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detailed feedback that clearly stated their mistakes. According to Eksi 2012 some students were motivated when their mistakes are clearly
shown since it helped them know exactly or precisely what to work on in order to improve their teaching skill. That form of feedback that focuses
on what the students need to do in the future was highly appreciated by the students. However apart from the positive opinion from the participants
above, there are three participants who surprisingly also admitted that there was time when they were confused with the written feedback they
received. They mentioned that: There
is comment
that somehow
is contradictory to what I feel, I remember that I
had already done the right thing but the comment I got is the opposite, maybe the
lecturer and me just have different point of view. student F, my translation
There is a comment that I doubt. In my first
and second mini teachings I didn‟t get the comment for one kind of expression that I
always use, but suddenly in the last mini teaching I got negative comment on that.
student D, my translation
I got challenged when I first time read my written feedback, I kind of questioning why I
got such comments. I need a time to finally understand the meaning behind the comment,
you know I tend to interpret the comment differently at first. student E, my translation
From the statements above we can see that sometimes the feedback from instructor did not the same to
students‟ opinion about their performance. Different point of view between the lecturer and the students
may lead to misinterpretation that very often lead to students‟ confusion
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just like what students F and E experienced above. However, Eksi 2012 in his research stated that mismatch between instructor and teacher
trainees were possible to happen. Although it may lead to confusion, according to Eksi 2012 students tended to find it normal since they
thought that instructor in micro teaching class was not the only authority in class. Even though, according to Eksi 2012 above mismatch between
trainer and trainees were normal to happen sometime, it will be better if both side can prevent it so it will not lead to confusion. One of the way to
decrease the effect of miscommunication is by consulting or discussing the feedback together so there will be no misunderstanding between the trainer
and the trainees. Literature reveals that the chance to seek clarification through discussion or consultation about given feedback enhances
students‟ learning Chanock, 2000.
b. The Functions of Teacher Written feedback in Micro Teaching Class
Students acknowledged various functions of feedback to improve their ability to teach in micro teaching class. One of the students
expressed: “I know which part I am lacking, so I can fix it” student H, my translation. Likewise an
other student reflected “most of the feedback I got is for improvement to correct what are still lacking, moreover it can
increase my spirit”, student A, my translation. Similarly, another student also added “Feedback can be used as a reference to reflect” student I, my
translation. From the quote above, we can see that one of the functions of feedback is to give a clue or reference to the students what they are still
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lacking, therefore they can fix it. This is in line with Eksi‟s 2012
statement saying that teacher trainees were happy to keep their feedback as reference Eksi, 2012. According to Eksi 2012 teacher trainees looked
forward to read the comment about their performance. Moreover the fact that they could keep the written feedback as reference was an additional
benefit that the trainees were grateful about. In addition, feedback can also increase student spirit to grow better. It fits to Eksi 2012 findings which
mentioned that some people were motivated when they knew which part they need to work on. Similar to the student A
,H, and I‟s statements, student B added “The feedback is very helpful because it can be a
benchmark for me to do a better mini teaching later” Student B, my
translation. Therefore, feedback is also useful to boost s tudents‟
motivation to improve. Feedback can indeed improve students both externally
such as for students‟ reference and internally such as for students‟ motivation. Here are the examples of students‟ improvement that
are the result from feedback they received: I improve a lot especially in managing
classroom, before in my first mini teaching I realized that I still did it poorly and the class
management was also still very terrible however in my second and third mini teaching
because of the feedback I received I gradually turn to be better in managing class. Student F,
my translation because I am easily nervous, so feedback
almosthad no impact on me. However at least in technical things such as for preparing LCD
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or AVA I still can learn from the feedback. In my first mini teaching I spent too much time
preparing things, but after I got comment about that, I know that I should prepare anything
beforehand
perfectly. Students
E, my
translation From the quotes above we can see that students gradually improved such
as in class management, technical things, and it can improve them in many other aspects as well
From the discussion above it is shown that feedback in micro teaching has two functions, as the students teachers
‟ reference and for motivating them.
c. The Content of Teacher Written Feedback: Constructive Criticism
and Compliment
Seventy percent participants mentioned that there were two kinds of comments in their feedback, the first was criticism toward their
weakness and the second was compliment on their strength in their mini teaching. Here are some interview excerpts of the participants:
There are three kinds of comments that I got from my lecturer first is compliment if I did
something good in mini teaching; second is criticism, the constructive one if there are
something wrong or lacking while I became teacher: and the last is advice Student C, my
translation.
Written feedback usually contains criticism about my weakness and compliment on my
strengths in mini teaching Students D, my translation.
All of the participant who mentioned about criticism and compliment in their teacher written feedback agreed that both of criticism
and compliment improve them in different ways. According to Eksi 2012
