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asked for solutions to the lecturers. Giving example of what the students should do was also what they wanted to have in the feedback they got from the
lecturers. Any other students wrote in the questionnaire that the feedback was appropriate if it was given both in spoken or written form. The students also
suggested the lecturers not to be subjective and focused on some students only. In other case, some students had an opinion that it would be better if the
feedback was given after their video recording was played.
2 Interview
Through the interview, some students gave more specific suggestions for the lecturers to be better in providing feedback for the students.
Students gave an idea that it would be better if the feedback was given orally and individually that students got a complete and detail explanation of
the feedback. The students suggested that for the written feedback, if the paper provided for the lecturers to write the feedback was wider, it would be better.
The lecturers might want to give more feedback but they had no more space to write it down. Moreover, if it was possible to give details on each item which
was of the observation sheet, it was also okay. Most of the students needed detail feedback to see their strengths and weaknesses clearly. The use of
recording video of the students’ performance was also suggested to be played before the feedback was given.
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b. Discussion of the Students’ Suggestions for the Supervisor
Inevitably, feedback took a big part in the improvement of students’ performance in Microteaching. As explained before, feedback showed the
students’ strengths and weaknesses and provided them with suggestions for it. Feedback could be given in appropriate ways to bring about a great result of the
feedback on the students. There were many ways for the lecturers to provide feedback to their students and there were no any exact rules how appropriate way
of giving feedback looked like. According to Harmer 2007, students want and expect feedback from the lecturers. The theory of feedback by Kinicki 2008 also
mentioned that students had an intention to know how they performed. The students had some suggestions for the lecturers to consider in order to get optimal
feedback that they needed. Feedback was aimed at preparing students as teacher candidates to be a
qualified teacher. In general, all Microteaching students considered the feedback they got from the lecturers was already good, helpful and appropriately given.
However, the development on how the feedback should be given was needed. It was to make it better in the feedback delivery with the intention that the feedback
could be more helpful for the students on their preparation to be a qualified teacher.
In the questionnaire, some suggestions are offered by the students to the lecturer See Appendix 5. In summary, the first suggestion was about the time the
lecturers gave the feedback. For them, it would be better if the feedback was given directly after the teaching practice. It verified a theory of Charles and Ray
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1983:261 which pointed out that feedback which was given immediately could help students to make a correction directly. They explained that if it took a long
time to get the feedback, then they forgot how they performed on the teaching practice. As a result, students did not care anymore with the feedback. A student
gave a suggestion for the lecturer; he said “please give feedback as soon as possible after our teaching, don’t make us waiting, because we want to see our
weakness”. Other student stated “I think the lecturer should give the feedback right after the performance”. Additionally, a student suggested that “the feedback
must given after class and give us some minutes to discuss our weaknesses or just to defend our opinion because in some feedback, I felt I never do the mistakes
which are stated in my feedback”. After the teaching practice, students tend to be curious to know how well they
performed and that they were eager to know the result through the feedback. Hence, having the feedback right after the practice, the students paid more
attention on the feedback and realized what went well and wrong on their performance. Accordingly, the students could find out how to improve it through
the suggestions from the lecturers directly after their teaching practice. Second suggestion coming from the most students of Microteaching was to
lecturers to deliver the feedback orally, individually, and in detail and specific. A student shared in the questionnaire, “I need face to face discussion with the
lecturer to get as much information as possible to improve my performance”. In the interview, a student said: “Ya kalo bisa sih pengennya orally; yang satu per
satu gitu mbak, biar jelas gitu lho. Kalo cuma ditulisan gitu kan kurangg mantep,
