50 “It’s very useful. As we know that our peers know better about our
performance, that is why their comments are so important for our performance
.” Participant 11, Appendix 4
Although some participants had positive perception toward the use of peer feedback in Microteaching class, some participants had negative perception
toward the use of it. The following are some reasons that supported their negative perception.
a. The Time to do Peer Feedback was not Sufficient for Them
There were 30.77 of the participants and two interviewees said that the time to do peer feedback was not sufficient for them. The limitation of the time
may affect students’ perception toward the use of peer feedback, especially for the students as the evaluators. They said that there were many aspects to be
commented on while the time given was very short. The limitation of the time might affect students in selecting the stimuli, because the limitation of the time
might influence the students to select negative stimuli that also affect their perception.
b. The Students Found Difficulties when They Did Peer Feedback
From the open-ended questions, the researcher found 32 participants who found difficulties in giving feedback to their peer. Some participants said that
when they did observation they found some obstacles that could affect them to
give peer feedback. Those obstacles were the limitation of the time, their focus or
concentration, and the situation. When doing observation, the students often lost
their concentration so that they could not focus on their peer performance. The
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situation also affected them in giving peer feedback. Observation through one way mirror also affected the students in giving comment or feedback to their friends.
They thought that sometimes they felt that one-way mirror became one of their barriers to give the best comments to their peer. It was because sometimes they
could not see and hear clearly what their peer performed and said.
“Actually, my difficulty is only related to the time given in doing peer feedback. Based on my experience, the lecturer did not give sufficient time
for us to do peer feedback.” Participant 14, appendix 4 “…..Trus selain itu, mood kita juga mempengaruhi. Apalagi kelas micro
kan sore, jadi kadang-kadang kita dah capek duluan. Jadi nggak konsen pas ngasih feedback, capek dan pikiran dah penuh banget, nah akibatnya
kita juga jadi kadang-kadang asal-
asalan pas ngasih feedbacknya” Besides, our mood really affects the way we gave feedback to our peers.
Moreover, the class did in the afternoon so that that we already feel tired. In consequence, we often lost concentration when we gave feedback to our
peers and the feedback is invalid. Participant 1, Appendix 6
Another difficulty was the students’ background knowledge. Background
knowledge is important in making decision or perception. In this research, the researcher found that it is difficult for some students to give peer feedback to their
friends because they had no sufficient background knowledge “Sometimes, I felt
not sure about the standard in teaching. ” They sometimes felt confused what
should be commented because everything seemed good. They need to be given a brief explanation about what they should do during peer feedback. As stated in
Chapter II, one factor influencing perception is the background knowledge or past experience. If students have no clear picture in their mind, then it will influence
their action.
