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participants as the peer feedback receivers, and the last question was to dig out their suggestions towards the better implementation of peer feedback in ELESP.
All of the interviewees had positive perception toward peer feedback. Participant 1 said that through peer feedback, she would know how far her skills
improved. Peer feedback also motivated her to teach better. Besides, it helped her to develop her self-confidence and find her mistakes during her teaching. When
she was asked about her perception on peer feedback as an evaluator, she said that she always tried to be serious, honest, and objective in giving comments to her
peer. She did this because she thought that feedback would affect her friends’
score. She added that by doing peer feedback she could learn something from her peer being observed. She said that she could adopt teaching methodology or
teaching instruments from her peer performance. When she asked about the level of significance between lecturer feedback and peer feedback, she preferred peer
feedback because it would be more thorough. Just about the same as participant 1, participant 2 said that peer feedback
was useful for her to make reflection of her teaching and it helped her to evaluate her teaching. Peer feedback gave benefits for both the participants as evaluators
and the participants being observed. She said that although we have prepared everything perfectly, in the performance something could always go wrong. That
is why peer feedback was needed to evaluate one another. Positive perception could also be seen from participant 3. She agreed that
peer feedback was useful in teaching learning activity, especially in the
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Microteaching class. Further, she stated that being an evaluator allowed the understanding and respect on the peer. According to the third participant,
comments from her peer could be used as an instrument to build her mentality and skills. She saw the comments given as the suggestions for improvement; not a
criticism. Participant 4 saw peer feedback in Microteaching class as an instrument to
refresh his mind. He said that he had already been given theories about teaching before. By doing peer feedback, he could use the theories to evaluate his peer. He
said that he could learn from his peer mistakes so that it could help him to teach better in his own teaching.
B. Discussion
It is important for the students of ELESP as teacher candidates to practice their teaching skills. Microteaching is one of the subjects that must be taken by
the students of ELESP. Microteaching prepares the students to be real teachers. In the Microteaching class, the students can practice their teaching skills in real
teaching. However, Microteaching is simpler than a normal class. The duration of the time, number of students and situation can be adjusted Allen and Ryan.
1969. Allen and Ryan 1969 also mentioned that in Microteaching class, students not only can practice their teaching but they also can get the feedback of
their performance.
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Feedback is very important in teaching learning activity. Black and William 1998 stated that feedback is the most effective instrument to motivate
and to encourage students to obtain high achievement in learning process. There are two sources of feedback in the Microteaching class; lecturer
feedback and peer feedback. This study was going to dig out the students’
perception on peer feedback in Microteaching class. The perception of each person might be different. There are some factors influencing people’s perception,
namely selection of the stimuli, the situation, self- concept, people’s needs, etc
Altman, et al., 1985. That is why there are positive and negative perception. Based on the previous presented data, it could be clearly seen that most of
the participants had positive perception toward the use of peer feedback in Microteaching class although there were some participants had negative
perception. The following are the conclusions why most of the participants have
positive perception toward the use of peer feedback in class.
1. The Students Had the Experience of Giving and Receiving Peer Feedback
From the previous data presentations, it was clearly shown that most of the participants had experienced of giving peer feedback 98.09 and they also had
experienced of receiving peer feedback 98.09 . According to Altman et al. 1985 as stated in Chapter II, past experience will help people to understand the
situation. Past experience makes someone familiar with something. It affects someone in perceiving something and dealing with those things. Here, the
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participants were accustomed to using peer feedback before, so that it helped them to create positive perception toward peer feedback. For those who were
accustomed to using peer feedback, they already knew the procedure of giving feedback to their peer, so that they tried to give feedback as seriously, honestly,
and objectively as possible.
2. Peer Feedback Gave the Students some Advantages
The result of the study revealed that peer feedback brought some advantages for the participants, both as peer feedback receivers and evaluators.
a. The Advantages for Participants as the Evaluators
For the participants as the evaluators, peer feedback helped them to be more critical toward their peer performance. If they were accustomed to doing
peer feedback, they would become more thorough to find what should be commented on from their peer performance. It could be seen from statement
number 18. There were 94.4 participants saying that they became more critical toward their peer performance by doing peer feedback. This activity doing peer
feedback would lead them toward autonomy Lewis, 2003. In addition, they could identify their friends’ strengths and weaknesses and this habit would help
them to identify their own strengths and weaknesses.
“It’s very useful. We can know our strengths and weaknesses. We can evaluate and even improve our teaching. We can know what we have to do
in the next teaching.” Participant 48, See Appendix 4
