The Advantages for the Participants as the Peer Feedback Receivers

51 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. 52 The s tudents’ self-confidence also affected students’ perception. Some participants said that they were not confident to give comment to their peer because some of them felt that they were imperfect “I am not perfect, so I cannot give feedback. I know that I cannot be better than them ” Participant 9, Appendix 4. This showed that some students have negative self-concept of themselves. According to Altman et al. 1985: 90, self-concept is very important because it influences individual in perceiving something. The condition when students are not confident in doing peer feedback will influence their mind to set “difficult situation”. That is doing peer feedback is difficult for those who are not confident. The next difficulty is related to students’ emotion. The result from the questionnaire showed that the students thought that giving peer feedback was difficult because they did not want to make their friends disappointed and angry to them. They were also afraid of making their friends sad and down after reading their feedback. Here, students were influenced by their emotion. Emotion is one factor influencing people’s perception Gibson et al., 1985. Because of being afraid of making their peer disappointed, the students decided to give good feedback although they did not tell the truth. It proves that emotion really influences people perception. “When I give feedback to my peers, I feel confuse because in one side I want my peer can improve their weaknesses, but sometimes I feel she need good mark.” Participant 22, Appendix 4 53

C. The Students’ Suggestions on the Use of Peer Feedback in Microteaching

Class From the previous data presentations, it can be concluded that most of the students had positive perception on peer feedback in Microteaching class. However, there were some students who perceived peer feedback negatively. To improve and maximize the use of peer feedback in Microteaching class, the researcher tried to discover students’ suggestions toward the use of peer feedback in Microteaching class. Based on the suggestions obtained from the open –ended questions and interview, the researcher grouped the suggestions into two categories. They are suggestions for the students themselves and suggestions about the procedure in implementing peer feedback in Microteaching class. There were two suggestions that were addressed to students themselves. The first was about what the students should do when giving feedback to their peer. The students should be serious, honest, and objective and give comment as detailed as possible. Some of the participants said that they often found their friends were not serious when they did peer feedback. They did peer feedback only to fulfill their duty. As a result, the feedback given to their peer was not honest so that it could not be used as suggestions to improve their peer performance. The second was about how students should see feedback. Some of the participants suggested the other participants to see feedback as suggestion for improvement. Whether the comments given to them were negative or positive, 54 they should see it as positive suggestions, not as criticism that could destroy the relationship between them. The second category was the suggestion about the procedure in implementing peer feedback in Microteaching class. There were five suggestions related to it. The first suggestion was that the lecturers should explain the procedure of how to do peer feedback and what aspects should be commented on before students did the peer feedback. The guidelines from lecturer would help students to set their mind. At least they would have clear background knowledge about what they should do during observation and what aspects that students could use as guidelines to give comments to their peer. The second was the suggestions for the lecturers to provide longer time so that students could do peer feedback maximally. Sufficient time would create positive atmosphere for students so that they could organize their thoughts properly. It means that they could process what they saw into meaningful information that they could deliver to their peer as constructed suggestions. The third suggestion was about combining written and spoken feedback. Written feedback might cause confusion for students when they found unclear statements or comments. Through spoken feedback, they could make clarification to crosscheck what was unclear for peer feedback receiver. However, it brought other problem; it was the appropriate time to do oral feedback. For the solution, the lecturers and the students may discuss the appropriate time to do oral feedback. From the interview, there was a participant who suggested watching the