ABSTRACT
Ningrum, Cicilia Dini Setia. (2015). Students’ Perception on Lectures’ Positive
Feedback to Improve Their Teaching Performance in Microteaching Class.
Yogyakarta: English Language Education Study Program, Sanata Dharma University. Feedback is one of the ways to give some comments or suggestion to the students’ performances. Feedback is useful for the students to be better in the next performances. Students’ perception on using the positive feedback influenced the implementation on the use of the positive feedback in Microteaching class. The researcher conducts a research to explore about students’ perception on using the positive feedback in Microtaching class. The researcher arranged three research questions for the research. They were: 1) How is positive feedback given in Microteaching class? (2) What is the students’ perception on using positive feedback in Microteaching class improve their teaching performances? (3) What are students’ suggestions to improve the implementation using positive feedback in Microteaching class?
To get the answers of those three research questions, the researcher conducted a research. The researcher took 58 respondents. The respondents were the students in the sixth semester who were taking Microteaching classes in Sanata Dharna University. The researcher distributed the questionnaire for the respondents. The questionnaire was an alternative questionnaire that was yes no question. There were 22 closed-ended question and 3 open-ended questions. The data from the survey was analysed by using precentage. Then put the result in the table. After that the researcher got the conclusion from the data.
Most of the students had positive perception about the use of positive feedback. The students received oral and written feedback from the lecturers. The feedback was detail feedback and it was constructive feedback. The lecturer gave the feedback after the performances. The feedback included the strengths and the weaknesses of the students’ perfomances. The students used the feedback to set the target for next performances.
ABSTRAK
Ningrum, Cicilia Dini Setia. (2015). Students’ Perception on Lecturers’ Positive
Feedback to Improve Their Teaching Performance in Microteaching Class.
Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Umpan balik adalah salah satu cara untuk memberikan pendapat atau masukan terhadap penampilan siswa-siswa. Umpan balik mencakup kelebihan dan kekurangan siswa dalam melakukan simulasi. Umpan balik berguna bagi para siswa untuk menjadi lebih baik di penampilan selanjutnya. Persepsi siswa terhadap penggunaan umpan balik yang positive memperngaruhi implementasi umpan balik di kelas Microteaching. Peneliti mengadakan sebuah penelitian untuk mengetahui persepsi siswa terhadap penggunaan umpan balik di kelas Microteaching. Peneliti meyusun tiga rumusan masalah. Etiga rumusan masalah tersebut adalah: 1) Bagaimana umpan balik positif diterapkan di kelas Microteaching? 2)Apakah persepsi para mahasiswa terhadap penggunaan umpan balik positif untuk meperbaiki penampilan para mahasiswa? 3) Sugesti apa saja yang mahasiswa berikan terhadap implementasi umpan balik di kelas Microteaching?
Untuk mendapatkan jawaban dari ketiga rumusan masalah tersebut, peneliti mengadakan sebuah penelitian. Peneliti mengambil sample sebanyak 58 orang. Sample tersebut adalah para Mahasiswa angkatan 2012/2013 yang sedang mengikuti kelas Microteaching di Universitas Sanata Dharma Yogyakarta. Peneliti membagikan kuesioner kepada para mahasiswa tersebut. Kuesioner yang digunakan adalah Alternatif kuesioner, yaitu yes no kuesioner. Data yang diperoleh dari survey tersebut dianalisis dengan menggunakan persentase and hasilnya dimasukkan dalam bentuk tabel. Setelah itu peneliti mendapatkan hasil dari data yang diolah tersebut.
Sebegian besar para mahasiswa memiliki persepsi yang positif terhadap penggunaan umpan balik tersebut. Mahasiswa menerima umpan balik tertulis maupun tidak tertulis dari dosen. Umpan balik tersebut adalah umpan balik yang lengkap dan merupakan umpan balik yang membangun. Umpan balik diberikan setelah penampilan mahasiswa. Umpan balik mencangkup kelebihan dan kekurangan mahasiswa pada penampilannya. Mahasiswa menggunakan umpan balik tersebut untuk membuat target untuk penampilan-penampilan selanjutnya.
i
STUDENTS’ PERCEPTION ON LECTURERS’ POSITIVE FEEDBACK TO IMPROVE THEIR TEACHING PERFORMANCE IN
MICROTEACHING CLASS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fullfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Cicilia Dini Setia Ningrum Student Number: 111214067
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
I would Like to dedicate my thesis to God and my beloved parents .
vii ABSTRACT
Ningrum, Cicilia Dini Setia. (2015). Students’ Perception on Lectures’ Positive Feedback to Improve Their Teaching Performance in Microteaching Class.
Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Feedback is one of the ways to give some comments or suggestion to the students’ performances. Feedback is useful for the students to be better in the next performances. Students’ perception on using the positive feedback influenced the implementation on the use of the positive feedback in Microteaching class. The researcher conducts a research to explore about students’ perception on using the positive feedback in Microtaching class. The researcher arranged three research questions for the research. They were: 1) How is positive feedback given in Microteaching class? (2) What is the students’ perception on using positive feedback in Microteaching class improve their teaching performances? (3) What are students’ suggestions to improve the implementation using positive feedback in Microteaching class?
To get the answers of those three research questions, the researcher conducted a research. The researcher took 58 respondents. The respondents were the students in the sixth semester who were taking Microteaching classes in Sanata Dharna University. The researcher distributed the questionnaire for the respondents. The questionnaire was an alternative questionnaire that was yes no question. There were 22 closed-ended question and 3 open-ended questions. The data from the survey was analysed by using precentage. Then put the result in the table. After that the researcher got the conclusion from the data.
Most of the students had positive perception about the use of positive feedback. The students received oral and written feedback from the lecturers. The feedback was detail feedback and it was constructive feedback. The lecturer gave the feedback after the performances. The feedback included the strengths and the weaknesses of the students’ perfomances. The students used the feedback to set the target for next performances.
viii ABSTRAK
Ningrum, Cicilia Dini Setia. (2015). Students’ Perception on Lecturers’ Positive Feedback to Improve Their Teaching Performance in Microteaching Class.
Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Umpan balik adalah salah satu cara untuk memberikan pendapat atau masukan terhadap penampilan siswa-siswa. Umpan balik mencakup kelebihan dan kekurangan siswa dalam melakukan simulasi. Umpan balik berguna bagi para siswa untuk menjadi lebih baik di penampilan selanjutnya. Persepsi siswa terhadap penggunaan umpan balik yang positive memperngaruhi implementasi umpan balik di kelas Microteaching. Peneliti mengadakan sebuah penelitian untuk mengetahui persepsi siswa terhadap penggunaan umpan balik di kelas Microteaching. Peneliti meyusun tiga rumusan masalah. Etiga rumusan masalah tersebut adalah: 1) Bagaimana umpan balik positif diterapkan di kelas Microteaching? 2)Apakah persepsi para mahasiswa terhadap penggunaan umpan balik positif untuk meperbaiki penampilan para mahasiswa? 3) Sugesti apa saja yang mahasiswa berikan terhadap implementasi umpan balik di kelas Microteaching?
Untuk mendapatkan jawaban dari ketiga rumusan masalah tersebut, peneliti mengadakan sebuah penelitian. Peneliti mengambil sample sebanyak 58 orang. Sample tersebut adalah para Mahasiswa angkatan 2012/2013 yang sedang mengikuti kelas Microteaching di Universitas Sanata Dharma Yogyakarta. Peneliti membagikan kuesioner kepada para mahasiswa tersebut. Kuesioner yang digunakan adalah Alternatif kuesioner, yaitu yes no kuesioner. Data yang diperoleh dari survey tersebut dianalisis dengan menggunakan persentase and hasilnya dimasukkan dalam bentuk tabel. Setelah itu peneliti mendapatkan hasil dari data yang diolah tersebut.
Sebegian besar para mahasiswa memiliki persepsi yang positif terhadap penggunaan umpan balik tersebut. Mahasiswa menerima umpan balik tertulis maupun tidak tertulis dari dosen. Umpan balik tersebut adalah umpan balik yang lengkap dan merupakan umpan balik yang membangun. Umpan balik diberikan setelah penampilan mahasiswa. Umpan balik mencangkup kelebihan dan kekurangan mahasiswa pada penampilannya. Mahasiswa menggunakan umpan balik tersebut untuk membuat target untuk penampilan-penampilan selanjutnya.
ix
ACKNOWLEDGEMENTS
Firstly, I want to thank Jesus Christ for the blessing given to me, good luck, health, and life until I could finish my thesis. Without the blessing, I could not finish my thesis.
Secondly, I want to thank Bapak Ag. Hardi Prasetya, S.Pd., M.A. as the supervisor for the guidance, the feedback, the time to read my drafts and the comments which wake me up from the mistakes. I would also thank all lectures in English Language Education Study Program in Sanata Dharma University who have given the knowledge, motivation, and also some opportunities for me to dig my English skills.
I would like to thank Bapak Ag. Hardi Prasetya, S.Pd., M.A., Bapak G. Punto Aji, S.Pd., M.Hum., and Ibu Yuseva Ariyani Iswandari, S.Pd., M.Ed.as the Microteaching lecturers who allowed me to conduct the research in their classes. I thank the lecturers for the opportunity and the time. I could not finish my thesis if I could not conduct the research in the classes. Also thank all students in Microteaching in the academic year 2014/2015 who had the willingness to give the respons of the survey.
x
thank all of my family, my uncle, my aunts, my cousins who always remain me about my thesis and encourage me when I am down.
I would like to thank my idol VIXX who always shines brightly. I thank for being born and thank for being an idol, for the nice songs, and beautiful voice which give me some spirit day by day. I thank my idol for always making me proud of being a Starlight and for the hardwork. I also thank my best friends Inka, Intan, Anita, Prima,and Vivin for the support, encouragement, time, making me laugh when I feel sad, and the craziness I really enjoy the time with them. I would also thank my friends for being my friends in a long time.I would like to thank Sita and Dino who want to listen to my complaint and give me motivation to write this thesis. I thank all off my friend in PBI 2011 class B and Bapak Fidelis Chosa Kastuhandani, M. Hum. for the the hard work,
togetherness, support and the valuable time. The last, I would like to thank all people for helping me during the thesis writing process, supported me, prayed for me, and also gave some suggestions for me.
xi
TABLES OF CONTENTS
TITTLE PAGE ... i
APPROVAL PAGES ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK ORIGINALTY ... v
PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOWLEDGEMENTS ... ix
TABLES OF CONTENTS ... xi
LIST OF TABLES ... xiv
LIST OF APPENDICES ... xv
CHAPTER I INTRODUCTION ... 1
A. Background of the Study ... 1
B. Research Questions ... 4
C. Objectives of the Study ... 4
D. Limitation of the Study ... 4
E. Research Benefits ... 5
xii
CHAPTER II REVIEW OF RELATED LITERATURE ... 8
A. Review of Related Studies ... 8
B. Review of Related Theories ... 9
1. Theory of Feedback in Language Teaching ... 9
a) Previous Study on Positive Feedback... 9
b) Positive and Negative Feedback... 10
c) The Purpose of Feedback ... 12
2. Microteaching ... 14
3. Theory of Perception ... 18
C. Theoritical Framework ... 20
CHAPTER III RESEARCH METHODOLOGY ... 22
A. Research Method... 22
B. Research Setting ... 22
C. Research Participant... 23
D. Instrument and Data Gathering Technique... ... 23
E. Data Analysis Technique... ... 24
F. Research Procedure... 25
CHAPTER IV RESEARCH FINDING AND DISSCUSSION.... . 26
A. Feedback in Microteaching Class... 26
B. The Implementation of positive feedback, both oral and written, in Microteaching class... 28
xiii Implementation of Feedback
in Microteaching Class... 43
CHAPTER V CONCLUSSION AND RECOMMENDATION.. 46
A. Conclussion... 46
B. Recommendation... 48
REFERENCES ... 50
APPENDICES... 52
xiv
LIST OF TABLES
Table 4.1 The Implementation of Feedback
in Microteaching class ... 28 Table 4.2 The Feedback Given
in Microteaching Classes ... 30 Table 4.3 When the lecturer gives
the feedback for the students... 32 Table 4.4 Feedback for the whole performance... 33 Table 4.5 Students’ perception
on using positive feedback... 38 Table 4.6 Types of feedback that students’ need... 39 Table 4.7. Perception of whether
xv
LIST OF APPENDICES
1
CHAPTER 1
INTRODUCTION
This chapter consists of five parts. The first part is the background of the study which includes the description of the topic and the reason why the topic is chosen. The second part is the research questions which presents the formulation of problem to be discussed in a form of questions. The third part is the objectives of the study which state clearly and precisely the objectives of the study based on the research questions. The fourth part is the benefits of the study which indentify the contribution of the study to the parties and to the development of knowledge.The fifth part is the definition of term which explains the key words of the study.
