STUDENTS’
ATTITUDES TOWARD TEACHER WRITTEN
FEEDBACK IN MICRO TEACHING CLASS
The thesis is submitted in partial fulfillment of the requirements for the degree of Sarjana Pendidikan
Intan Ariani 112012031
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
i
STUDENTS’ ATTITUDES TOWARD TEACHER
WRITTEN FEEDBACK IN MICRO TEACHING
CLASS
THESIS
Submitted in Partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
Intan Ariani 112012031
Approved by:
Victoria Usadya Palupi M.A-ELT Supervisor
iii
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published by any person except where due reference is made in the text.
Copyright@2016. Intan Ariani and Victoria Usadya Palupi, M.A-ELT.
All right reserved. No part of this thesis may be reproduced by any means without permission of at least one of the copyright owners or the English Language Education Program, Faculty of Language and Literature, Universitas Kristen Satya Wacana Salatiga.
iv
TABLE OF CONTENT
Cover Page ... i
Publication Agreement Declaration ... ii
Approval Page ... iii
Copyright Statement ... iv
Table of Content ... v
Abstract ... 1
Introduction ... 1
Literature Review ... 4
Micro Teaching ... 4
Feedback ... 5
Feedback in Micro Teaching ... 6
Students‟ Attitudes toward Teacher Feedback ... 7
The Study ... 8
Context of the Study ... 9
Participants ... 9
Instrument ... 10
Procedure of Data Collection ... 11
Procedure of Data Analysis ... 11
Findings and Discussion ... 12
Students‟ Cognition ... 12
Students‟ Affection ... 20
Conative ... 23
Conclusion ... 26
Acknowledgements ... 29
References ... 30
1 method to strengthen teacher trainees‟ skills in teaching. Usually there are four stages in micro teaching, they are briefing, teaching, critique, and the last one that is optional, is re-teaching. In critique stage, feedback plays an important role. Feedback is given directly to teacher trainees after teaching stage. Teacher trainees‟ opinions toward feedback are very important to be considered when the feedback is constructed. Therefore the aim of this study is to find out the attitude of the teacher trainees toward written feedback from their teacher trainers. A semi-structured interview was used in this study. Individual interview was conducted with 10 micro teaching students from English Language Education Program in one of private universities in Central Java. The result showed that most of the students interviewed had positive opinion about feedback. They thought that feedback was useful, clear enough, and fit their expectation. However, teacher trainee feelings toward feedback was little bit contradictory to what they thought. 80 % of the participants showed negative feelings after they got their feedback, especially when they got negative comments on their feedback. Meanwhile, what the teacher trainee did in response to their feedback were diverse. From this study, it showed that all the teacher trainees used the feedback for their reflection. However, when teacher traineer met unclear feedback they rarely asked clarification.
A. INTRODUCTION
2
artificial environment (Amobi, 2005). It helps them to connect theories that have been learned before with the practice (Sonmez,2005). It also stimulate them to develop their confident and teaching skill by conducting a mini lesson to teach their colleagues (Ismail,2011). In Faculty of Language and Literature in a private university in Central Java, micro teaching class is conducted to give the students opportunity to practice and develop their teaching skills to become professional English teacher, in this class the students will conduct 3 mini lessons to teach their peer for about 15 minutes. To improve students‟ performance in micro teaching class, feedback plays an important role. In general, feedback gives some advantages such as to give input on students‟ product or performance to address misconceptions, mitigate weakness, and point out aspect that need improvement (Rodgers, Horvath , Jung, Fry, Diefes-Dux, & Cardella, 2015). The meaning of feedback itself is information provided by an agent such as teacher, peer, book,
and parent regarding aspects of one‟s performance or understanding (Hattie and
3
that will be useful to improve their ability in teaching. Since the ones who are involved directly in learning process are the students, their attitudes on teacher written feedback in their micro teaching class may be important to be sought and investigated. Even though there are no many similar researches that conducting a research on micro teaching class, there are several research that investigate
students‟ attitudes toward feedback in other classes such as writing class. Some of
it is a study by James, Krause, and Jennings (2010) that found that current students in tertiary institution are broadly dissatisfied with the written feedback they received. Another study by Sadler (2010) also showed that in some cases, written feedback to students seem to have little impact. However a more recent study by Rodgers, Horvath , Jung, Fry, Diefes-Dux, & Cardella (2015) about students attitudes toward feedback shows different result. They found that the students were grateful and thought that feedback was very helpful because it gave them a general sense of the revision or suggestion they need to make improvement in their next work.
