31
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.
32
1. Self-Improvement
Feedback in Public Speaking course yielded the improvement for both the students and the lecturers. However, since the study focuses on how the lecturers
give meaning to Public Speaking feedback, the researcher emphasizes the improvement for the lecturers. The participants thought of the process of
providing feedback in Public Speaking course as self-improvement. Giving Public Speaking feedback brought some benefits for the them.
“[While giving feedback] I acknowledge the students’ skills and what aspects they still lack of. So, feedback helps me prepare the materials that
meet the student’s needs. It also gave me an idea whether I have succeeded in teaching them.” 1:163-168
“The benefit from giving feedback is that I feel satisfied. I have done my work as best as I can.” 2:101-102
“I learn many possibilities that could happen in the stage. Thus, I could give feedback in more specific aspects. I can also learn from my feedback
about what I should and should not do the next time I speak in public.”
3:80-84 Even though providing feedback helped the participants improve in different
areas, it headed in the same direction. Providing feedback for the students helped the participants improve themselves personally as public speakers and
professionally as lecturers. Moreover, the participants also stated that Public Speaking feedback
brings a lot of benefits for students’ learning improvement. Feedback was essential for the students’ learning process in Public Speaking
course. All participants mentioned that unless the students were willing to record their performances and analyze them, they were likely to miss important points
from their performances. Therefore, feedback acted as a second opinion that could help the students learn their strengths and weaknesses in Public Speaking skills.
33
“Criticism is a second opinion. When we think that we are doing just fine or we are doing great, there is so
mething that we cannot see.” 1:103-132 “In speaking course, we do not produce any document. When we are
talking, we look at the audience, not the mirror. So, what other people see would be
different from what we feel.” 2:25-26, 30-32 “Seldom do the students record their performances and watch them.
Therefore other people’s opinions are important to acknowledge their performance in Public Speak
ing.” 3:33-36 All participants also combined the information of students’ performances
with encouragement, so the students were encouraged and motivated to do better in the future. They motivated their students by changing the term
“weakness” into “room for improvement”, providing quotes and examples of speech from famous
public speakers, and also reducing the students’ anxiety of making mistakes. By doing so, they hoped that the students would comfortably improve their
performance using the information they had provided before. Therefore, feedback given in Public Speaking course by the lecturers gave beneficial impacts for both
the students and the lecturers in term of improvement.
2. Constraints
The previous section discusses the improvement experienced by the lecturers and the students in the process of providing and receiving feedback in
Public Speaking. However, the improvement did not just happen smoothly in the learning process. There were some obstacles faced by the lecturers that
constrained them from achieving the improvement goals. These obstacles included the ones that emerged from outside and the ones that emerged from
oneself. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
