Discussion of the Students’ Suggestions for the Supervisor

59 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, 60 hehe gitu..”. The oral feedback helped them to see in which part that the students did well or bad in details. Students clarified that the oral feedback could have more impact than the written one. Both the lecturers and students could communicate their difficulties in more detail and ask some suggestions directly to the lecturers related to the problems. Students could also reveal their feeling when they were teaching. In relation to that, it could be seen from the result of the questionnaire See Appendix 5 in which the students said: “The lecturer gives the feedback not in front of the class, so the feedback is back. I will not be embarrassed” and “… the lecturer gave the written feedback to me. I did not feel embarrassed and worried my peer will see it”. When the feedback was given individually, students did not need to be worried that they friend could identify their weaknesses which they considered as something embarrassing for their friends. They could express everything without being worried as it was done face to face with the lecturers. Students said that typically the lecturers gave only general feedback without any interpretation why they said so. For example you were good at this and that without giving more explanation on why it was good and why not. In addition, students added the lecturers only showed their weaknesses without providing the suggestions for the problems. Some suggestions which were drawn by the students were “.. give feedback in specific term”, “giving examples on what should be done”, “detail feedback of our performance”, and “the feedback should cover everything, the grammar, lesson plan, method, and material and way to improve”. Students show a great demand of detailed feedback to maximize their 61 teaching performance. For that reason, as the third suggestion, students wished to get specific and detail feedback from the lecturer as well as the suggestions. As the forth suggestion, some students suggested another way that might be possible for the lecturers to be used in giving the feedback. It was by playing the recording video of their performance before giving the feedback. Harmer noted that a recording video of the students teaching performance could be very helpful in giving the feedback to the students 2007. One of the students stated, ”If it is possible during the feedback given, we can also watch the video so that we can know it by ourselves, our weaknesses and strengths”. In the interview, a students also shared the same opinion, he suggested, “… mungkin besok - besoknya feedback bisa dilakukan setelah misalnya video itu diputar ulang”. They made clear that by having such a way, lecturers and students could watch the video together and directly pointed on which part the students did well or bad. Sometimes, the lecturers and even the students, who experienced the teaching practice themselves, could not remember every single thing happened in the practice. Video recording of their teaching performance could show them how the students performed clearly. Moreover, students could share what problems they found when they were teaching and asked for solutions for to solve it. The students added that he video could help both the students and the lecturers to see it clearly and accurately. Furthermore, according to most of the students, it would be the best way of giving feedback if both written and oral feedback were given. Their explanation was that the oral feedback could show them the general feedback. Also, the 62 written ones could provide them the detail and individual feedback on their performance and for some students, having written feedback, they could keep it and read it whenever they forgot. 63

CHAPTER 5 CONCLUSIONS AND SUGGESTIONS

This chapter provides two main points. The first point is the conclusions of the research findings and data analysis discussed in the previous chapter. The second point is the suggestions which might be useful for lecturers, students, and other researcher.

A. Conclusions

The research was aimed at answering three main research questions namely how the way and time the lecturer gave feedback, the students’ perceptions on the supervisor’s feedback in improving their performance in Microteaching class and what the students suggested to the lecturer in giving the feedback to them. The conclusions drawn from the research findings and data analysis were presented in the following. 1. Through a series of observations, questionnaire distribution, and interview, it could be concluded that each lecturer from each class had a different way of giving feedback. The first lecturer was concluded to have a complete way of giving feedback. It was given directly, both written and spoken form and specific. The second lecturer provided the feedback indirectly, in written form and occasionally, it was given in spoken form, and it was not too specific. The last lecturer provided the feedback in a written form specifically and it was given directly. 64 2. Based on the research finding, the majority of Microteaching students perceived the feedback as something motivating and that it was resulting on the improvement on their performance in Microteaching class. The feedback was helpful for the students that it helped them to see their strengths to be developed later and their weaknesses to be improved. Almost all of the students agreed that they needed feedback to improve their teaching performance in Microteaching class. 3. The last research question was the suggestions for the lecturer from Microteaching students. Overall, the students suggested that it would be better if the feedback was given directly after their performance. Additionally, oral and written feedback; whether it was individually or in front of the class, would be more appropriate to be given, according to the students. The reason was that it is complementary one and another; the oral feedback made clear the written one. As a result, it could be a complete feedback which was provided for the students.

B. Suggestions

Feedback as an important part of learning process, especially in Microteaching, could bring about an improvement on students’ teaching performance. The feedback can be useful if every aspect of Microteaching class supports each other. Therefore, in this part, the writer attempted to give some suggestions which hopefully could contribute to the development of Microteaching subject as a part