A.Background of Study
Microteaching performance can be the prediction for teaching in the real class room. However the the correlation only shows that the students who have good performance in Microteaching, will have good performance too in the real class room (Brown, 1975).
Besides teaching in the laboratory, Microteaching students also teach the students in the lower grade. This is useful for them to increase their teaching skills. This activity will be more challenging for Microteaching students, because they should teach the students in lower grade who are the real sudents and they should implement the teaching method that they have learnt before.
The teacher usually gives the feedback for the students after they do their tasks or presentations. In Microteaching class, the lecturer also gives feedback for students’ performances in the classroom. Not only the lecturer but also the
students who are being the observer, they give the feedback for their friends’ performances. The students can give the feedback in the space available in the observation sheet. They also can give the feedback orally. Written feedback is given by writing the feedback on observation sheet or on a piece of paper, while oral feedback is given orally.
specific social roles associated with providing feedback on goal pursuit. Educators provide feedback that helps individuals monitor the level and direction of their actions to ensure they meet their goals (Fishbach, Eyal & Finkelstein,2010).
In the English Language Education Study Program in Sanata Dharma University, the lecturer gives the instruction in giving the feedback. The students have to mention the good things in the performers and the things that need to be improved. By using this kind of method in giving feedback, it can help the students to be better in the next performances. It happens because the students feel confident when they know that their friends mention the good things of their performances. They will not feel intimidated when they receive the feedback from their friend. They can improve or more confident in their next performances and they will be motivated by the feedback. At the best, the students can be encouraged and keep trying (Lewis, 2002)
In this study the researcher sees the important of feedback to improve students’ performances in Microteaching. Feedback is important to give some
motivation for the students to perform better in their teaching performances. In this research, the researcher wants to find out the implementation of giving positive feedback in Microteaching class, how the students’ perception on positive feedback in Microteaching class, and the students’ suggestion toward the
B. Research Questions
According to the background above, the researcher arraged some research question for this study. The research questions are:
a. How is positive feedback given in Microteaching class?
b. What is the students’ perception on using positive feedback in microteaching class to improve their teaching performances?
c. What are students’ suggestions to improve the implementation of using positive feedback in Microteaching class?
C. Objective of the Study
The objective of the study is the researcher wants to gather some information of the students’ perception on lecturers’ positive feedback in Microteaching class. The second is the researcher gets information about how positive feedback is given in Microteaching class and the last is the researcher gets suggestions from the students about how to improve the implementation of using positive feedback in Microteaching class.
D. Limitation of the study
Microteaching class and focus on the students’ suggestions to improve the implementation of using positive feedback in Microteaching class.
E. Research Benefit
The finding of this study can give some benefits for: 1. For Microteaching students
This research can be valuable for students in Microteaching class. Students will understand that positive feedback can support them. Students can get some motivation from the positive feedback. In the end they can improve their performances after they receive the positive feedback.
2. For Microteaching lecturer
The finding of this study can help the lecturers of Microteaching in Sanata Dharma University in giving the positive feedback for the students. The lecturers will know the students’ perspectives of the positive feedback of their teaching
performances. It will help the lecturers to find the way to give feedback for the students.
3. For other researchers
4. Definition of Term
Researcher provides the definition of term to avoid misunderstanding in this research:
1. Feedback
According to Lewis (2002:3), feedback is a way for teacher to describe their learner language. Lewis says (2002) that feedback is used to give information for the teacher about individual and collective class progress. Moreover, feedback is offered in order to improve the learner’s language ability (Brown, 2004). After teaching simulation, some students and also the lecturer will give some feedback for the performer. Giving feedback means telling students about the progress they are making and the things that should be improved (Lewis, 2002).
According to McNamara (2000) there are two types of teacher feedback. Those are positive feedback and negative feedback. Positive feedback can be verbal, non-verbal or body language, and written. Positive feedback has positive reinforcement, while the negative feedback has negative reinforcement. In this research, positive feedback can encourage the students to show better performances in microteaching. In this research, feedback is a way for the teacher to get information about individual and class progress in order to improve the learners’ language ability.
2. Microteaching
teaching, lessens the complexities of normal classroom, focusing on training, increased control of the practice, and focus on the feedback.
Sanata Dharma University has Microteaching course for the English Language Education Study Program. The main objective of Microteaching course is to provide the learners with an environment for practice-based teaching to encourage self-evaluative skills on their teaching competence and performance (Buku Panduan Akademik, 2011). In this research, students learn in microteaching class and they do some teaching simulations then they receive some feedback from the lecturer and their friends.
3. Perception
Perception is defined as the process of how the stimuli are selected and grouped by a person up to create a meaningful interpretation (Altman, et al 1985: 85). Altman also says that perception can be defined as a person’s view of reality
8
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the theoretical description and the theoretical framework based on the previous chapter. The theoretical description and the theoretical framework will be used to discuss the topic further. The theoretical description consists of the definition of feedback, definition of positive feedback, and the purpose of using positive feedback.
A. Review of Related Studies
In this part, the researcher will review the result of some studies about students perception on using positive feedback to improve students’ performances in Microteaching class from other researchers.
helped the students to see their strength to be developed and the weaknesses to be improved. In this study the students also suggested that the feedback should be given directly after the performance in written or orally.
