : bad perception • 56 – 72 : good perception • 73 – 88 : very good perception
30 2. Classification of perception based on each statement
The total response of each statement ranged from 100 (if all the respondents answer “totally disagree” on the statement (1 x 100 respondents)) to 400 (if all the respondents answer “totally agree” on the statement (4 x 100 respondents)). The researcher analyzed the total response score of each statement in order to see whether the response was very bad, bad, good, or very good. The classification of students’ response ranges was described as follows.
• 100 – 174 : very bad response • 175 – 249 : bad response • 250 – 324 : good response • 325 – 400 : very good response
Therefore, it could be classified that the student had high or positive perception if his/her total score was x, where 250≤x≤400 and the student had low or negative perception if his/her total score was x, where 100≤ x ≤249. The classification was used to analyze the students’ perception based on responses in each statement in the Chapter IV.
3. Classification of perception based on total respondents
students’ perception on the use of observation sheets can be measured using the following interval.
• 2200 – 3849 : very bad perception • 3850 – 5499 : bad perception • 5500 – 7149 : good perception • 7150 – 8800 : very good perception
Very bad and bad perceptions were considered as negative perception while good and very good perceptions were considered as positive perception. Therefore, it could be classified that the student had high or positive perception if his/her total score was x, where 5500≤ x ≤8800 and the student had low or negative perception if his/her total score was x, where 2200≤ x ≤5499. The researcher presented the students responses score of Part I in the form of table.
Afterwards, as the questionnaire data in Part I were all collected and processed, the researcher came to the second data in Part II that was open-ended questions results. The researcher first read all the students’ answer then did coding the data gathered into some categories. The percentages of students’ responses were presented in the table and discussed in the form of paragraphs.
32 F. Research Procedure
33 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presents detailed information about the data gathered in this study. The data presented is the raw data collected from the results of the questionnaires distributed and verifying interview. The data show whether the students have good or bad perception on the use of observation sheets and also present the feedback the students obtained and students’ recommendations to maximize the use of observation sheet in Microteaching class.
A. The Students’ Perceptions on the Use of Observation Sheets in
Microteaching Class
In order to find out students' perceptions on the use of observation sheets, firstly the researcher would present the description of the students' perceptions on the use of observation sheet taken from the result of the questionnaires distributed and the description of students’ perceptions based on interview result. Then, the researcher discussed the data gathered and drawn a conclusion.
1. The Description of the Students’ Perception Based on the Questionnaires
Results
34 answer the first problem, the researcher analyzed the first 16 statements in the Part I used to find out the students’ perceptions. Table 4.1 was the distribution of the close-ended statements and the results.
Table 4.1
The Classification of the Students’ Perception on the Use of Observation Sheet (Close-ended)
No. Statements Total
Score Classification
1 In understanding the use of observation sheet 343 Very good
2 In understanding the meaning of indicators of teaching performance listed in the observation sheet 320
Good
3 In understanding the criteria of giving score in the observation sheet 281 Good
4 In giving opinion whether observation sheet is effective media of
assessment 311
Good
5 In giving opinion whether the use of observation sheets as written
feedback helps the students more than oral feedback 279
Good
6 In giving opinion whether the use of observation sheet is interesting 292 Good
7
In giving opinion whether receiving the observation sheet as feedback of their teaching practice make the students motivate to teach better
318
Good
8 In giving opinion whether filling the observation sheet for the
students peer’s teaching performance is comfortable 282
Good
9
In giving opinion whether the use of observation sheets is needed to be used to provide feedback about the students’ teaching practice although the students have got feedback from your lecturer
315
Good
10
In giving opinion whether the use of observation sheets is needed to be used to provide feedback although the students have got
feedbacks from recorded video
315
Good
11 Reading the observation sheet as students’ attitude after receiving
the observation sheet 346
Very good
12 Keeping the observation sheet as students’ attitude after receiving
the observation sheet 339
Very good
13 Reading and keeping the observations sheets as students’ attitude
after receiving the observation sheet 328
Very good
14 In filling the observation sheet, the purpose is to help the students’
peer improve his/ her teaching skills 325
Very good
15 In filling the observation sheet, the students give detail feedback
and information in the observation sheet 295
Good
16 In filling the observation sheet, the students give positive feedback 309 Good Notes:
Based on the questionnaires result above, it was clear that most of the students had a positive perception on the use of observation sheets in microteaching class. Almost all of the students gave very good responses on the statements number 11, 12, 13, and 14. The students kept, read and reread the observation sheet. They also said that they filled the observation sheet to help their peer improve his/ her teaching skills by giving detail and positive feedback. The students’ responses on the statements number 11 up to 16 supported that most of the students had positive response because the statements showed whether the students have positive actions towards the use of observation sheet.
