The Implementation of positive feedback, both oral and written, in

32 Table 4.3 When the lecturer gives the feedback for the students Question number 13 14 Class Yes No Yes No B 13 23.6 3 5.5 10 18.2 3 5.5 C 16 29.1 4 7.3 1 1.82 2 3.6 D 5 9.1 14 25.5 14 25.5 15 27.3 Total 34

61.8 21

38.2 25

45.5 30

54.5 The question numbers thirteen until fifteen were the questions about the moment for the lecturer to give the feedback for the students. The lecturer gave the feedback after all performances in one day. The question number thirteen 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”. For statement number fourteen, most of students disagreed that the lecturers gave the written feedback directly after one students performed in front of class. There were 30 students who chose “no” and 25 students chose “yes”. It also happened to the statement number 15 about oral feedback. The lectures did not give oral feedback directly after one performance. The result showed that most 33 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 number 15 22 Class Yes No Yes No B 4 7.3 12 21.8 13 23.6 3 5.5 C 4 7.3 16 29.1 18 32.7 2 3.6 D 18 32.7 1 1.8 19 34.5 Total 26

47.3 29

52.7 50

90.9 5

9.1 The last question of close-ended question was about whether the lecturer gave feedback on the students ’ performance as a whole or not. From the survey 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”. From the result above number fourteen showed that the lecturer gave the feedback in different way to one a ”no”ther. This result wass similat to the 34 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 conference made the students could understand and catched the feedback easily. 35 “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 does n’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 From the answer of the question, the lecturer gave detail written feedback. The lecturer gave the feedback based on the whole performances which was included the appearance, teaching method, lesson plan, teaching technique, grammar, learning method and also material mastery. The lecturer also gave them 36 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 no t 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 student s’ 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.” In Microteaching class, the comment was given in written by the lecturer. The lecturer gave the comment about what done well and what aspects need to be improved. The comment was also be given orally, “The lecturer wrote down the 37 comments on a piece of paper and then after the class was finished, the lecturer explained what already worked well and no t 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. Stude nts’ 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 survey. 38 Table 4.5 Students’ perception on using positive feedback Question number 3 4 6 Class Yes No Yes No Yes No B 16 29.1 16 29.1 5 9.1 11 20 C 20 36.4 20 36.4 9 16.4 11 20 D 19 34.5 19 34.5 15 27.3 4 7.3 Total 55 100 55 100 29

52.7 26

47.3 The first statement was about whether feedback could help them to identify their teaching strengths statement number 3. In those three classes all students agreed that the feedback helps them to identify their teaching strengths. The next question was about their perception of feedback helped them to identify their teaching weaknesses statement number 4. The answer for this statement was all students agreed that the feedback also helped them to identify their teaching weaknesses. All of the students chose “yes”, none of them chose “no”. Both written and oral feedback helped them to identify their teaching strengths and teaching weaknesses. The next statement was about what kind of feedback the students chose, written or oral feedback. Statement number six was about whether the students prefered to choose oral feedback rather than written feedback. From 55 students, there were 29 students who chose oral feedback rather than written feedback and there were 26 students who disagreed with the statement. For statement number seven about whether the students preferred written feedback rather than oral feedback. Most of the students preferred written feedback rather than oral 39 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 T ypes of feedback that students’ need Question number 7 8 12 Class Yes No Yes No Yes No B 11 20 5 9.1 13 23.6 3 5.5 4 7.3 12 21.8 C 4 7.3 16 29.1 19 34.5 1 1.8 5 9.1 15 27.3 D 15 27.3 4 7.3 16 29.1 3 5.5 2 3.6 17 30.9 Total 30

54.5 25

45.5 48

87.3 7

12.7 11

20 44 80 There were two kinds of feedback in Microteaching based on the provider who gave the feedback. There were teacher feedback and peer feedback. Teacher feedback is a feedback from the teacher or the lecturer, while the peer feedback is a feedback from the other observers Lewis, 2002. Here the researcher also found that most of the students did not prefer teacher or lecturer feedback statement number 12. There are 11 students who chose “yes”, while the other 44 students chose “no”. 40 Table 4.7 Perception of whether the feedback is understandable Question number 16 17 18 Class Yes No Yes No Yes No B 11 20 5 9.1 15 27.3 1 1.8 16 29.1 C 20 36.4 20 36.4 20 36.4 D 18 32.7 1 1.8 19 34.5 19 34.5 Total 49

89.1 6

10.9 54

98.2 1

1.8 55

100 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”. Table 4.8 Feedback helps the students Question number 19 20 21 Class Yes No Yes No Yes No B 16 29.1 11 20 5 9.1 6 10.9 10 18.2 C 20 36.4 19 34.5 1 1.8 2 3.6 18 32.7 D 19 34.5 17 30.9 2 3.6 1 1.8 18 32.7 Total 55 100 47

85.5 8

14.5 9

16.4 46

83.6 41 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 we re 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’ performance, the feedback also provideed some suggestion how to improve the