33
“Criticism is a second opinion. When we think that we are doing just fine or we are doing great, there is so
mething that we cannot see.” 1:103-132 “In speaking course, we do not produce any document. When we are
talking, we look at the audience, not the mirror. So, what other people see would be
different from what we feel.” 2:25-26, 30-32 “Seldom do the students record their performances and watch them.
Therefore other people’s opinions are important to acknowledge their performance in Public Speak
ing.” 3:33-36 All participants also combined the information of students’ performances
with encouragement, so the students were encouraged and motivated to do better in the future. They motivated their students by changing the term
“weakness” into “room for improvement”, providing quotes and examples of speech from famous
public speakers, and also reducing the students’ anxiety of making mistakes. By doing so, they hoped that the students would comfortably improve their
performance using the information they had provided before. Therefore, feedback given in Public Speaking course by the lecturers gave beneficial impacts for both
the students and the lecturers in term of improvement.
2. Constraints
The previous section discusses the improvement experienced by the lecturers and the students in the process of providing and receiving feedback in
Public Speaking. However, the improvement did not just happen smoothly in the learning process. There were some obstacles faced by the lecturers that
constrained them from achieving the improvement goals. These obstacles included the ones that emerged from outside and the ones that emerged from
oneself. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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The obstacles that emerged from outside were the students’ responses in receiving feedback and weaknesses of feedback itself. All participants had
experienced teaching some students who did not respond to their feedback seriously. They also faced some problems related to the limited criteria in
assessment rubric, lack of time allocation, and the time required in giving feedback.
“The problem is a lot of students [performing] when the time for observing their performance and composing the feedback is limited. It affects the
assessment validity.” 1:156-158 “The obstacles are the consumed time and students’ willingness to take the
feedback seriously.” 2:89-90 “The aspects assessed in the rubric are fixed and limited. So, there are some
aspects that were not covered in the rubric criteria. Meanwhile, additional aspects might result in super
ficially discussed feedback.” 3:54-58 The obstacles that emerged from the lecturers included the inability to
provide complete feedback, tiredness, and the difficulty to deliver the feedback. The inability to provide complete feedback is also affected by the absence of
documents or record of the performances. Therefore, it was limited only to what the lecturers could observe while watching the performances. There were a lot of
aspects to be observed, so a few details cou ld be missing from the lecturer’s
observation. As for the tiredness, it resulted from the time and concentration that were required in composing and delivering the feedback.
“The problem in giving feedback, especially in Public Speaking is incomplete feedback. Sometimes our feedback does not exactly represent
what r eally happened in the stage.” 1:142-147
“I need to concentrate for 100 minutes in order to analyze the performance and ta
ke notes. It is very tiring.” 2:68-70 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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“Sometimes there are some aspects that I want to comment on, but they are not on the rubric criteria. So, it is hard to deliver those aspects to the
students. I need to find the examples from my past experiences. 3:50-54 All of those obstacles might constrain the lecturers in providing beneficial
and professional feedback. It might also affect the assessment validity. All participants were aware of those possibilities. Therefore, they applied some
solutions to overcome those constraints. When the students did not take the feedback seriously, the lecturers posted the written feedback on Exelsa and
approached the students personally. As for the time consuming process of feedback, the lecturers chose to give some particular input orally and in general.
To reduce the possibilities of incomplete feedback, the lecturers wrote down the notes about the performance, arrange them in a good composition, and then
inform them to the students.
3.
Freedom
While giving the feedback and overcoming the obstacles, the participants were able to choose the types of feedback freely to be applied in their teaching
process. This section discusses those types of feedback used by the participants in order to achieve the improvement for both the students and the lecturers. The
types of feedback are distinguished by its purpose and timing. The lecturers can choose to give informative andor motivational feedback. They can also choose to
give immediate andor delayed feedback. All participants provided both informative and motivational feedback in
their teaching process. They informed the students about how well the students performed, what aspects they had already done well, what aspects they had not