The statements number 1, 2, and 3 showed whether the students understood the content, form and the use of observation sheet. The total response score for the first statement was 343. It meant the response to the statement was very good. It showed that in general the students understood the use of observation sheet. Statement number 2 asked whether the students understood the indicators of teaching performance that is listed in the observation sheets while the third statement asked whether the students understood the criteria of giving score in the observation sheet easily. However, the total response scores for both statements were 320 and 281 in which it showed good responses.
36 The total response score statements number 6, 7, and 8 showed that most of the students admitted that they felt interested in the use of observation sheet. As a result, as the students teacher, they were motivated to teach better when they were given the observation sheet as feedback of their teaching practice and as the observer, they were comfortable to fill the observation sheet. Furthermore, the total response scores of statements number 9 and 10 showed that the students need the observation sheet to provide feedback although they have got feedback from the lecturer and the recorded video.
To conclude students’ perception on the use of observation sheets based on questionnaires distributed especially close–ended questions, the researcher analyzed total response score of all respondents. It was used to classify the students based on the consideration, which has been stated in Chapter III (see page 30). The total response ranges was 6908 and it meant the classification of the students’ response was good perception. Because of good perception considered as positive perception, it can be concluded that the students’ perceptions based on the questionnaires Part I was positive. The blue print of questionnaires result was attached in Appendix 4 (see page 67).
Table 4.2
The Classification of the Students’ Perception on the Use of Observation Sheet (Open-ended)
Classification Total
Respondent Percentage (%)
Very good 84 84%
Good 13 13%
Bad 1 1%
Very bad 2 2%
TOTAL 100 100 %
Table 4.2 showed that 84 students (84%) had very good perception on the use of observation sheets in Microteaching class. Most of the students gave positive responses on the use of observation sheets. They argued that the observation sheet was important to assess their teaching performance. Mainly, the students admitted that the use of observation sheet was effective and helpful to give feedback about their strengths and weaknesses of their teaching performances, which then the feedback led to positive improvements. One of the students wrote, “I think the use of observation sheet is very important to measure the students’ performance and by observation sheet, the students can know their weakness then improve their teaching.”(respondent #38).
Besides considering the observation sheet as important media to measure their teaching performances, there were three students who also considered it as an instrument to help them to do self-evaluation. One of them wrote,
38 The student argued that self-reflection he obtained while observing his friends’ performances helped him to identify strengths and weaknesses of his teaching skills which then he could improve his teaching skills.
Based on table 4.2 above, it was found 13 students (13%) were classified to have good perception on the use of observation sheets. The researcher classified the students’ answers into good perception because the answers were considered neutral. Those students gave positive responses but also they gave negative statement on the use of observation sheets. One of the students wrote, “It is good to use observation sheets but the scoring procedure makes me confuse.”(respondent #27). Moreover, some students did not express their opinion about the use of observation sheet but they only wrote down the general function of observation sheet.
Based on the students’ responses above, it can be concluded that mostly the students perceived the use of observation sheets positively. However, there were some students who considered the use of observation sheet negatively. There was one student (1%) who had bad perception on the use of observation sheet. The reason why the researcher classified the student’s answer into bad perception was because the student gave negative response on the use of observation sheet. The student wrote, “It is just to score the teacher’s performance.”(respondent #2).
observation sheets give nothing to the students. That’s because we can feel our strength or weaknesses without observation from another.” (respondent #68). The student argued that the self-evaluation was much better than the use of observation sheet.