Micro teaching is one of the important courses in teaching education program and feedback is important that it will not be left out for the sake of
students‟ development. However, there is just little information about students‟
4
What are students‟ attitudes toward teacher written feedback in micro teaching class?
The findings of the study will be useful for micro teaching teacher to consider type or kind of written feedback that will be more beneficial for the students.
B. LITERATURE REVIEW
This section provide theoretical framework used in this study including the definition of micro teaching and feedback, feedback in micro teaching class, and
students‟ attitudes toward feedback.
1. Micro Teaching
Micro teaching is a teacher training technique that was first developed in Stanford University by Dwight W. Allen and his colleagues (Seidman,1968). Since it was developed micro teaching has been adopted by many teacher training institution as a very powerful technique to develop students‟ teacher teaching skill (Seidman,1968). The popularity of micro teaching in teacher training program may be the effect of micro teaching that provide many real practical advantages to student teachers in a real class environment. In micro teaching technique pre service teachers get an opportunity to practice their teaching skills in an artificial environment ( Amobi, 2005).
5
There are three main factors in teaching that may be scaled down in micro teaching. The task that may be simplified, the length of the lesson may be shortened, and the size of the class may be reduced. Micro teaching usually consists of three or four distinct stages: „briefing‟, „teaching‟, „critique‟, and „re
-teach‟. Re-teach is when student teachers teach again after they get feedback from
teacher and colleagues. This process continues until mastery is demonstrated. The re-teaching ensures that reasonable level of proficiency is reached.
In Faculty of Language and Literature in private university Central Java, micro teaching is conducted to create a safe and comfortable place for beginner student teachers in developing, practicing, and crafting their teaching skills and professional identities as English teachers. In this faculty, the student teachers will teach their peers 3 times. The preparation of those peer teachings includes preparing lesson plan, developing materials. Then it followed by the main stage, 15 minutes teaching in the class. The peer teaching is followed up by the reflection from the other peers and also from the teacher or the instructor of the class. One form of reflection used is feedback.
2. Feedback
6
writer information for revision (Keh 1990 ). Therefore, in micro teaching context we can conclude that feedback is the input or comment from teacher or peers that act as students to student teacher regarding his/her performance during mini lesson. In general, there are two kinds of feedback, response or feedback and written response or feedback. The feedback can be given by teachers or peers. Although oral response and the use of peers as the source of feedback is common nowadays, teacher written feedback still continues to play a central role in most L2 (Second Language) and foreign language (FL) classes (Hyland, Hyland 2006). Many teachers felt they had to write important comments on papers to appreciate
students‟ effort and to justify the grade they had been given (Hyland 2003). Even
though students themselves are positive about teachers‟ written feedback (Hyland, Hyland 2006), several studies state that students may ignore or misuse teacher commentary, and sometimes they can misunderstand it (Conrad, Goldstein 1999).
3. Feedback in Micro Teaching Class
One of the aspects in micro teaching is evaluation. This aspect includes feedback that provides comments on students‟ teaching performance. The feedback comes from supervisors and also peers. Studies reveal that sharings with supervisors and peers such as through feedback are very good to increase the degree of success in teaching training (Brandl as cited in Eksi, 2012). The outcomes of feedback are also assumed to be the factor of improvements in the
7
In English Education Program of Faculty of Language and Arts, peer teaching in micro teaching class is followed up by the reflection from the other peers and also from the teacher. One form of reflection used is feedback. Just like what is explained above, the feedback comes from both peers and teacher. There are two types of feedback used in this faculty‟s microteaching class oral feedback and written feedback. This research will just focus on the teacher written feedback that is in a form of comment.
