The Students’ Suggestions on the Use of Peer Feedback in Microteaching

57 peer feedback receivers and from students who gave feedback to their peer students as evaluators. After obtaining the data, the researcher then tried to analyze it. The researcher found some possible reasons why most of the students had positive perception on the use of peer feedback in Microteaching class. They were 1 The students had experience on giving and receiving peer feedback and 2 Peer feedback gave the students some advantages. The advantages could not only be seen from the participants as the evaluators but it also from the participants as peer feedback receivers. From the participants as evaluators, peer feedback helped them to be more critical toward their peer performances. If they are accustomed to doing peer feedback, they will become more thorough to find what should be commented on. From their peer performances, they also could adopt something from their peer performance, such as a good teaching media or teaching technique that could help them in their own teaching. For the peer feedback receivers, peer feedback also gave them some advantages. The first, it helped them to evaluate their teaching practice. The second advantage, feedback provided the detail information about their teaching performance which more motivational than marks or grades. Through peer feedback, students could also improve their teaching performance. Although most of the participants had positive perception toward peer feedback in Microteaching class, there were some participant had negative perception towards the use of it. They had negative perception because of some reasons, namely: 1 the time to do peer feedback was not sufficient for them and 58 2 students found difficulties when they did peer feedback, like the limitation of the time, their focus of concentration, the situation, students’ background knowledge, students’ self-confidence, and students’ emotion. As stated previously, this study was aimed at finding out some possible suggestions toward the use of peer feedback especially in Microteaching class. Based on the suggestions obtained from the open-ended questions and interview, the researcher grouped the suggestions into two categories. They were suggestions for students themselves and suggestions about the procedure in implementing peer feedback in Microteaching class. There were two suggestions addressed to students. The first suggestion was related to what the students had to do when they gave feedback to their peer. Students should be serious, honest, objective, and give comments as detail as possible. The second was on how the students should see feedback. Some of the respondents suggested the other participants to see feedback as suggestion for improvement. The second category was the suggestion about the procedure in implementing peer feedback in Microteaching class. The first was that the lecturers should explain the procedure of how to do peer feedback and what aspects should be commented on before students did the peer feedback. The second was the suggestions for the lecturer to provide longer time so that students can do peer feedback maximally. The next suggestion is about combining written and spoken feedback. From the interview, there was a participant suggested to watch the video of their peer performance so that they could give clear feedback and they had more time to do peer feedback. Students also gave suggestion to lecturers to give the feedback directly or as soon as 59 possible after the students had finished their teaching practice. The last, students suggested that not only the observer who gave feedback but also the whole class.

B. Suggestions

Based on the results of the study, the researcher provides some suggestions for the students, the lecturers of the English Language Education Study Program of Sanata Dharma University, and future researchers. 1. Suggestions for the Students of the English Language Education Study Program of Sanata Dharma University Microteaching class is a class when we can really train and develop our teaching skills. Further, it employs peer feedback as an instrument to assess students’ performance. Peer feedback is not only an instrument but also a media to learn many things. For example, through peer feedback we can learn how to make evaluation about our peer performance. The researcher does expect the students of Microteaching class to utilize the chance to do peer feedback as maximum as possible and give feedback as serious, honest, and objective as possible. Besides, the students are expected to use the chance given as the time not only to accomplish the task but also to really learn about how to do peer feedback.

2. Suggestions for the Lecturers of the English Language Education Study

Program of Sanata Dharma University Peer feedback is a good instrument to be implemented in Microteaching class. It helps students to be more critical and helps them to learn from their friends. It can also motivate the students to achieve a better achievement. 60 However, it still needs improvements in the implementation. It is better for Microteaching lecturers to give more time to the students in doing peer feedback. For example, the students are given chances to see video of their peer performance so that they can give detail comments to their peer. Peer feedback is also good to be implemented in other subjects, not only in Microteaching or in writing classes but it may also be implemented in other subjects.

3. Suggestions for Future Researchers

The researcher admitted that this study is far from being perfect. It still has weaknesses. For those who are interested in conducting research on peer feedback can develop the research. The next researcher may arrange deeper questions in the questionnaire to obtain detailed information. Moreover, the next researcher may employ observation as the instrument to gather the data so that the result of the study becomes more accurate.