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class atmosphere. Another problem was the importance to highly concentrate during the 100 minute performances so she could analyze it well and write her
notes down. “It was so tiring.” 2:65-74 The students’ enthusiasm to take the
feedback was also one of her problems. However, she overcame it by asking the students to share their experience, so she could give some meaningful input 2:89-
90, 95-98. She gained her working satisfaction by giving her best to do her duty of
giving detailed feedback. Thus, giving feedback in Public Speaking was tiring, but not burdensome 2:101-102, 106-107. She expected that the students would
remember her feedback and apply it in their learning process, even though those expectations depended on their personal choices. She also hoped that the students
had the willingness to do personal reflection. “Overall, Public Speaking was a long process,” she said 2:107-110, 115.
3. Participant 3
’s story
The third participant was Participant 3. She is 30 years old. She was born in Jakarta but moved to Yogyakarta in 1999. She had learned English language since
kindergarten and took the ELESP in Sanata Dharma in 2004. She did not enjoy her teaching practice program. However, after she graduated, she enjoyed working
as temporary lecturer in the ELESP. She took her master ’s degree in Kajian
Bahasa Inggris in Sanata Dharma in 2010 and became a permanent lecturer in the ELESP in 2015. During her teaching period in the ELESP, she has taught Public
Speaking for about several times. She thought that Public Speaking was fundamental since first impression is usually judged by the way people speak.
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Moreover, ELESP students are supposed to teach in front of their students. In teaching Public Speaking, she emphasized the learning process on delivery and
language aspects. Delivery aspect covers gesture and body language, while language aspect covers the appropriate way to open and close a speech.
During her teaching period, she was happy when the students took her feedback seriously and were willing to improve themselves 3:59-61. She also
found it exciting when the student she appointed could be the real example for his her classmates. “The other students saw hisher performance, so they really
unde rstood my feedback,” she said 3:6-9. However, she also had some
discouraging experiences. There were some students who chose to ignore her feedback and stayed in their comfort zones. She emphasized that they would not
improve their skills and performances by doing so. Thus, she encouraged those students personally by telling them that it was okay to make mistakes. Because
they could learn from their mistakes as they try to be a better public speaker. 3:9- 16.
In her opinion, feedback still played an important role in Public Speaking learning process. Unless the students recorded their performances, it would be
hard for them to acknowledge how well they did it. Therefore, the opinion from other people could fill them in. It was more meaningful than mere score was
3:33- 37. That was lecturers’ essential role. As the ones who were assumed to
have adequate knowledge of the theory, the lecturers should provide essential input and advice. The additional feedback from their classmates would also be
beneficial 3:40-44. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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From her experience, there were some weaknesses of feedback. The criteria that were in assessment rubric were already fixed and some aspects were not
covered in that rubric. On the other hand, if those criteria included too many aspects, the feedback would not be discussed thoroughly. However, when she
noticed an aspect to be commented on and she could not find it in those criteria, she had found it difficult to deliver that feedback to the students. Then, she had to
give an example from her past experience that was related to her intended feedback. 3:50-57
She said that she had gained some benefits during her teaching period. By giving feedback, she had learned about a lot of possibilities that could happen
while giving speech. Beside, her feedback worked as a reflection for her as well. She could learn from the students’ performances and also her feedback, so she
could do better in her public speaking 3:78-84. She expected that the students would take her feedback seriously and they would improve in their next
performances. She also hoped that the students would be more confident while speaking in public 3:75-78.
B. Theme Description
In this section, some general themes were extracted from the interview data. There are three general themes that cover all the subthemes described in the
previous section. Those themes are self-improvement, constraint and freedom. These themes are the results of this study which answer to the research problem.
