YULIA EKAWATI (UNIVERSITAS NEGERI SEMARANG)

BLENDED COLLABORATIVE PEER REVIEW OF TEACHING (B-CPROT) IN MICROTEACHING CLASS: ITS EFFECT ON TEACHING COMPETENCIES : TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT

This article reports on a study that examined the effectiveness of using Blended Collaborative Peer Review of Teaching (B-CPRoT) to enhance the teaching competencies of English Education Students. This model tries to see the quality of online and offline teaching practice through peers by providing reviews and feedback during teaching practicum classes. With a purposive sampling technique and a true experimental study, the researchers tried to determine the effect of B-CPRoT (as a treatment) on candidate English teachers’ teaching competencies in the treatment class and compare it to other classes without treatment. The study included 40 students in a micro-teaching class. A performance test was used to collect the data. It contains four dimensions of teaching competencies: teaching skills, material organization and presentation, management of the learning environment, and teaching attitude. The result showed that candidate teachers who learned using B-CPRoT were more positively affected by their teaching competencies than those who were not. They had more time to discuss with their peers in offline and online classrooms, feeling happy when they got feedback from their peers and enhancing their confidence during teaching practice. This study suggests that the B-CPRoT model can be implemented in the context of blended learning mode in microteaching classes.

Yulia Nur Ekawati is a lecturer of the English Education Department in Universitas Pancasakti Tegal, Indonesia. Now, she is studying for her doctoral degree in Universitas Negeri Semarang. Her research interests are in the areas of the teacher professional development, curriculum and material development, and English language teaching.