The Perception from the Participants as the Evaluators
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No Statements Frequency
Percentage SD D
A SA SD
D A
SA
participant. 13. Participant
was motivated
to teach
better after
hisher read the feedback.
4 26
22
7.7 50
42.3
14. The use
of peer
feedback helped
participant evaluate
hisher teaching
practice. 1
27 24
1.9 52
46.15
15. The use
of peer
feedback helped
participant improve
hisher teaching skills. 1
29 22
1.9 55.8
42.3
16. Participant was able to identify
hisher teaching strength after
reading the feedback given to hisher.
3 33
16
5.77 63.46
30.77
17. Participant was able to identify
hisher teaching
weaknesses after
reading the
feedback given
to himher.
2 35
15
3.85 67.3
28.85
It could be clearly seen from this point of view the participants as peer feedback receivers that the participants also had positive perception. Most of the
participants have experienced on receiving feedback from their peer 98.09. After they received the feedback, they also read the feedback carefully 96.15
and kept the feedback after they read it 86.6. For those who saw feedback as one of the instruments of evaluation, they would see that the comment given was
not a criticism but a kind of suggestion for their improvement 34.61. Criticism
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refers to negative comments while suggestions refer to positive comments and it usually provides solutions for the problems. Furthermore, they felt that the
feedback given to them was objective 94.23. They were satisfied with their friends’ feedback 79.6 and they stated that the feedback was very useful for
them 94.23. They were motivated to teach better after they read the feedback 92.3 because it helped them to evaluate their teaching practice 98.15.
Moreover, through the evaluation they could identify their teaching strengths 94.23 and weaknesses 96.15. Most of the participants said that they could
improve their teaching skills after reading the feedback. Although most of the participants had positive perception, there were also
some participants who had negative perception. There was one participant or 1.91 of the participant who had no experience of receiving peer feedback. Two
participants admitted that they did not read the feedback 3.85 and 11.5 participants did not keep the feedback after reading it. There were 69.39
participants who saw peer feedback as mere criticism and the feedback was not objective 5.77. Twelve participants 23.1 were not satisfied with the
feedback and thought that the feedback was not useful for them 5.77 in both helping them to motivate to teach better 7.7 and helping them to evaluate their
teaching practice 1.9 while one participant said that peer feedback could not help hisher to improve his or her teaching skills. There were 5.77 of the
participants were not able to identify their teaching strengths and 3.85 were not able to identify their teaching weaknesses.
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To support the data gained from the closed-ended questions, the researcher provided open-ended questions. From open-ended questions, the participants also
showed their positive perception. Most of the participants said that peer feedback in Microteaching class was very important, useful, and good to be implemented.
They said that peer feedback really helped them to improve and enrich their teaching skills. Besides, they could discover their strengths to be maintained and
weaknesses to be corrected through peer feedback. From their point of view, more people who give comment toward their performance were better. The more
comments the better because it would give detailed information. Peer feedback also motivated them to learn more and helped them to prepare their next teaching
practices. In addition, some participants had negative perception. They stated that the
feedback made them depressed because of their not being ready to receive bad comments from their peer. Furthermore, they thought that sometimes their peer
were not serious in giving feedback so that the feedback were not objective.