4. Students’ Attitudes toward Teacher Feedback
Before going any further in the discussion about students‟ attitude, the discussion will begin with the explanation about what the attitude is and its components. In general, Ager stated that attitude is “state of mind” (as cited in Almahmoud, 2012). Attitude has three components that are presented as cognitive, affective, and conative (Baker as cited in Almahmoud, 2012). Cognitive/knowledge refers to person‟ thoughts and belief, while the second component affective/emotion is based on the feeling of a person, and the last attitude component, conative/action, relates to behavioral intention toward particular thing (Baker as cited in Almahmoud, 2012).
8
Jennings 2010). Other study found that some cases in writing class feedback seem to have low impact to the students (Sadler 2010). A research on feedback in micr teaching class was conducted by Eksi (2012), the result showed that most of the student teacher had positive attitude toward feedback in their micro teaching class. According to Eksi (2012) feedback had some functions such as to increase student motivation, trigger teacher trainees‟ self reflection, and as reference for further improvement. Beside the function of feedback, Eksi (2012) also mentioned that people tend to have different opinion and preference about the kind of feedback that they like. Some people prefer to have detailed comment and expect the teacher to state the mistake clearly. However some other people prefer their effort to be more appreciated. The clarity of the feedback was also some other point that Eksi (2012) mentioned. He mentioned that students highly appreciated clear and detailed feedback that stated clearly what they need to work on.
C. THE STUDY
9
1. Context of the study
This research was conducted in Faculty of Language and Arts, specifically in English Language Teaching Program in one of private university in Central Java. This faculty is chosen as research site because the access to the faculty is quite easy in term of location and also the procedure. Another reason is because this faculty opens micro teaching class during data collection allocation time in semester II/ 2015-2016. Micro teaching course is a required course in a four year English teacher education program in the department. This is a two credit course in English Education program that focuses on preparing student teacher for real teaching situation. The next reason o why this site is chosen is because, after the students conduct their mini lesson, the teachers are required to give the students feedback orally or written, so the students can reflect on their mistakes during the mini lessons. The mini lesson itself is conducted for three times with three different curriculums that are commonly used in Indonesia KTSP, 2013 Curriculum, and Cambridge Curriculum. The length of each mini lesson is about 15 minutes.
2. Participants
10
3. Instrument
To answer the research question that is “what are the students‟ attitudes
toward teacher written feedback?”, this study used semi structured interview to
collect the data. The interview method is chosen as the instrument because it can obtain comprehensively detailed data (Saunders, 2007). Moreover, according to Patton (1990) semi structure interview or interview guided approach is more flexible. The flexibility includes the flexibility in changing the order of the questions. Therefore there will be a place for follow up questions that is very important to clarify participant answer. The interview items were the adaptation from Rodgers, Horvath , Jung, Fry, Diefes-Dux, & Cardella (2015) that originally investigated students‟ attitudes toward teaching assistant and peer feedback. The list of guidance questions below was adapted to fit the context of this study that investigates the attitudes toward teacher feedback.
1. Can you please describe the type of feedback that you received from your teacher?
2. How did you respond to that feedback?
3. Did you encounter any challenges in responding to the feedback from your teacher? If yes, how did you work around these challenges? 4. Do you improve after you received the feedback? In what way do you
11
Those interview questions were then translated into Indonesian language to prevent misunderstanding and to make the participants more comfortable in answering the question.
4. Procedure of Data Collection
The data was obtained through these following procedures. The first is piloting the instrument. The pilot study was conducted to explore the potential problems that may happen with the instrument, for example clarity of the instructions, or the clarity of the items that might be confusing and difficult to understand, and it can also be useful to plan a follow up questions. After finishing the piloting process, the interview was conducted with 10 participants who had been finished their third mini lesson. To capture interview data, all interviews were voice recorded. Note Taking was also done to highlight some important points during the interview.
5. Procedure of Data Analysis
After the interview, all recordings were transcribed. Content analysis was then used to analyze the transcript. During the data analyzes, all interviews were transcribed precisely and the content analysis was used to analyze the transcription of the interviews to identify the initial themes and subthemes in
relation to students‟ attitudes toward teacher written feedback in micro teaching
12
and conative (behavior). Therefore, the data was analyzed based on that classification.
