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such as relief. This theory applies more specifically to the kind of expectation
based on the students‟ own reflection from their experience in the task Pekrun, Cusack, Murayama, Elliot, Thomas, 2014. Moreover the
fact that they find feedback useful for them surpass the negative feeling.
b. Negative Feeling
Seventy percent of the participants unexpectedly showed negative feeling after they received their feedback in micro teaching class. One of
the participant expressed “Honestly I was sad and nervous after I received
feedback. I was sad and nervous because I had ‟t achieved my target in
teaching yet ” Student A, my translation. Likewise, another participant
added “When I got comment which I doubted, I felt very disappointed” Student
I, my translation. Similarly, another participant reflected “When I got negative comment I was very disappointed and also a little bit
offended” Student B, my translation. From all the quotes above we can summarize that most of participants were sad, nervous, and offended. We
can see that participants‟ negative feelings occurred because the feedback
that they got was not like what they expected. Students A for example, felt nervous and sad because the comments on her feedback indicated that she
still did not reach the objective. According to Hill and Eaaton As cited in Pekrun, Cusack, Murayama, Elliot, Thomas, 2014 failure feedback or
feedback that contains bad comments on student s‟ performance is the main
source of negative emotions such as students‟ anxiety, sadness, and
hopelessness. However, despite of negative feelings the students‟ got from
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criticism, they still believed that criticism was more influential to their teaching skill improvement. They believed that criticism provided more
information about what they need to work on to improve. Therefore interestingly, many of the students preferred criticism over compliments.
3. Conative behavior
Students feeling and opinion or students cognition and affection surely influenced how they acted to the feedback. This last section discusess conative
or students‟ behavior toward teacher written feedback. This section focuses on what students did in response to the feedback.
a. Feedback Clarification
Asking for clarification from teacher regarding to feedback that the students got is one of important steps in learning process, especially when students find
that the feedback they receive is difficult to understand or if the students find that the feedback is not like what they expect. Despite the importance of
seeking teachers clarification, many students do not feel the urge to ask for clarification from the teacher even though the written feedback they receive
may be difficult to understand. Just as one student revealed “When I got
feedback that I doubt, I would ignore it ” student D, my translation. Further,
the Student D explained that even though she was not sure with the comment she got, she would ignore it because the comment in feedback was like advice
that could be accepted or not. Here is the quote:
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I didn‟t do anything to the comment on the feedback that I doubt because advice can be
accepted or not. As long as I think I did something correc
t, I‟ll just continue with it Student D, my translation.
“Even though sometimes there was comment that I did not agree with, I would just follow
the comment from the teacher. I didn‟t ask for clarification
or anything
from the
teacher”Student F, my translation.
Different from student D, Student F expressed that instead of ignoring the feedback he would just do what was suggested even though he was not sure with
the. Although the students D and F acted differently, both did not ask for clarification. They did not feel the urge to ask or seek for clarification to
understand the teacher‟s comment. That behavior is very regrettable since actually the existing literature reveals that the chance to seek for clarification about given
feedback enhances students‟ learning Chanock, 2000. In micro teaching class the role of feedback is very crucial Eksi, 2012, therefore it will be suggested that
the students can participate actively in that process. To facilitate the students in that process, holding a special session for discussion and consultation about the
feedback is once again very recommended.
b. Student Teachers’ Reflection
Self reflection, according to Brookfied as cited in Donnelly Fitzmaurice, 2011 is one of the ways of the learners to express and analyze
experience and understand what they can learn from it. Experiences in micro teaching class provided an opportunity for teacher trainees to think critically about