The second study was about the use of observation sheet to give the feedback in Microteaching class. In this study, the researcher focused on written feedback. The result of this study was the same as the first study. Generally, students had good perception toward the use of observation sheet as the feedback for them. The feedback helped them to find their strength and weaknesses. The students also got motivation from the observation sheet as feedback. The feedback helped the students to improve their teaching skills.
In this study, the researcher conducted a research about students’ perception on the use positive feedback to improve their teaching skills in Microteaching. To support the research, the reseacher used some theories that are related to the topic of study. The theories will be explained in the sections below.
B. Review of Related Theories
In this part, the researcher will review the theory of feedback, theory of microteaching class, and also the theory of perception.
1. Theory of Feedback in English Language Teaching a) Previous Studies on Positive Feedback
the researcher focused on the use of observation sheet as the media to assess students’ performance in Microteaching class. The researcher found the result of
the study that most the students in Microteaching classes had positive responses on the use of observation sheet as the media to give the feedback. The observation sheet was helpful to help the students indentify their strengths and weaknesses. There were also some students who gave negative responses toward the use of observation sheet. The students received the feedback about their teaching performance, the feedback that can motivate students, and the general scores of the performance. The students gave some recomendation about the use of observation sheet. The recomendations were the observation sheet should have bigger columns for the comment and it should have detailed points about the indicators of teaching skills.
The second research was conducted on 2010 in Sanata Dharma University by Riskisari Restuningtyas. This research focused on the students’ perception on supervisors’ feedback. The researcher found that the lecturers gave the feedback
in different ways. The students were motivated and they could develop their strength and improved their weaknesses. The students suggested that the feedback should be given directly after the performance, both oral and written feedback.
b) Positive and Negative Feedback
Finkelstein (Fishbach, Eyal & Finkelstein,2010) positive feedback increases people’s confidence that they are able to pursue their goals, leading people to
expect successful goal. While the negative feedback decreases people’s confidence in their ability to pursue their goals and their expectations of success. However in some cases, negative feedback can be more effective rather than positive feedback (Fishbach et al, 2010). According to Skinner as cited at Schunk (2008) the reinforcements are the stimuli for the students and it has consequences for the students. Positive reinforcement is used to make students work productively in classroom or sustain their effort at a high level. Negative feedback gives negative reinforcement and it may have punishment.
c) The purpose of feedback
There are five purposes of feedback according to Lewis (Lewis, 2002: 3,4):
1. Feedback provides information for teacher and students
By focusing on the strength and the weakness of the performers, feedback gives information about the improvement of the students’ performances to the teacher and also the students themselves.
2. Feedback provides students with advice about learning
Teacher can give comment based on the students’ performances. The
teacher do not only give them some comments, teacher also can use journal to give some advices to the students.
3. Feedback provides students with language input
Teacher can use feedback to give the students language input. Teacher gives the feedback, it can be written or oral, using English language that higher than what the students’ own current language use. It may help students to improve
their vocabulary.
4. Feedback is a form of motivation
5. Feedback can lead students towards autonomy
This is the long-term purpose of feedback. Teacher can lead the students to the point where they make the mistakes. Teacher gives the students to think about the mistakes and revise their mistake.
Mostly feedback only focuses on the errors of students performances. Giving feedback is not only about giving some comments of the mistakes from students. As what Lewis says that feedback is not limited to commenting errors. One of the purposes of giving feedback towards the students’ performances is to motivate the students. It is good for students to know what the good things that they have done during their performances. It is important for the students to motivate them to be better in their next performance. Lewis (2002) also says that it is important for the students to comment on their ability to express meaning despite incorrect form of the language.
Lewis (2002) explains that there are three types of feedback based on the source of the feedback.
1. Teacher feedback
In some situation, teachers are the source of feedback. They give feedback of the students performances orally and written. Teacher feedback has some variation. There are some variations of teacher feedback: traditional marking, conferencing, collective feedback.
2. Peer feedback
students think that feedback comes from the teacher instead of the students. It gives some advantages for the students and the teacher if they give peer feedback to the other students. The advantages of peer feedback are the teacher has a greater variety of suggestion, peer feedback is an instant feedback, and peer feedback is fun, so students will not be bored. There are some suggestions of giving peer feedback. The suggestions are role-play, pair work in a moving circle, feedback question, multiple feedback, read / listen / respond, summarize and photocopy advice.
3. Self-correction
The last type of feedback is self-correction. Self-correction feedback allows students correct and evaluate themselves. It gives some advantages for the students. The advantages are students can increase their independent of the teacher, students will remember better if they have discovered their own mistakes, and using self-correction will save time. Teacher can help students by giving the guidance for the students. The guidance from the teacher will make the students understand how to do self-correction. The next explanation is about Microteaching.
1. Microteaching
University has Microteaching course for all study programs in education department, includes in the English Language Education Study Program
The main objective of Microteaching course is to provide the learners with an environment for practice-based teaching to encourage self-evaluative skills on their teaching competence and performance (Buku Panduan Akademik, 2011). According to McKnight as cited in Brown (2004), Microteaching has been described as a scaled down teaching encounter designed to develop new skills and refine the old ones. The trainee in Microteaching teaches a small group of students in five to ten minutes. Usually, it will be recorded in a video and subsequently observed and analysed by the trainee with the supervisor.
Allen and Ryan (1969) say that Microteaching is a training concept that can be applied at various pre-service, and in service stages in the professional development of teacher. It provides teacher with a practice setting for instruction in which the normal complexities of the classroom are reduced and the teacher receives a great deal of feedback on the performance.
Microteaching is used to train teachers. There are particular areas of training to which it is uniquely fitted and microteaching is put. The areas are: a. Safe practice
Practice is the prerequisite of learning activities. A teacher’s day is
school, one student will be the teacher and the other students will be the students. In practicing their teaching skill, they need to consider that the students are in the classroom to be skillfully taught.