D. FINDINGS AND DISCUSSION
This section reports the findings of data analysis carried out to investigate the attitudes of students toward teacher written feedback in micro teaching class. The data from the previous interviews with 10 students of FLA (Faculty of Language and Arts) who recently finished their micro teaching class were analyzed. The findings and discussion are further divided into three main
parts that cover students‟ cognitive (believe), affective (feeling), and conative
(behavior).
1. Students’ Cognitive (believe)
This section discusses the finding about participants‟ believe or thought about teacher written feedback in micro teaching class. From the data analysis process, it was found that the participants gave valuable opinions mostly on the clarity of feedback, function of the feedback, and the last is the opinions about criticism and praise in their feedback. The following sections are deeper discussions about that.
a. The Clarity of Teacher Written Feedback in Micro teaching Class
13
clarity of the feedback is essential to facilitate students to improve their instruction. One of the participants (student G) articulated that clear feedback can easily be applied in their teaching practice. Moreover, feedback that ignored clarity is considered ineffective (Lizzio & Wilson, 2008). When a question about clarity of the feedback was asked to the participants, all of the participants agreed that the written feedback which they got in their micro teaching class were mostly clear and easy to understand. Here are the excerpts of the participants‟ interview:
It [teacher written feedback] is easy enough to be understood, maybe because the comments are very detailed and it also fit to my performance. (student A, my translation) There are no difficulties to understand the feedback, I think because the language is simple and easy to be understood. (Student D, my translation)
The feedback that I‟ve got is clear enough
because it was very detailed and specific. (student C, my translation)
14
detailed feedback that clearly stated their mistakes. According to Eksi (2012) some students were motivated when their mistakes are clearly shown since it helped them know exactly or precisely what to work on in order to improve their teaching skill. That form of feedback that focuses on what the students need to do in the future was highly appreciated by the students. However apart from the positive opinion from the participants above, there are three participants who surprisingly also admitted that there was time when they were confused with the written feedback they understand the meaning behind the comment, you know I tend to interpret the comment differently at first. (student E, my translation)
15
just like what students F and E experienced above. However, Eksi (2012) in his research stated that mismatch between instructor and teacher trainees were possible to happen. Although it may lead to confusion, according to Eksi (2012) students tended to find it normal since they thought that instructor in micro teaching class was not the only authority in class. Even though, according to Eksi (2012) above mismatch between trainer and trainees were normal to happen sometime, it will be better if both side can prevent it so it will not lead to confusion. One of the way to decrease the effect of miscommunication is by consulting or discussing the feedback together so there will be no misunderstanding between the trainer and the trainees. Literature reveals that the chance to seek clarification through discussion or consultation about given feedback enhances
students‟ learning (Chanock, 2000).
b. The Functions of Teacher Written feedback in Micro Teaching Class
Students acknowledged various functions of feedback to improve their ability to teach in micro teaching class. One of the students
expressed: “I know which part I am lacking, so I can fix it” (student H, my
translation). Likewise another student reflected “most of the feedback I got is for improvement to correct what are still lacking, moreover it can
increase my spirit”, (student A, my translation). Similarly, another student
also added “Feedback can be used as a reference to reflect” (student I, my
16
lacking, therefore they can fix it. This is in line with Eksi‟s (2012) statement saying that teacher trainees were happy to keep their feedback as reference (Eksi, 2012). According to Eksi (2012) teacher trainees looked forward to read the comment about their performance. Moreover the fact that they could keep the written feedback as reference was an additional benefit that the trainees were grateful about. In addition, feedback can also increase student spirit to grow better. It fits to Eksi (2012) findings which mentioned that some people were motivated when they knew which part they need to work on. Similar to the student A,H, and I‟s statements,
student B added “The feedback is very helpful because it can be a
benchmark for me to do a better mini teaching later” (Student B, my translation). Therefore, feedback is also useful to boost students‟ motivation to improve. Feedback can indeed improve students both externally such as for students‟ reference and internally such as for
students‟ motivation. Here are the examples of students‟ improvement that
are the result from feedback they received:
I improve a lot especially in managing classroom, before in my first mini teaching I realized that I still did it poorly and the class management was also still very terrible however in my second and third mini teaching because of the feedback I received I gradually turn to be better in managing class. (Student F, my translation)
17
or AVA I still can learn from the feedback. In my first mini teaching I spent too much time preparing things, but after I got comment about that, I know that I should prepare anything beforehand perfectly. (Students E, my translation)
From the quotes above we can see that students gradually improved such as in class management, technical things, and it can improve them in many other aspects as well
From the discussion above it is shown that feedback in micro teaching has two functions, as the students teachers‟ reference and for motivating them.
