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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
From the statements above we can conclude that most students who favored criticism believed that criticism could help them to be better.
It gave them real pictures of what they had to do to be better in their next teaching. In short, criticism provided more important information and they
believed that they needed that for their improvement in teaching training. This is in line with
Hyland and Hyland‟s statement 2006 saying that students from a culture where teachers were directive mostly expect them
to notice their weakness and comment on it. Hyland and Hyland 2006 also added that students felt indignant when the teachers did not give
enough comment on their errors. Compliment is favorable because it boosts
students‟ confidence, but informative comment provided in criticism is more preferable and useful for the students who still need to
improve.
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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 student s‟ 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
translation. Likewise, another participant stated “I felt grateful for my
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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 le
cturer‟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 toward feedback was not always merely related to the kind of comments
they received in their feedback. The two participants above might receive positive and negative comments, but they still felt positive about feedback
with negative comment. The factor that may influence their positive affection was that they had expected such commnet. If we see just from
the quotes above, we can find that there is similarity from what students G and F did. Before they received the feedback they had already thought
about their performance and how the feedback would be. In short, both participants had already anticipated the comment they might get from the
teacher. Anticipating the tone of feedback can facilitate positive emotions
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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 summarize that most of participants were sad, nervous, and offended. We
can see that participants‟ negative feelings occurred because the feedback
that they got was not like what they expected. Students A for example, felt nervous and sad because the comments on her feedback indicated that she
still did not reach the objective. According to Hill and Eaaton As cited in Pekrun, Cusack, Murayama, Elliot, Thomas, 2014 failure feedback or
feedback that contains bad comments on student s‟ performance is the main
source of negative emotions such as students‟ anxiety, sadness, and
hopelessness. However, despite of negative feelings the students‟ got from
