The Students Had the Experience of Giving and Receiving Peer Feedback

49 Motivational words can be found in feedback and it encourages students to do better. Not only motivating students to perform better, but feedback from peer also really helped students to improve their teaching performance. From statement number 15 we can see that 98.1 participant said that peer feedback helped them to improve their teaching skills. From the interview, the researcher found that participants ’ performance improved from the first teaching to the next one. After they obtained feedback from their peer, they tried to evaluate and improve their teaching performance. Hmmmm…ada mbak, peningkatan sedikit. Aku jadi lebih PD waktu ngajar. Gerak tubuhku juga jadi nggak kaku dan nggak grogi. Aku jadi lebih PD aja pas nyampein materi ke temen-temen. Hmmmm… Yes, I made some improvements in my teaching. I became more confident in my teaching. My gestures became more relaxed and I was not nervous anymore. I was more confident when I conveyed the teaching materials Participant 3, Appendix 6 The next advantage was that feedback provided detailed information about their teaching performance. Students could not see their performance by their own; they need other people to make evaluation. From others ’ point of view, they could get much more information than they found by themselves. Sometimes when we felt that our performance was good, other people said it was not. That was why the participants said that peer feedback was important to be implemented because it gave them some information from different point of views. This fulfills the first purpose of feedback by Lewis 2003 as written in Chapter II. 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