They need to think about the teaching method for the students. The technique practice must fit in well with the lesson. They need to take responsibility of the successfully teaching and they have to use their teaching skills and techniques. Microteaching is designed to provide teachers with a setting for improving the techniques and skills of their profession. Microteaching can develop professional competencies of the teacher.
b. A focused instrument
The practice environment on Microteaching allows teachers to work on acquisition of specific skills and the extraneous concerns can be shut out. During the practice, students can use a particular method to increase students’
participation. After the practice, the teacher and the others students give some feedback to the performance.
c. A vehicle for continuous training d. Modelling instructional skill
There are some benefits of well-executed models of instructional skills: they can be used as examples to be imitated, they can be used to show the instructional alternatives available to the teacher, they can be used to stimulate discussion about teaching and the last benefit is they can be used as a major of instructional component in a Microteaching clinic.
e. A new approach to supervision
Microteaching class can provide both a good setting for and a positive approach to supervision or observer. The approach is entirely non-evaluative. The fact in Microteaching class, the number of the students, the durations, and the scope of the lesson are all reduced, also seems to lessen the pressure on the teacher. One of the key principles of Microteaching is to focus on a particular teaching skill or some very clear objective. There will be some observers or supervisors in Microteaching class. They help the performer (teacher) to improve the teaching skills.
f. A research tool
Microteaching is born of an experiment. From the beginning, it has been used as a means of research. The aspects of Microteaching that render it valuable as a training technique also render it valuable as a research tool. Many of the complexities in the classroom teaching can be reduced.
students who are participating in Microteaching class have to teach their junior before they teach the real students in some school. This kind of process in called clinic model in Microteaching.
As the teacher candidated, the students in Microteaching have to learn how to teach the students. As a trainee, a student of Microteaching class learns the skills of teaching. These skills can be applied in different level of education and different subjects of study. The skills are: stimulus variation, set induction, closure, silent and norverbal cues, reinforcement of student participation, fluency in asking questions, probing question, higher-order questions, divergent questions, recognizing attending behavior, illustrating and use of examples, lecturing, planned repetition, and completness of communication (Allen and Ryan, 1969).
2. Theory of Perception
Perception is defined as the process of how the stimuli are selected and grouped by a person until create a meaningful interpretation (Altman, 1985: 85). Altman (1985) also says that perception can be defined as a person’s view of reality or the way people perceive something. In this research, the researcher uses the theory of perception to answer the research question number 2. In this research, the students in Microteaching classes perceive the use of positive feedback based on their experiences in Microteaching class.
a. External factors
According to Robbins (2005), the internal factors come from the perceivers, target, and the situation. Robbins (2005) explains that the factors that come from the perceivers include attitudes, motives, interests, past experiences, and expectation. The factors that come from the target include novelty, motion, sound, size, background, proximity and similarity. And the last factors come from the situation that includes time, work setting and social setting (Allen, Ryan 1969: 15)
b. Internal factors
According to Altman (1985:86), there are three important factors that influences someone’s perception. The factors are:
1) The selection of stimuli
People perceive things differently because they choose the specific cues and filter or screen. They use cues or filter when they found some distractions. Everyone has different way to overcome the distraction.
2) Organization of the stimuli
After they get the stimuli, people will organize the stimuli in their mind. People should organize the information that they have got. The purpose of organization the information is to make the information become meaningful. The mind will organize the information and collect them based on the experience.
3) Self-concept
around them. Self-concept is important because the concept in our mind provides mind influence on how we perceive something.
d) Theoretical Framework
To analyse the data of the research question number one in which the question is about the implementation of positive feedback, the researcher uses the theory of feedback by Skinner as cited in Schunk (2008). There are positive and negative feedback. Positive feedback gives positive reinforcement, while negative feedback gives negatives reinforcement to the students. According to Skinner as cited at Schunk (2008), the reinforcements are the stimuli for the students and it has consequences for the students.
McNamara (2000) says, feedback is the tool for describing the information about performance to the performer. Feedback provides some information about the improvement progress of the students. Lewis (2002) say that by focusing on the strength and weakness, the comment provides information about individual progress. Feedback is offered in order to improve the learner’s language ability
(Brown, 2004). Feedback here are both oral and witten feedback from the teacher. In this study, the teacher gives the feedback after the students’ performace on their
progress test 1 and progress test 2.
they received the feedback. Self-concept has inportant role for the students to perceive the implementation of feedback (Altman et al, 1985) The researcher also used the theory form Allen and Ryan. The teacher gives the feedback on students’ preparation, general teaching competences, basic teaching skills and
time allocation. Allen and Ryan (1969: 15) says that the basic teaching skills include stimulus variation, set induction, closure, silent and norverbal cues, reinforcement of student participation, fluency in asking questions, probing questions, higher-order questions, divergent questions, recognizing attending behavior, illustrating and use of examples, lecturing, planned repetition, and completness of communication.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents methodology that is employed in this research. It includes the description of the research method, research participant, research setting, data gathering techniques and the instrument, data analysis techniques, and research procedure.
A.Research Method
The research method that was used in this study was survey. The researcher conducted a research at Microteaching classes in the English Language Education Study Program Sanata Dharma University and did the survey. By conducting this survey, the researcher wanted to dig the information about the students’ perception on lecturers’ positive feedback to improve their teaching
performances in Microteaching class.
B.Research Setting
research in their classes. The students in the classes, should have some experience on giving and receiving the feedback.
C.Research participant or Subject:
The research participants in this research were the students of the English Language Education Study Program in Sanata Dharma University who were joining Microteaching classes in academic year 2014/2015. The participants were from some classes of Microteaching class. The researcher took the samples of students in Microteaching class. There were maximum 25 students in Microteaching class. The researcher took the samples from three classes of Microteaching class. Therefore, there were 58 participants of this study who came from the three classes of Microteaching class.
D.Instrument and Data Gathering Techniques
In this survey the researcher used the self-administered questionnaire and group-administered questionnaire (Brown, 2001). The researcher used self-administered questionnaire when the researcher conducted the survey in which the respondents brought the questionnaire to their house and they could complete the questionnaire not in the classroom. Then they submitted the questionnaire to the researcher in the time and the place that had been decided before.
completed the questionnaire in the classroom then submited the questionnaire in the same day after they finished completing the questionnaire.
