Procedure of Data Collection Procedure of Data Analysis

13 clarity of the feedback is essential to facilitate students to improve their instruction. One of the participants student G articulated that clear feedback can easily be applied in their teaching practice. Moreover, feedback that ignored clarity is considered ineffective Lizzio Wilson, 2008. When a question about clarity of the feedback was asked to the participants, all of the participants agreed that the written feedback which they got in their micro teaching class were mostly clear and easy to understand. Here are the excerpts of the participants‟ interview: It [teacher written feedback] is easy enough to be understood, maybe because the comments are very detailed and it also fit to my performance. student A, my translation There are no difficulties to understand the feedback, I think because the language is simple and easy to be understood. Student D, my translation The feedback that I‟ve got is clear enough because it was very detailed and specific. student C, my translation The quotes above show that the participants highly appreciated specific and detailed written feedback. The language use such as the use of simple language is also important for the participants in order to get the idea from the written feedback easily. Specific and detailed here means that the feedback directly comments on the specific instruction on what needs to be done in the next mini teaching. That findings are similar to what Eksi 2012 stated. Eksi 2012 said that students highly appreciated 14 detailed feedback that clearly stated their mistakes. According to Eksi 2012 some students were motivated when their mistakes are clearly shown since it helped them know exactly or precisely what to work on in order to improve their teaching skill. That form of feedback that focuses on what the students need to do in the future was highly appreciated by the students. However apart from the positive opinion from the participants above, there are three participants who surprisingly also admitted that there was time when they were confused with the written feedback they received. They mentioned that: There is comment that somehow is contradictory to what I feel, I remember that I had already done the right thing but the comment I got is the opposite, maybe the lecturer and me just have different point of view. student F, my translation There is a comment that I doubt. In my first and second mini teachings I didn‟t get the comment for one kind of expression that I always use, but suddenly in the last mini teaching I got negative comment on that. student D, my translation I got challenged when I first time read my written feedback, I kind of questioning why I got such comments. I need a time to finally understand the meaning behind the comment, you know I tend to interpret the comment differently at first. student E, my translation From the statements above we can see that sometimes the feedback from instructor did not the same to students‟ opinion about their performance. Different point of view between the lecturer and the students may lead to misinterpretation that very often lead to students‟ confusion