c. The Content of Teacher Written Feedback: Constructive Criticism
and Compliment
Seventy percent participants mentioned that there were two kinds of comments in their feedback, the first was criticism toward their weakness and the second was compliment on their strength in their mini teaching. Here are some interview excerpts of the participants:
There are three kinds of comments that I got from my lecturer first is compliment if I did something good in mini teaching; second is criticism, the constructive one if there are something wrong or lacking while I became teacher: and the last is advice (Student C, my translation).
Written feedback usually contains criticism about my weakness and compliment on my strengths in mini teaching (Students D, my translation).
18
some people got motivated when they know precisely their mistakes and what they should work on, however the rest of the people wanted their efforts to be appreciated. In the study most of the students mentioned that compliment or praise was important because it gave them confidence to keep up the good work since they felt that their effort was appreciated. However, they also considered that criticism is good because it can increase their spirit to do their best. Moreover, they mentioned that criticism gave them clear clues about what they need to fix. Here are some interviews excerpts from the participants:
If the feedback contains compliment, automatically I will maintain the good work, so I will get compliment again and again. Criticism is beneficial because if I know my weakness I know that I cannot do it again and I also know what I should fix. (Students D, my translation)
Criticism gives me support to be better in the next opportunities. Compliment is also good because it gave me clue that I can do the same things [what mentioned in compliment] next time. (Students B, my translation)
19
are the interview excerpts that also mention their reason for favoring criticism:
I tend to prefer criticism, because if I just get compliment in my feedback I am afraid that I will be easily satisfied. As a result I will not improve. (Students B, my translation).
I like criticism more because I realize that I still lack of many things in teaching, so I still need criticism to improve myself. (Students A, my translation)
I prefer to be criticized. I don‟t want to be full
of myself because of compliment. Criticism tells me my weakness so I can fix that next time. (Students E, my translation)
20
2. Students’ Affection (feeling and emotion)
The second main group discussed is students‟ affection or feeling toward teacher written feedback in micro teaching class. Even though affection or feeling seems related to cognition or opinions, the results between students‟ feelings and opinions are contradictory. In this section there will be discussion about students‟ feeling that surprisingly were quite contradictory to their opinion about teacher written feedback. There were quite different feelings that appear after the students received their feedback, some were negative and some were positive. Eksi (2012) found that trainees had both positive and negative feelings toward feedback. Moreover according to his research, a very few trainees had negative feelings toward feedback. Eksi‟s findings indicated that most of the trainees had positive feelings toward feedback. Different from Eksi the result of this research showed that students who had negative feelings are more that the students who had positive feelings toward feedback.
a. Positive feeling
Even though in previous discussion most of the participants admited the importance of feedback for their improvement, their feeling about feedback were quite contradictory. From all of the participants only 20 % expressed their positive feelings toward teacher written feedback they received in micro teaching class. One of the participants expressed
“After I received my feedback I felt happy and satisfied” (Student G, my
21
first feedback from the lecturer” (student F, my translation). From the
quotes above we can see that participants felt happy, grateful, and satisfied with the feedback they received. Furthermore the two participants above elaborated the reason behind their feelings about feedback. Here are the quotes:
I am satisfied that actually there is plus point in my teaching, and I felt happy because the criticism I got is always useful. Usually I‟ll try to remember my mistakes in my mini teaching after I teach, very often it the same with the lecturer‟s comments. (Student G, my translation)
I realize that I did poorly in my first mini teaching, so I felt grateful for the criticisms because I can prepare better for my next mini teaching. (Student F, my translation)
From the two quotes above we can see that students‟ feeling
22
such as relief. This theory applies more specifically to the kind of expectation based on the students‟ own reflection from their experience in the task (Pekrun, Cusack, Murayama, Elliot, Thomas, 2014). Moreover the fact that they find feedback useful for them surpass the negative feeling.
