Discussion of the Students’ Suggestions for the Supervisor
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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,
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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
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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
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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.
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