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open-ended questions. The open-ended questions were aimed at digging out more about the participants
’ perception and participants’ suggestions on the peer feedback in Microteaching class.
a. The Perception from the Participants as the Evaluators
To find out the participants ’ perception on peer feedback especially from
the participants as evaluators, the researcher provided six statements. Those were statement number 1, 3, 4, 5, 6, and 18. The table below shows the distribution of
those six statements and the results.
Table 4.1. The Questionnaire Result of the Perception of Participants
Who Gave Feedback to Their Peer No Statements
Frequency Percentage
SD D
A SA SD
D A
SA
1. Participant
had experienced of giving
feedback to hisher peer.
1 31
20
1.91 59.62
38.47
3. Participant
gave feedback to hisher
peer seriously. 3
34 15
5.77 65.38
28.85
4. Participant
gave feedback to hisher
peer honestly. 3
36 13
5.77 69.23
25
5. Participant
gave feedback to hisher
peer objectively. 3
34 15
5.77 65.38
28.85
6. Time
to do
peer feedback in class was
sufficient for
the participant.
16 33
3
30.77 63.46 5.77
18. Participant could be more critical to hisher
peer performance by doing peer feedback.
3 37
12
5.8 71.1
23.1
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Based on the previous data presentation, it can be seen that most of the participants as evaluators had positive perception toward the use of peer
feedback in Microteaching class. Most of the participants had experienced of giving feedback to their peer during Microteaching class. There were 98.09
participants who had experienced of giving feedback to their peer. Their experience of giving feedback during the Microteaching class affected their
behavior. They had already known how to give feedback to their peer in Microteaching class so that they realized that feedback was important during the
teaching learning activity. They showed their respect to their peer through their behavior in the way they gave feedback. Most of the participants were serious
when they did peer feedback. It is shown in the percentage, there were 94.23 of the participants who said that they were serious in giving feedback to their peer.
Being serious means that the students did peer feedback because they thought that it was important for them to do the activity not merely to accomplish the task
from the lecturer. Most of the participants admitted that they were honest 94.23 and objective 94.23 when they did peer feedback, they gave
comments from what they really saw and heard and they tried to give comment as honestly as possible. They gave comments objectively not subjectively for the
sake of their peers’ improvement.
The positive perception is also shown through the participants ’ statement
about time allocation. They said that the time given to do peer feedback was sufficient for them. There were 69.23 of the participants who said that the time