b. Negative Feeling
Seventy percent of the participants unexpectedly showed negative feeling after they received their feedback in micro teaching class. One of the participant expressed “Honestly I was sad and nervous after I received feedback. I was sad and nervous because I had‟t achieved my target in teaching yet” (Student A, my translation). Likewise, another participant
added “When I got comment which I doubted, I felt very disappointed”
(Student I, my translation). Similarly, another participant reflected “When I got negative comment I was very disappointed and also a little bit
offended” (Student B, my translation). From all the quotes above we can
23
criticism, they still believed that criticism was more influential to their teaching skill improvement. They believed that criticism provided more information about what they need to work on to improve. Therefore interestingly, many of the students preferred criticism over compliments.
3. Conative (behavior)
Students feeling and opinion or students cognition and affection surely influenced how they acted to the feedback. This last section discusess conative
or students‟ behavior toward teacher written feedback. This section focuses on
what students did in response to the feedback.
a. Feedback Clarification
24
I didn‟t do anything to the comment on the
feedback that I doubt because advice can be accepted or not. As long as I think I did something correct, I‟ll just continue with it (Student D, my translation).
“Even though sometimes there was comment
that I did not agree with, I would just follow
the comment from the teacher. I didn‟t ask for
clarification or anything from the
teacher”(Student F, my translation).
Different from student D, Student F expressed that instead of ignoring the feedback he would just do what was suggested even though he was not sure with the. Although the students D and F acted differently, both did not ask for clarification. They did not feel the urge to ask or seek for clarification to
understand the teacher‟s comment. That behavior is very regrettable since actually
the existing literature reveals that the chance to seek for clarification about given
feedback enhances students‟ learning (Chanock, 2000). In micro teaching class
the role of feedback is very crucial (Eksi, 2012), therefore it will be suggested that the students can participate actively in that process. To facilitate the students in that process, holding a special session for discussion and consultation about the feedback is once again very recommended.
b. Student Teachers’ Reflection
25
their practices as the teacher. It includes classrooms activities that they have done. After the teaching activity, many of the teacher trainees have been motivated to evaluate their way of teaching and consider some changes (Donnelly & Fitzmaurice, 2011). Self reflection is an important aspect that helps learners improve. By reflecting their teaching experience in micro teaching class, learners learn to figure out their potential and improve it. One aspect in micro teaching that engages teacher trainees more deeply into reflection is feedback. 40 % participants admitted that they immediately went through reflection after they received feedback, here are the excerpts of what they said:
After I received the feedback I immediately reflect on what were lacking in my mini teaching and what should I do in the future to fix it. I usually would consult my feedback for help (student C, my translation)
I read the feedback at home, and then after that I would write my reflection based on the feedback that I got (student J, my translation).
26
E. CONCLUSION
This study has investigated the attitude of student teachers‟ toward written
feedback they received from their teacher trainer in teaching training program. The research was conducted in Faculty of Language and Literature in a private university in Central Java. The purpose of the study was to determine the attitude of teacher written feedback in micro teaching class in that faculty. The findings highlight the opinion of students teachers‟ about their feedback in micro teaching class especially feedback from their teacher trainer.
The first of students teachers‟ opinions were about the function of the feedback in micro teaching class. There are two functions of feedback, to increase
student teachers‟ spirit or confidence and to give them clue or reference.
Regarding the function of feedback as reference, the students said that it could help them reflect on their previous teaching. Reflection in micro teaching is a crucial component, as crucial as the feedback itself.