It was clearly seen that based on the responses above there were two reasons why the students thought that the use of observation sheet was not effective. The first reason was that the student feedback from lecturer and self-evaluation were better than the use of observation sheet while the second reason was that the students felt confused on the scoring procedure.
According to all students’ responses on the open and close-ended questions discussed above, it was certain that the students perceived the use of observation sheets in positive and negative way. Therefore, the researcher tried to dig out more information and to verify the answer by analyzing interview results.
2. The Description of the Students’ Perception Based on Interview
The interview was conducted to verify the students’ answer on the questionnaires. There were four interviewees chosen. The interviewees who were chosen were the students who had the most interesting answer on their questionnaires. Two interviewees were the students who had positive perception on their questionnaires and other two interviewees were the students who had negative perception on their questionnaires.
40 three of the interviewees said that the use of observation sheets was helpful to assess their teaching performance. The feedback they obtained from the observation sheets helped them to improve their teaching skills in the next teaching performance and to motivate them to teach better. On the contrary, there was one interviewee who was not motivated to teach better because he felt confused on the feedback in the form of number.
Nevertheless, as observer, three of them felt discomfort in filling the observation sheet. Two of them commented on the form of observation sheet while the other students commented on the closeness feeling with the teacher observed, which influenced the way she gave mark. One of the students felt that the form of observation sheet needed more space to write comments. He said,
It is boring. In my opinion, it would be better to provide space such as bigger column to write something (comments) not only provide number (1-5) as grading point because it can not accommodate what I (the observer) what to convey. Even though there are some essay questions provided, it is not a guarantee. Sometimes I want to write in detail while the comment column beside the criteria was so little (interviewee #3).
3. Discussion
Based on the first data gathered from close-ended questions (Questionnaires Part I), almost all the respondents gave good and very good responses on the statements listed in the questionnaires. Since good and very good response were considered as positive response as explained in Chapter III, it could be classified that the students had a positive response on each statements in which the statements measures students’ attitudes and opinions toward the use of observation sheets. Furthermore, total score of students’ responses that was 6908, implied that the students have good responses. It can be concluded that the students’ perceptions on the use of observation sheets based on the close-ended questions (Part I) was positive.
Moreover, the first data was supported by the analysis result of students’ perception in the form open-ended (Questionnaires Part I). There were 84 students (84 %) who admitted that the use of observation sheet was effective and helpful to give feedback about strengths and weaknesses of their teaching performances, which then the feedback led to positive improvement. The students’ responses showed that they had positive perception toward the use of observation sheets in developing their teaching skills.
42 response of the use of observation sheet, the interpretation of the object was positive. Since almost all the students were motivated to teach better, the perception of the students was positive. In addition, some students perceived the use of observation sheets in negative way because they felt discomfort on the form of observation sheet and the implementation.
The students’ responses above showed positive response, which it meant the interpretation about the observation sheet was positive too. Furthermore, as the response of the observation sheet, the students would react to the observation sheet in the form of behavioural response or attitudes. As Altman, et al. (1985) argues that the perception influences someone's behaviour response. If the students’ perception toward the use of observation sheet were positive, the students’ behavioural response would be positive also and vice versa. From the analysis result above, the students showed positive attitudes. As student teachers, they read, kept, and reread the observation sheets and as the observer, the students filled and gave detail feedback in the observation sheet to their peer to help their peers improve his/ her teaching skills. Based on the discussion above, the researcher could draw a conclusion that the students’ perception on the use of observation sheet as peer feedback in Microteaching class was positive.
B. The Feedback the Students Obtained from the Use of Observation Sheet
in Microteaching Class
from questionnaires results in the form of open-ended and closed-ended questions and interview results.
1. The Description of the Feedback the Students Obtained Based on the
Questionnaires Result
The researcher firstly analyzed the data gathered in the Part I. There were other six statements of close-ended questions to find out the feedback that the students obtained from the use of observation sheet in Microteaching class. The statements were from number 17 up to 22. Table 4.3 was the distribution of the statements and the questionnaires results.
