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Those interview questions were then translated into Indonesian language to prevent misunderstanding and to make the participants more comfortable in
answering the question.
4. Procedure of Data Collection
The data was obtained through these following procedures. The first is piloting the instrument. The pilot study was conducted to explore the potential
problems that may happen with the instrument, for example clarity of the instructions, or the clarity of the items that might be confusing and difficult to
understand, and it can also be useful to plan a follow up questions. After finishing the piloting process, the interview was conducted with 10 participants who had
been finished their third mini lesson. To capture interview data, all interviews were voice recorded. Note Taking was also done to highlight some important
points during the interview.
5. Procedure of Data Analysis
After the interview, all recordings were transcribed. Content analysis was then used to analyze the transcript. During the data analyzes, all interviews were
transcribed precisely and the content analysis was used to analyze the transcription of the interviews to identify the initial themes and subthemes in
relation to students‟ attitudes toward teacher written feedback in micro teaching class. Then the findings from the interview were divided into three main groups
based on the attitude aspects, which are cognitive believe, affective feeling,
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and conative behavior. Therefore, the data was analyzed based on that classification.
D. FINDINGS AND DISCUSSION
This section reports the findings of data analysis carried out to investigate the attitudes of students toward teacher written feedback in micro
teaching class. The data from the previous interviews with 10 students of FLA Faculty of Language and Arts who recently finished their micro teaching class
were analyzed. The findings and discussion are further divided into three main parts that cover students‟ cognitive believe, affective feeling, and conative
behavior.
1. Students’ Cognitive believe
This section discusses the finding about participants‟ believe or
thought about teacher written feedback in micro teaching class. From the data analysis process, it was found that the participants gave valuable opinions
mostly on the clarity of feedback, function of the feedback, and the last is the opinions about criticism and praise in their feedback. The following sections are
deeper discussions about that.
a. The Clarity of Teacher Written Feedback in Micro teaching Class
From my experiance as a student who got feedback regularly in many classes clarity of the feedback is an important aspect that cannot be
ignored. Unclear feedback may lead to students‟ frustration and it may
ruin the feedback that was supposed to be helpful. In micro teaching class,