27
The third finding is about the characteristic of feedback. Just like other feedback, feedback in micro teaching in general, includes criticism and compliment. All students agreed that both criticism and compliment were beneficial for their improvement. Surprisingly, they prefered criticism over compliment. They prefered criticism because they believed that informative comments in criticism could be more useful for them. However, the unanticipated finding was that their feelings were contradictory to their logic. Despite the fact that students had positive opinions about criticism, whenever they received criticism in their feedback, they felt very negative. They said that they felt sad, hopeless, and frightened after receiving criticism and it couldn‟t be helped. The results of this research support the idea that balanced comment which has both criticism and compliment equally in the feedback is actually more favorable.
28
ACKNOWLEDGEMENT
First of all. I would like to thank Allah SWT, the Almighty, for having made everything possible by giving strength and courage to do this work.
I would like to express my sincere gratitude to my supervisor Victoria Usadya Palupi for the continuous support in the middle of her busy time, for her patience, and immense knowledge. Her guidance helped me in all the time of research and writing of this thesis. Beside my supervisor, I would like to thank my examiner Indriretno Setyaningrahayu, for her insightful comments and encouragement. I am also deeply indebted to all those who are involved as the participants for this research. They too have also contributed toward my success finishing this thesis. My sincere thanks also goes to my beloved family, my mother Malikhah, my father Marjuni, and my sister Nidia who always pray for me. They never fail to support me, trust me, and keep me strong.
29
References
Amobi, F. A. (2005). Preservice teachers‟ reflectivity on the sequence and
consequences of teaching actions in a microteaching experience. Teacher Education Quarterly , 115-130.
Arikan, A. (2004). Questions to ask in post-observation conferences for a reflective practice.
Proceedings of the Third International ELT Conference, Theory and Practice of TESOL: European Language Portfolio: English as an International Language, Edirne, Turkey.
Elizabeth,Wilkins, Shin, Ainsworth(2009) The effects of peer feedback practices with elementary education teacher candidates. Teacher Education
Quarterly. 79-93
Chanock, K. (2000). Comments on essays: do students understand what tutors write? Teaching in Higher Education,5(1), 95-105.
Conrad, S. M. & L. Goldstein (1999). Student revision after teacher written comments: Text, contexts and individuals. Journal of Second Language Writing 8 (2), 147–180.
Denon, L. (2013). Is feedback a waste of time? the students‟ perspective. Journal of Perspectives in Applied Academic Practice 1(2), 3-10.
Donnelly, Fitzmaurice. (2011). toward productive reflective practice in microteaching. Learning,Teaching & Technology Centre , 1-24. Eksi, G. (2012). Implementing an Observation and Feedback Form for More
Effective Feedback in Microteaching. Education and Science , 267-282.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Hyland, K. (2003). Second language writing. New York: Cambridge University Press.
Hyland, F. & K. Hyland (2006). Feedback on second language students‟ writing.
30
Ismail, S. A. (2011). Student teachers‟ microteaching experiences in a preservice
english teacher education program. Journal of Language Teaching and Research , 1043-1051.
James, R., K. Krause, and C. Jennings. (2010). The first year experience in
Australian universities: Findings from 1994 to 2009. Melbourne: University of Melbourne.
Keh, C. L. (1990). Feedback in the writing process: A model and methods for implementation. ELT Journal, 44(4), 294-304.
Lizzio, A., & Wilson, K. (2008). Feedback on assessment: Students‟ perceptions of quality and effectiveness. Assessment & Evaluation in Higher Education, 33(3), 263-275.
Patton,M. Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage.
Pekrun, R. , Cusack, A. ,Murayama,K. ,Andrew, J.E. , Thomas, K. (2014). The
power of anticipated feedback: Effects on students‟ achievement goals and
achievement emotions. Learning and Instruction., 29, 115-124
Rinvolucri, M. (1994). Key concepts in ELT. ELT Journal, 48(3), 287-288.
Rodgers, K. J. , Horvath, A. K. , Jung, H. , Fry, A. S. , Diefes-Dux, H. , &
Cardella, M. E. (2015). Students‟ attitudes of and responses to teaching
assistant and peer feedback. Interdisciplinary Journal of Problem-Based Learning, 9(2).
Sadler, D.R. (2010). Beyond feedback: developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35 (5), 535–50. Seidman, E. (1968). Micro-teaching in English education: Some Basic Questions .
National Council of Teachers of English , 47-53.