Table 4.3
The Classification of the Students’ Feedback on the Use of Observation Sheet (Close-ended)
No. Statements Total
Score Classification
17 In receiving feedback about their teaching skills 317 Good 18 In identifying the students’ teaching strengths 326 Very good 19 In identifying the students’ teaching weaknesses 326 Very good 20 In improving the students’ teaching skills 326 Very good
21 In setting up a goal to have better teaching practice in the next
performance 311 Good
22 In helping students to improve the students teaching skills by
filling the observation sheets 304 Good
Notes:
100≤x≤174 = very bad response 175≤x≤249 = bad response 250≤x≤324 = good response 325≤x ≤400 = very good response
44 gave very good response on the statements number 18, 19, and 20 where total response score was 326. Most of the students received feedback by identifying their strength and weaknesses of teaching. As the results, the students could improve their teaching skills as stated in the statement number 20. The last statements number 21 and 22 showed the students’ attitudes toward improvement. The total response score were 311 and 304 in which the students’ response were classified good. It represented that as the students teacher, most of the students have done positive attitudes toward improvement by setting up goal to have better teaching performance while as the observer, they admitted that filling the observation sheet helped them to improve their teaching practice.
After analyzing the data gathered in the Part I, the researcher tried to find supportive information about the feedback the students obtained in the Part II (open-ended questions). The students’ answers were classified into five categories. The result of data gathered in the Part II was presented in the form of table.
Table 4.4
The Categories of the Students’ Feedback on the Use of Observation Sheet (Open-ended)
Students Statements Total
Respondent Percentage (%)
Strengths, weaknesses, what went well, what went wrong, and what need to be improved
77 77 %
Teaching skills 13 13%
Suggestions and comments 3 3%
General Score 4 4%
Reflection 3 3%
Based on Table 4.4, it was noticed that seventy-seven students (77%) stated that they obtained strengths and weaknesses of their teaching performance, what went well and wrong and things that needed to be improved as feedback of observation sheet. Thirteen students (13%) explained more that they received feedback on their teaching skills such as teaching method, time management, class management, behaviour and fluency. In addition, there were three students (3%) argued that they received comments and suggestions to improve their teaching performance. One of the students wrote,
I get helpful feedback and constructive comments from my friends about my teaching competences. Besides having feedback about my strengths and weaknesses, I also keep it so that I can read it sometimes then I can make a better performance.(respondent #90)
Besides receiving feedback on their teaching performance, three students (3%) also said that the feedback they obtained was a reflection on their teaching skills. One student wrote, “I then realize that the way I was teaching needs to be improved. I can see my weaknesses and strengths and how to keep the good one and improve the bad one.”(respondent #65).
The researcher found four students (4%) who received only the score percentage of their teaching performance as the feedback. One of the students said that it was because mostly he only received feedback in the form of number than the written feedback while he felt that the form of number was confusing. He preferred to ask direct comment from his friends and lecturer. The students wrote,
46 As the analysis of open-ended questions above, in general the feedback the students obtained was positive where it led to the improvement of their teaching skills. Mostly the feedbacks the students obtained were about their strengths and weaknesses in teaching performance, teaching skills to be improved, comments and suggestions. Some students admitted that they received the score only from the observation sheets.
The following section was the description of the feedback the students obtained based on interview results.
2. The Description of the Feedback the Students Obtained Based on
Interview
The researcher tried to find out more information on the feedback that the students obtained from the use of observation sheets by conducting interview. After analyzing the results, the researcher found three of the interviewees obtained positive feedback from the use of observation sheets. Besides receiving feedback about their teaching skills such as strengths and weaknesses of teaching performances, teaching strategies, critics and suggestions, two of the interviewees said that they obtained motivational feedback. One of the students said,
The other interviewees added that the most important thing to improve teaching skills was the motivation that came after received the feedback. She admitted that the use of observation sheet helped her as a tool of reflection, which then she was motivated to change to be better. However, there was one interviewee commented that he did not get any helpful feedback from the use of observation sheet because he received only the range of mark. He added that his self-awareness was more helpful to identify his weaknesses in teaching practice than the feedback from his friends. He said,
I just got the range of mark. Mostly my self-awareness helps me to identify my weaknesses. The feedback from my friends was helpless. The critics from friends were not maximal. They criticize but still keep other friends’ feeling. (interviewee #3)
After presenting the data from the questionnaire and interview above, the researcher then will try to discuss the feedback the students obtained from the use of observation sheet.
