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Feedback from the lecturer helped the students to improve their teaching skills. The researcher found that all of the students use the feedback to improve
their teaching skills statement number 18. All students also used the feedback to set the target in the next performances statement number 19. Therefore they
could be better in the next performances than in the pervious performances. Statement number 20 and 21 we
re about the students’ feeling after they received the feedback from the lecturer. The researcher also found the data about
students’ felling after they got the feedback from the lecturer. Most of them felt confident after they got the feedback, but there were still some students who lose
their confidence after received the feedback. Feedback provided
information about the students’ performances. The information was used to indentify their teaching strength and weakness. Students
know what kinds of aspects which should be improved and the aspects that had done well. The researcher provided a question in the part two in the questionnaire.
The researcher found that the feedback given in this class provides the information about the strengths and the weaknesses. “Many information, about
my weaknesses and strengths. It is not only about comment on my teaching, but it is also about my pronunciation, grammar accuracy, and many more”. student
class B no. 13 This statement showed that the feedback from the lecturer provided the information about the weaknesses and the strengths of the students.
The information was useful for the students to improve their weaknesses. Besides the information about the weaknesses and the strength of the students’
performance, the feedback also provideed some suggestion how to improve the
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weaknesses. The suggestions helped the students to be better in the next performance. The tips and trick given by the lecturer were the stimuli for the
students on their teaching performances. “Information about: my positive sides of teaching, my negative sides of teaching, feedback to make my teaching better,
some tips and tricks to teach.” student class B no. 7 In the feedback, the lecturer gave some advice for the students, some tips
and some tricks. It helped them to identify their teaching weaknesses and teaching strengths. Lewis 2002 also says that the feedback provides the students with
advice about learning. They used the tips and trick from the lecturer to improve their teaching skills. The information from the feedback was useful for the
students. “I can get what I have to improve, my strength, weaknesses, and also some advices from the lecturer and observers”student class C no. 20. They also
got comments about the other aspect, for examples, about gesture, voice, lesson plan, and grammar. “The voice, gesture, lesson plan, grammar, and many more”.
student class C no. 6 The feedback helped the students in arranging the lesson plan RPP, in
teaching the sud ents, and in the performance. “...about the way to be a good
teacher, such as comments about RPP, performance, and everything. It very helps me”student class D no. 9. The feedback contained strengths and weaknesses of
the performer. The feedback given contains those two aspects, it helped students to be able to identify their strength and weakness, how to improve it and also
show the better performance . “My weaknesses and my strength, so I can improve
my teaching skill and so I can be able to make a good lesson plan”student class D
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no. 4. After found the data about the implementation of feedback and the students’ perception on the feedback, there are some suggestion from the students
about the implementation of feedback in this class. The students percieved on the lecturer feedback based on the internal and
external factors. The external factor is the past experiences Altman, Valenzi, 1985. The students in Microteaching class received some feedback after they
have done their performance. The feedback was about the positive and negative sides during the performance. The students perceived that the feedback helps them
to identify the teaching skill based on their experience. They also perceived whether the feedback can be understood or not based on the experience when they
received the feedback. The students organized the information in the feedback and it become
meaningful. They understood the feedback, the strengths and the weaknesses. This process was called organization of stimuli. The important thing was self-
concept. The students used it to perceive whether the feedback was positive feedback and they used it to set the target in the next performance.
D. Students’ Suggestion of the Implementation of Feedback in
Microteaching Class.
The suggestions from the students, were use to improve the implementation of feedback. The purpo
se of the student’s suggestion was to make a better progress for the implementation of feedback. The researcher provided a
question in the questionnaire to find the data of the students’ suggestions. The
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question is about students’ opinions about the time and the way of feedback should be given. This question helped
the lecturer to identify the students’ needs, so that the students could receive the feedback to improve their teaching
performance. According to the survey, the students suggested that the feedback should
be given directly after the performance. If the lecturer gave the feedback after the performance, the student could memorize the feedback in their mind and then they
would use it to improve their performance. Both oral and written feedback should be given after the performance. After the lecturer gave the feedback for the
students, it would be better if the students and the lecturer discuss and communicate the feedback. The lecturer gave the explanation about the feedback
for th e students. “...Feedback needs to be communicated both written and oral,
....” This communication between the lecturer and the students helped the students to understand the feedback easily. Basically, most of the students in those three
classes agreed that the feedback should be given after the performance in one day. Feedback also could be given orally after the class. The students could ask
the lecturer personally outside the class. “For the oral feedback, the students can ask their lecturer personally
outside the class” student class B no. 5. For some students, it would be more useful when they asked the lecturer personally.
Therefore they could talk about their weaknesses and the strengths during the performance. The content of the feedback was also balance between the positive
and the negative and also it should be constructive feedback.
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The feedback given should be understandable enough for the students; they could know what aspect should be improved and what aspects had done well.
The lecturer could do the conference to give the feedback. The students thought that it was better to give the feedback by doing the conference. There would be
only the lecturer, the observers, and the students. The feedback given was not only for the performers but also for the other
students. They learned about the weaknesses and the strengths together from the feedback given by the lecturer. As what Lewis 2002 says that the one of the
porposes of feedback is the feedback provides information of the strength and the weaknesses of the performers.
“Every time we have done our performance so we can improve the good things and throw the bad things away”.student class D no.
8 The feedback also could be given face to face so the students can gather the information from the lecturer directly and clearly. The feedback could be orally
and written and it wa s the constructive feedback. “The feedback should be
constructive….”. student class D no. 12
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
In this part, the researcher provides the conclusions of the study and the suggestions for the next study. The conclusion here based on the result of the
study.
A. Conclusions
After obtaining the data and analyse the data based on the theories, the researcher finds the conclusion of the feedback given in Microteaching class, the
students perception on using positive feedback in Microteaching class, and the last is about students’ suggestion about the implementation of feedback in
Microteaching class.
1. Positive Feedback Given in Microteaching Class
From the data analysis in chapter IV the researcher concludes that the students in Microteaching class received detail feedback, both oral and written
feedback. The students agreed that the observer gave the construstive feedback for them. The students argued that the lecturer not only gave them oral or written
feedback, but the lecturer gave them both oral and written feedback. The students said that they received the feedback after all the students had done their
performance in one meeting. The students also agreed that the lecturers gave them
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feedback on their perfomance as a whole that included lesson plan, material matery, grammar, teaching strategies and pronunciation.
2. Students Perception on Positive Feedback in Microteaching Class
In general the reseacher concluded that the feedback helped the students to identify their teaching strengths and weaknesses. The students in Microteaching
class needed both oral and written feedback. Besides the strengths and weaknesses, the feedback helped the students to improve their teaching skills and
also they used the feedback to set the target for the next performances. Therefore the students can show the better performance in the next teaching practice. The
students also understood the feedback from the lecturer. Although the comments in the feedback were not only good comments but also negative comment, the
students felt confident after they received the feedback from the lecturer. The internal and external factors influence how the students perceive the
implementation of feedback in their classes.
3. Students’ Suggestion about the Implementation of Using Positive
Feedback in Microteaching Class
The students suggested that the lecturer should give the feedback directly after the performance. After they received the feedback both students and the
lecturer discussed the feedback. the students suggested that the lecturers should give the explanation about the feedback. the lecturer should give the feedback
both oral and written. For the written feedback the students suggested that they