Sonmez, D. (2005). Creating meaningful experiences for pre-service teachers: thoughts and experiences on an elective course. International Journal of Progressive Education, 11(2), 29-38.
31
Zacharias, N. T. (2013). Research made simple: A course book for beginning researchers in second language education. Salatiga: Widya Sari Press. Amobi, F. A. (2005). Preservice teachers‟ reflectivity on the sequence and
consequences of teaching actions in a microteaching experience. Teacher Education Quarterly , 115-130.
Arikan, A. (2004). Questions to ask in post-observation conferences for a reflective practice.
Proceedings of the Third International ELT Conference, Theory and Practice of TESOL: European Language Portfolio: English as an International Language, Edirne, Turkey.
Chanock, K. (2000). Comments on essays: do students understand what tutors write? Teaching in Higher Education,5(1), 95-105.
Conrad, S. M. & L. Goldstein (1999). Student revision after teacher written comments: Text, contexts and individuals. Journal of Second Language Writing, 8 (2), 147–180.
Denon, L. (2013). Is feedback a waste of time? the students‟ perspective. Journal of Perspectives in Applied Academic Practice , 1(2), 3-10.
Donnelly, Fitzmaurice. (2011). toward productive reflective practice in microteaching. Learning,Teaching & Technology Centre , 1-24. Eksi, G. (2012). Implementing an Observation and Feedback Form for More
Effective Feedback in Microteaching. Education and Science , 267-282.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Hyland, K. (2003). Second language writing. New York: Cambridge University Press.
Hyland, F. & K. Hyland (2006). Feedback on second language students‟ writing.
Journal of Language Teaching, 39, 83–101.
Ismail, S. A. (2011). Student teachers‟ microteaching experiences in a preservice
32
James, R., K. Krause, and C. Jennings. (2010). The first year experience in
Australian universities: Findings from 1994 to 2009. Melbourne: University of Melbourne.
Keh, C. L. (1990). Feedback in the writing process: A model and methods for implementation. ELT Journal, 44(4), 294-304.
Lizzio, A., & Wilson, K. (2008). Feedback on assessment: Students‟ perceptions of quality and effectiveness. Assessment & Evaluation in Higher Education, 33(3), 263-275.
Patton,M. Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage.
Pekrun, R. , Cusack, A. ,Murayama,K. ,Andrew, J.E. , Thomas, K. (2014). The
power of anticipated feedback: Effects on students‟ achievement goals and
achievement emotions. Learning and Instruction, 115-124
Rinvolucri, M. (1994). Key concepts in ELT. ELT Journal, 48(3), 287-288.
Rodgers, K. J. , Horvath, A. K. , Jung, H. , Fry, A. S. , Diefes-Dux, H. , &
Cardella, M. E. (2015). Students‟ attitudes of and responses to teaching
assistant and peer feedback. Interdisciplinary Journal of Problem-Based Learning, 9(2).
Sadler, D.R. 2010. Beyond feedback: developing student capability in complex appraisal. Assessment & Evaluation in Higher Education 35 (5), 535–50. Seidman, E. (1968). Micro-teaching in English education: Some Basic Questions .
National Council of Teachers of English , 47-53.
Sonmez, D. (2005). Creating meaningful experiences for pre-service teachers: thoughts and experiences on an elective course. International Journal of Progressive Education, 11(2), 29-38.
Wallace. (1991). Training Foreign Fanguage Teaching. Cambridge: Cambridge University Press.
33
APENDIX
These interview questions were origanally in English, then it was translated into Indonesian language to prevent misunderstanding and to get the data as deep as possible.
1. Can you please describe for me the type of feedback that you received from your teacher?
(tolong diskripsikan jenis feedback yang anda dapatkan dari guru anda di kelas micro teaching)
2. How did you respond to your feedback?
(bagaiman anda menanggapi/menyikapi feedback dari guru anda tersebut?)
3. Did you encounter any challenges in responding to the feedback from your teacher? If yes, How did you work around these challenges?
(apakah anda menemui kesulitan dalam menanggapi feedback dari guru anda?, jika iya bagaimana anda menyikapinya?)