3. Discussion
48 a. Feedback about the Students’ Teaching Performances
The students received the positive feedback from the use of observation sheets. The students admitted that the use of observation sheet helped them to identify their teaching strengths and weaknesses (77%). The students also received information on their teaching method, time management, class management and teaching behaviour such as gesture and posture. One of the students said that he also received feedback about the appropriateness of the material given to the students. The student wrote, “Speed, material, gesture, eye contact, expression, strength and weaknesses.”(respondent #74). The other students added that they also obtained information about their language while teaching. One of the students mentioned, “grammar, posture, gesture, politeness, etc.”(respondent #82).
All the feedback the students obtained led them toward positive improvement. The total students’ response on the questionnaires result stated that they set up goal after receiving the observation sheet to improve their teaching skills. It was supported by the data of open-ended and interview. Generally the students admitted that they could improve their teaching skills after receiving the observation sheet.
b. Feedback that Enhance Reflection
teacher, one of the students wrote, “I then realize that the way I was teaching needs to be improved. I can see my weaknesses and strengths and how to keep the good one and improve the bad one.”(respondent #65). The students admitted that after receiving the observation sheets from their peer and reading it, they were able to reflect their strengths and weaknesses of their performance. Furthermore, the students tried to keep the good things they have done and to teach better.
There was one student who argued that the observation sheets also helped him to reflect himself while observed his peer. He wrote,
Peer evaluation is good since through I can also learn how to improve my teaching strategy. When I saw my friends’ weaknesses/ strength I tried to see my self whether I have those kinds of weaknesses / strength and learn to be better. (respondent #66)
The student reflected his teaching skills by observing their peer teaching performance and trying to do introspection.
c. Feedback that Enhance Motivation
50 the students felt encouraged and kept trying to teach better in the next teaching performance. One of the students explained that he also received a kind of supportive helps in the form of attention that motivated him to teach better.
d. General Score of Teaching Performance
As one of assessment media, the observation sheet has a function to measure students’ teaching performance. While most of the students received feedback about their teaching performance, it was interesting that the researcher found some students (4%) only obtained the score of their general teaching. The students said that it was because most of the feedback they obtained was in the form of number. Moreover, the constructive comments and suggestions were rare. One student explained that the feedback given in the observation sheets in the form of number was confusing. The feedback from their peer was also considered not maximal because the closeness feeling between the teacher and the observer influenced the observer in giving score. Another student added that mostly the self-awareness, which helped him to identify the strengths and weaknesses of his teaching performances.
C. Students’ Recommendations to Improve and to Maximize the Use of
Observation Sheet in Microteaching Class
recommendations to improve and to maximize the use of observation sheets in microteaching class. The data were taken from questionnaires distributed in the form of open-ended questions and interview results.
1. Students’ Recommendations on the Use of Observation Sheet Based on
Open-ended Questions
Even though most of the students perceived the use of observation sheets positively, it did not mean that the use of observation sheet is already perfect. The students also had some suggestions to improve the use of observation sheet. After studied the open-ended questions result, the researcher found that the students had many constructive comments and recommendations on the use of observation sheet.
Some of the students said that the use of observation sheets was already good and it has to be applied more in every microteaching class. One of the students wrote, “Keep it. It is good way to be implemented.”(respondent #3). The other students gave suggestions for the students as observer and for the lecturers of microteaching class about the form of observation sheets and about the implementation of the use of observation sheet.
The students commented that students who participate as observer should be objective and honest in giving score to the student teacher’s teaching performance. The student wrote,
