Feedback of Five Selected Teaching Skills Received by Student Teachers

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id feedback well, student teachers will not be able to apply it properly based on what the lecturer wants to. As a result, student teachers did not show any significant improvement in performing their next teaching practice. They seemed not to implement l ecturer’s feedback given in the previous week. Whereas, they might have tried using their greatest effort in order to improve their five selected teaching skills based on what the lecturer had recommended. The other reason causing some student teachers to be less successful in implementing lecturer’s feedback or not to implement lecturer’s feedback yet may come from the absence of lecturer’s recommendation specifically for doing and improving the next teaching practice. It is supported by Ziv’s study that students give more attention to the comments provided by their instructor when the comments are explicit and offer detailed suggestion on how to correct the errors. 8 He adds that such feedback like „use lead in to know how far their background knowledge’ or „try to give something new for the students’, will not improve student teachers’ teaching practice since they do not really understand on how to use lead in and what to use lead in or how to give something new and what to give something new. The other reasons that may affect student teachers not to apply lecturer’s feedback or still to be less successful to implement the feedback as what the 8 Nugrahencny T. Zacharias, “Teacher and Student Attitude ……………………..”. RELC Journal. Vol. 38 No. 2, February 2007. 47 digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id lecturer recommended will be specifically presented below. There will be some internal and external factors affecting them to apply or not to apply lecturer’s feedback for their next second cycle of teaching practice. 3. Factors Influencing Student Teachers to Implement Feedback of 5 Selected Teaching Skills Provided by Lecturer As presented in the finding above, there are two factors discussed in this study. Those two factors s are internal and external factors. The complete discussion dealing with these two factors will be deliberated below: a. Internal Factors 1 Student Teachers’ Motivation Some preceding researches reveal that the existence of feedback, whether oral or written feedback, potentially increases learners motivation to present the better performance in the next day. 9 Brookhart adds that feedback provision on students’ performance or works, can benefit on their cognitive and motivational factors simultaneously. 10 Based on the finding, 100 student teachers stated that they were enthusiastic to implement lecturer’s feedback if it was positive. Positive feedback may increase their motivation to learn more in 9 S. White, “Investigating effective feedback practices………………..”. Journal of Teacher Education. Vol. 18, No. 4, 2007, 230 10 Susan M. Brookhart, How to Give Effective Feedbac k ……………. United States of America: ASCD Publication , 2008, 2 digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id order to gain better teaching practice in the second cycle. This result agrees with Boggiano and Ruble’s study that some kinds of teachers’ feedback may have a positive influence on students’ learning and motivation, especially positive feedback. 11 Positive feedback potentially increases students’ intrinsic motivation in comparison to no feedback. 12 Thus, all student teachers at C practice teaching class feel enthusiastic to apply the positive feedback that they gained from the lecturer. Meanwhile, 92 student teachers were also still enthusiastic to implement negative feedback from the lecturer. They stated that the negative feedback that they gained could lead them to learn more and not to repeat the same mistakes for the next teaching performance. It means most of them thought that negative feedback did not give significant influence to make them not to implement lecturer’s feedback. It may happen since before providing negative feedback on student teachers’ mistakes when performing their teaching practice, lecturer had deliver positive feedback for them. There was not student teachers gaining only negative feedback in their teaching practice. It is in line with Kavaliauskienė and Anusienė study that 11 Lindy Wijsman, Bachelor thesis: “Relation between Self-Efficacy and Feedback Perception………….” Utrecht: University of Utrecht, 2010, 8 12 Lindy Wijsman, Bachelor thesis: “Relation between Self-Efficacy and Feedback Perception………….” Utrecht: University of Utrecht, 2010, 8