Speaking learning progress in the English Language Education Study

14 in public are needed. Public Speaking is learned through practicing. The students will try and experiment with various Public Speaking skills and conditions. Unsurprisingly, in their practices, there is the tendency for making mistakes. Therefore, the assistance in students’ learning process is an essential need. Lecturer’s role in giving feedback is essential to inform the students about what techniques that work well and on them what techniques that do not, to facilitate their creativity in learning, and to support the learning progress. The feedback given should guide the students in their learning process, make the students aware of their mistakes without threatening them not to make other mistakes. The lecturers can give the feedback to the students right after the performance or lat er. Those choices depend on the lecturers’ preferences and methods. The feedback that is given right after the performance is supposed to maintain the students’ memory. On the other hand, the feedback is given after some days or weeks to remind the students about their performances or to give the students some times to reflect their performances. Lecturers ’ feedback should be informative and motivational. These two types of feedback complement each other. Feedback which is informative but not motivational has a tendency to grow students’ fear of making mistakes. It will also inhibit the learning progress and reduce student s’ creativity in experimenting with various public speaking techniques. On the other hand, motivational feedback which is not informative will lose its very own purpose which is informing the students about their performance as guidance for their learning improvement. The lecturers should figure out the feedback that covers both informative and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 15 motivational aspect. Hence, the students are encouraged to improve their language abilities and experiment with various public speaking techniques without fears of making mistakes. Then, the lecturers need to explain it to the students that those errors should be reduced gradually as they learn from their mistakes. During the process of giving feedback, the lecturers are likely to experience both encouraging and discouraging moments. Both of them help the lecturers to improve themselves personally and professionally. They will learn how to deal with students’ learning problems, students’ different levels of understanding and other difficult circumstances.