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I didn‟t do anything to the comment on the feedback that I doubt because advice can be
accepted or not. As long as I think I did something correc
t, I‟ll just continue with it Student D, my translation.
“Even though sometimes there was comment that I did not agree with, I would just follow
the comment from the teacher. I didn‟t ask for clarification
or anything
from the
teacher”Student F, my translation.
Different from student D, Student F expressed that instead of ignoring the feedback he would just do what was suggested even though he was not sure with
the. Although the students D and F acted differently, both did not ask for clarification. They did not feel the urge to ask or seek for clarification to
understand the teacher‟s comment. That behavior is very regrettable since actually the existing literature reveals that the chance to seek for clarification about given
feedback enhances students‟ learning Chanock, 2000. In micro teaching class the role of feedback is very crucial Eksi, 2012, therefore it will be suggested that
the students can participate actively in that process. To facilitate the students in that process, holding a special session for discussion and consultation about the
feedback is once again very recommended.
b. Student Teachers’ Reflection
Self reflection, according to Brookfied as cited in Donnelly Fitzmaurice, 2011 is one of the ways of the learners to express and analyze
experience and understand what they can learn from it. Experiences in micro teaching class provided an opportunity for teacher trainees to think critically about
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their practices as the teacher. It includes classrooms activities that they have done. After the teaching activity, many of the teacher trainees have been motivated to
evaluate their way of teaching and consider some changes Donnelly Fitzmaurice, 2011. Self reflection is an important aspect that helps learners
improve. By reflecting their teaching experience in micro teaching class, learners learn to figure out their potential and improve it. One aspect in micro teaching that
engages teacher trainees more deeply into reflection is feedback. 40 participants admitted that they immediately went through reflection after they
received feedback, here are the excerpts of what they said: After I received the feedback I immediately
reflect on what were lacking in my mini teaching and what should I do in the future to
fix it. I usually would consult my feedback for help student C, my translation
I read the feedback at home, and then after that I would write my reflection based on the
feedback that I got student J, my translation.
According to Eksi 2012 feedback could help teacher trainees to reflect more deeply during micro teaching sessions. Therefore, it is really useful for the
teacher or instructor to give as quality as possible feedback to maximize the function of feedback as reflective media. Anderson and Radencich stated that
quality feedback could promote reflective thinking that would gradually lead to a professional growth Anderson Radencich, as cited in Elizabeth, Wilkins, Shin,
Ainsworth, 2011.