The researcher distributed the questionnaire to the Microteaching students. There were 22 close-ended questions and 3 open-ended questions. The respondents had to select the answer “yes” or “no” that had been provided. For the open-ended question, the researcher used short-answer question. In short-answer question usually required a view phrases or sentences (Brown, 2001). The researcher distributed the questionnaire for 58 students in three classes in Microteaching classes.
E.Data Analysis Technique
After distributing the questionnaire and gathering the data the researcher analyzed the data. The researcher classified the answer on the questionnaire. The students who had positive perception about positive feedback would answer yes, while the students who had negative perception about positive feedback would answer no. From the classification of the data, the researcher knew their perceptions on giving positive feedback. Researcher used descriptive statistics to analyse the data. The purpose of descriptive statistics was to describe or characterize the answer of the group of respondents to numerically coded questions (Brown, 2001). Later the researcher described the result in frequencies or percentages of various answer.
data would be converted into percentages. There were some steps to convert the frequences data into percentages. Step 1 was to figure out how many people there are total in the survey. Step 2 was to divide the number, in this survey the researcher divided the number of participant into their classes. Step 3 was to multiply the result into 100. The last step was round to the result to two places as in conventional in the social sciences (Brown, 2001).
F. Research Procedure
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CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter provides the research findings and the data analysis. The data are based on the questionnaire that has been explained in chapter 2. The analysis based on the theories which have been presented in chapter 2.
A. Feedback in Microteaching Class
In this research, the researcher conducted a survey to get the data. The survey was conducted in Microteaching classes in Sanata Dharma University. There were three classes in Microteaching class and there were 58 students. There were 58 questionnaire sheets and each student received one questionnaire sheet, however there were 3 students who did not return the questionnaire to the researcher. Therefore, there were 55 participants in this research. According to the previous chapter, there are 22 close-ended questions and 3 open-ended questions. The students had to give check mark () in the column “yes” or “no” which had been provided in the questionnaire. The analysis of the data is provided in the table analysis.
feedback was given orally and also in written feedback. The written feedback was in a form of observation sheet. The observer gave the score to the performer in the observation sheet, which included the preparation, general teaching competence, basic teaching skills, and time allocation. The oral feedback also included those aspects and it was given after the performance orally.
The researcher conducted a survey in Microteaching Class C. This survey was the same survey as the class B. In this class, the feedback was given in a conference. After performing, the lecturer gave the oral feedback after the students had done their performance. The written feedbak was given in a conference. The lecturer invited the students whom had perform and the observers. They did the conference outside the classroom. The survey was conducted in the same day with class B. The participants in this class were 20 students. Each student had to do the same questionnaire. All of students in this class submitted the questionnaire.
consisted of 3 questions. This questionnaire was the same questionnaire to the previous classes.
The researcher divided this chapter in to three parts based in the research questions. The research questions are the implementation of feedback in Microteaching class, the students’ perception on the use positive feedback in
Microteaching class and the last research question is students’ suggestion on the implementation of giving feedback in Microteaching class. In this chapter, the researcher will present the result of the survey.
B. The Implementation of positive feedback, both oral and written, in Microteaching class.
The first statement was about the way of feedback was given, the lecturer gave the detail written feedback or not. Most of students agreed that the lecturer gave the detail feedback for them. The detailed feedback was that the feedback not only about the teaching skills, but also from the preparation, general teaching competence, and time alocation. From 55 students, there were 48 students chose “yes” and there were 8 students who disagreed with the statements. From class B
there were 14 students who agreed with the statement, from class C there were 18 students, and from class D there were 16 students who agreed with the statement. In total from those three classes, there were 48 students. In total percentage, there were 83.7% chose “yes” and 12.7% chose “no”.
some comments but also the explanation of the strength and weaknesses. Lewis (2002) says that the feedback is not only limited on commenting errors.
The question number five is about whether the observer or lecturer gives the constructive feedback or not. From the survey, the researcher found that the lecturers gave constructive feedback to the students. Most of the students received constructive feedback from the lecturers. From class B there were 14 students who agreed that the lecturer give the constructive feedback, there were 19 students in Class C, and there were 19 students from Class D. In total, there were 52 students who received the constructive feedback from the lecturers and the other 3 students disagree with the statement. The next table shows the result of the question number nine up to eleven about the form of feedback which is given.
Table 4.2 The Feedback Given in Microteaching Classes Question
in class B and class C did not only receive the oral feedback from the lecturer. In class D, most of the students did not only receive the oral feedback. From those three classes, there were 53 students who agreed that the lecturers did not only give oral feedback, while 2 students disagreed with it. In the precentage, there were 96.4% students who chose “no” and there were 3.64% students who chose “yes”. The result was similar with the statement number ten. The lecturers did not
only give them the written feedback. Most of the students disagreed that the lecturers only gave them the written feedback. The result of the surveys showed that 43 students disagreed with the statement and 12 students agreed with the statement. The percentage for the answer of the question number ten were 78.2% students chose “no” and 21.8% students chose “yes”.
The lecturers not only gave them the oral feedback or written feedback, but the lecturers gave oral and written feedback. Statement number 11 showed that the students received both oral and written feedback. There were 48 students who agreed with the statement and 7 students disagreed with the statement. All students in class C and class D agreed that the lecturer gave both oral and written feedback. From class B most of the students agreed with the statement. There were 9 students who chose “yes” and there were 7 students who disagreed with the statement and chose “no”. the total percentage there were 87.3% who chose “yes” and 12.7% who chose “no”.
Table 4.3 When the lecturer gives the feedback for the students showed the result that the lecturers gave the feedback after the performance in one day. There were 34 students agreed that the lecturers gave the feedback after all performances in one day. The number were from the students in class B there were 13 students who agreed with the statement, there were 16 students from class C, and the last class, class D, there were only 5 students who agreed with the statement. The other 21 students disagreed with the statement. In total, there were 61,8% students chose “yes” and 38,2% students chose “no”.
students disagreed that the oral feedback was given after one performance. There were 29 students disagreed with the statement and 26 students agreed with the statement. The total percentage for the question number fourteen is 54.5% for “no” and 45.5% for “yes”. The total percentage for the question number fifteen is
52.7% for “no” and 47.3% for “yes”.
Table 4.4 Feedback for the whole performance Question the result was the lecturer gave feedback on the students’ performance as a whole. Most of the students agreed with the statement. There were 50 students who agreed with the statement, while the other 5 students disagreed with the statement. Those are the result from the close-ended questions about the implementation of positive feedback, both oral and written. The percentage for this statement were 90.9% for “yes” and 9.1% for “no”.
previous research (Restuningtyas, 2010). The oral feedback was not be given directly after the performance. The students received the feedback in other occasions.
Question number one in the open-ended question was the question for the implementation of using positive feedback in Microteaching class. In open-ended question, the researcher provided a question to dig deeper about the implementation of feedback. The lecturer gave the feedback in different way. According to the opinion of the students, the researcher found that the lecturer gave them detail feedback. It was not only orally but also written feedback.
“The lecturer gives clear feedback (oral and written) directly after we do our performance. The lecturer gives us feedback about our lesson plan and also the performance” (student class D no. 5)
The feedback was clear; it was given directly after the students did their performance one by one. The lecturer gave the oral feedback after the performance and the written feedback in the end of the class.
“Oral feedback is given right after the performance. Written feedback is given after all students on one day finish teaching simulation (given in the end of the class).”( student class D no. 8)
From this question the researcher found that the feedback was given by the lecturer in a conference. The lecturer invited the observer and the teacher to have the conference and then they shared the feedback. The feedback were given orally and the written feedback. The lecturer did not give the feedback in the class, but outside the class. “Usually we did conference after Microteaching class and got feedback both oral and written feedback”(students class C, no. 20). The
“She makes a conference for the teacher and the observer, so it is helpful to catch the feedback clearly”( students class C, no. 9). Only the lecturer, the observers
and also the student teachers who knew the feedback. The lecturer did a conference to give the feedback for the students. Lewis (2002) says that the one off the variation of teacher feedback is conference. The lecturer in this class used this conference to discuss the feedback.
Some students said that the lecturer only gave them the written feedback. For the oral feedback the lecturer gave for the whole class. The lecturer gave the feedback based on the appearance, teaching method, lesson plan, and material mastery. The lecturer also gave the feedback about grammar, learning method, and teaching techniques.
“He only gave me written feedback. I think that written feedback is enough because he wrote all the comment in detail. The oral feedback from the lecturer only for a whole class, not individual comment” (student class B no. 4).
“The lecturer gives feedback on my Microteaching class after all the students (in one meeting) finished the performance. The feedback is kind of written one. In the lecturer’s feedback he gives the suggestions on my teaching based on my appearance, teaching method, lesson plan, material mastery, etc. He doesn’t give the students the oral feedback in the class, except for the whole (student class B no. 5).”
“The lecturer gives feedback on my performance by commenting on my teaching technique, grammar, learning method, and the mastery of learning materials”. (student class B no. 2)
the oral feedback. The lecturer gave some comments about what went well and also what things need to be improved “...the lecturer explained what already worked well and not well.” The oral feedback is not only for the performers at that day, but also for the whole class “The lecturer only gives the oral feedback for the
whole class.” (student class B no. 15)
The lecturer also gave the negative feedback beside the positive feedback. In this research, the student agreed that the feedback from the lecturer is constructive feedback. However, here the student said that most of the feedback given is negative. The negative feedback that the student said in this case means the feedback about the side which need to be improved during the performance.
“He gives us detailed written feedback and most of the feedback is contructive feedback, but there are too much negative feedback than the positive one. For the oral, my lecturer always highlights the most important thing found that day.” (Student B no. 16).
Feedback was given to make the students know their strengths and their weaknesses. Feedback focus on the weakness and the strength of the performers as Lewis says (Lewis 2002). By focusing to the aspects, strengths and weaknesses, the teacher could see the improvement of the students. Besides focusing on the strengths and weaknesses, the lecturer also gave some comments as the feedback of students’ performances. The comment could be in written and also orally. “The lecturer gives feedback by giving a comment on a slice of paper,
in the paper there are a lot of suggestion from the performance.”
comments on a piece of paper and then after the class was finished, the lecturer explained what already worked well and not well.”(student class B, no. 7) The comment is for the general. The lecturer not only focused on the performers, but also the comment was given for the whole class.
After getting the data of the implementation of positive feedback, both oral and written feedback, the researcher got the data of the students’ perception on
using positive feedback to improve their performance in Microteaching class. The data was found based on the survey that have been conducted.
C. Students’ Perception on Using Positive Feedback to Improve Their Performance in Microteaching Class.
Students’ perception in this survey was how the students perceive the use of positive feedback to improve their performance in Microteaching class. The perception in this study means whether the feedback given by the lecturer could help them to indentify their strengths and the weaknesses or not. The feedback should be understandable. Students also perceived whether the feedback was understandable or not. The students also perceived how their feeling after they got the feedback from their lecturer. In close-ended questionnaire there were twelve questions and one question in open-ended question about students’ perception on the lecturers’ positive feedback in Microteaching class. Here was the result of the
feedback. There were 30 students preferred written feedback and 26 students did not preferred written feedback. However in the next question, most of the students need both oral and written feedback. The students did not only need oral or written feedback, but they need both oral and written feedback.
Table 4.6 Types of feedback that students’ need Question
Table 4.7 Perception of whether the feedback is understandable
Question number sixteen and seventeen were used to find the perception of whether the feedback is understandable or not. Question number sixteen was about the oral feedback. Students understood the feedback from the lecturers. They could catch the meaning and the knowledge from the feedback. There were 49 students who chose “yes” and there were 6 students who chose “no”. In the total percentage there was 89.1% students chose “yes” and 10.9% chose “no”. Question number seventeen was about written feedback. The written feedback from the lecturer was also understandable. There were 54 students chose “yes” and the other one chose “no”. In total percentage there were 98.2% chose “yes”.
Feedback from the lecturer helped the students to improve their teaching skills. The researcher found that all of the students use the feedback to improve their teaching skills (statement number 18). All students also used the feedback to set the target in the next performances (statement number 19). Therefore they could be better in the next performances than in the pervious performances.
Statement number 20 and 21 were about the students’ feeling after they received the feedback from the lecturer. The researcher also found the data about students’ felling after they got the feedback from the lecturer. Most of them felt
confident after they got the feedback, but there were still some students who lose their confidence after received the feedback.
Feedback provided information about the students’ performances. The information was used to indentify their teaching strength and weakness. Students know what kinds of aspects which should be improved and the aspects that had done well. The researcher provided a question in the part two in the questionnaire. The researcher found that the feedback given in this class provides the information about the strengths and the weaknesses. “Many information, about
my weaknesses and strengths. It is not only about comment on my teaching, but it is also about my pronunciation, grammar accuracy, and many more”. (student
class B no. 13) This statement showed that the feedback from the lecturer provided the information about the weaknesses and the strengths of the students.
The information was useful for the students to improve their weaknesses. Besides the information about the weaknesses and the strength of the students’
weaknesses. The suggestions helped the students to be better in the next performance. The tips and trick given by the lecturer were the stimuli for the students on their teaching performances. “Information about: my positive sides of
teaching, my negative sides of teaching, feedback to make my teaching better, some tips and tricks to teach.” (student class B no. 7)
In the feedback, the lecturer gave some advice for the students, some tips and some tricks. It helped them to identify their teaching weaknesses and teaching strengths. Lewis (2002) also says that the feedback provides the students with advice about learning. They used the tips and trick from the lecturer to improve their teaching skills. The information from the feedback was useful for the students. “I can get what I have to improve, my strength, weaknesses, and also some advices from the lecturer and observers”(student class C no. 20). They also
got comments about the other aspect, for examples, about gesture, voice, lesson plan, and grammar. “The voice, gesture, lesson plan, grammar, and many more”.
(student class C no. 6)
The feedback helped the students in arranging the lesson plan (RPP), in teaching the sudents, and in the performance. “...about the way to be a good teacher, such as comments about RPP, performance, and everything. It very helps me”(student class D no. 9). The feedback contained strengths and weaknesses of
no. 4). After found the data about the implementation of feedback and the students’ perception on the feedback, there are some suggestion from the students
about the implementation of feedback in this class.
The students percieved on the lecturer feedback based on the internal and external factors. The external factor is the past experiences (Altman, Valenzi, 1985). The students in Microteaching class received some feedback after they have done their performance. The feedback was about the positive and negative sides during the performance. The students perceived that the feedback helps them to identify the teaching skill based on their experience. They also perceived whether the feedback can be understood or not based on the experience when they received the feedback.
The students organized the information in the feedback and it become meaningful. They understood the feedback, the strengths and the weaknesses. This process was called organization of stimuli. The important thing was self-concept. The students used it to perceive whether the feedback was positive feedback and they used it to set the target in the next performance.
D. Students’ Suggestion of the Implementation of Feedback in Microteaching Class.
question is about students’ opinions about the time and the way of feedback
should be given. This question helped the lecturer to identify the students’ needs, so that the students could receive the feedback to improve their teaching performance.
According to the survey, the students suggested that the feedback should be given directly after the performance. If the lecturer gave the feedback after the performance, the student could memorize the feedback in their mind and then they would use it to improve their performance. Both oral and written feedback should be given after the performance. After the lecturer gave the feedback for the students, it would be better if the students and the lecturer discuss and communicate the feedback. The lecturer gave the explanation about the feedback for the students. “...Feedback needs to be communicated both written and oral, ....” This communication between the lecturer and the students helped the students
to understand the feedback easily. Basically, most of the students in those three classes agreed that the feedback should be given after the performance in one day. Feedback also could be given orally after the class. The students could ask the lecturer personally outside the class. “For the oral feedback, the students can
The feedback given should be understandable enough for the students; they could know what aspect should be improved and what aspects had done well. The lecturer could do the conference to give the feedback. The students thought that it was better to give the feedback by doing the conference. There would be only the lecturer, the observers, and the students.
The feedback given was not only for the performers but also for the other students. They learned about the weaknesses and the strengths together from the feedback given by the lecturer. As what Lewis (2002) says that the one of the porposes of feedback is the feedback provides information of the strength and the weaknesses of the performers. “Every time we have done our performance so we can improve the good things and throw the bad things away”.(student class D no.
46
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
In this part, the researcher provides the conclusions of the study and the suggestions for the next study. The conclusion here based on the result of the study.
A. Conclusions
After obtaining the data and analyse the data based on the theories, the researcher finds the conclusion of the feedback given in Microteaching class, the students perception on using positive feedback in Microteaching class, and the last is about students’ suggestion about the implementation of feedback in
Microteaching class.
1. Positive Feedback Given in Microteaching Class
feedback on their perfomance as a whole that included lesson plan, material matery, grammar, teaching strategies and pronunciation.
2. Students Perception on Positive Feedback in Microteaching Class In general the reseacher concluded that the feedback helped the students to identify their teaching strengths and weaknesses. The students in Microteaching class needed both oral and written feedback. Besides the strengths and weaknesses, the feedback helped the students to improve their teaching skills and also they used the feedback to set the target for the next performances. Therefore the students can show the better performance in the next teaching practice. The students also understood the feedback from the lecturer. Although the comments in the feedback were not only good comments but also negative comment, the students felt confident after they received the feedback from the lecturer. The internal and external factors influence how the students perceive the implementation of feedback in their classes.
3. Students’ Suggestion about the Implementation of Using Positive Feedback in Microteaching Class
can receive the feedback after the perfomance. However for the oral feedback the students should ask the lecturer outside the class. The feedback is not only for the performance but also for the other students who do not perform in front of the class. It helps them to learn together and to improve their teaching skills.
B.Suggestions
After concluding the data form the survey, the researcher tries to give some suggestions for the lecturers and also for the next researchers. These suggestions are based on the result of the study in Microteaching class.
1. Suggestion for Microteaching Lecturers in Sanata Dharma University
