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from the students. She started teaching Public Speaking used to be Speaking 5 in 2003. She thought that Public Speaking is essential for ELESP students with
various possible professions. According to her, the main focus in Public Speaking is learning the knowledge of the content, the English language, the organization of
the speech and the delivery. During her teaching Public Speaking period, she had encountered some
encouraging and discouraging experiences. She mentioned that she was excited when the students took her feedback seriously and improved their performance by
avoiding the same mistakes. However, there were some times when the students neither listened to nor carried out her feedback 1:11-15. She admitted that those
types of students both existed in ELESP 1:22-24. According to her, feedback was an essential part of a learning process. Even
though it was not always nice to hear, it made the students stronger. It also worked as second opinion for the students. Therefore, she analogized feedback as
herbal medicine and rearview mirror 1:116-117, 129-130. She thought that feedback aimed for learning improvement through information and
encouragement. I t was lecturers’ role to provide those information and
encouragement using their existing knowledge and experiences 1:124-126, 133- 135. An example of the encouragement was the terms that she used in her
feedback. Instead of using strength and weakness, she chose to use strength and room for improvement 1:127-128.
Despite its useful roles, feedback in Public Speaking also had some disadvantages. Participant 1 said that the tendency to provide incomplete feedback
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and lack of time allocation as two of those disadvantages of feedback could affect the assessment validity 1:142-143, 156-158. She also mentioned that she had
some problems in multi-tasking in composing her feedback. The requirement to look at the performance, listen to the speech, document the score in her computer,
and write her feedback down really tired her. She should carefully divide her focus into scoring and giving feedback 1:147-153.
As for feedback’s advantages for her, she explained that giving feedback had helped her in scoring doc
umentation and students’ skills diagnosis. By acknowledging what the students still lack for, she could design the next meeting
material that met the students’ needs 1:161-168. She expected that students
would listen to her feedback, take it seriously, and recognize their strength and chances to improve. She also hoped that they would be grateful for their current
abilities 1:177-181, 186-186.
2. Participant 2
’s story
The second participant was Participant 2. She is 38 years old and comes from Yogyakarta. When she was 8 years old, she moved to America for two years.
It influenced her English language learning process which went from listening, speaking, reading and then writing, just like learning a mother tongue. Many years
later, she took her bachelor ’s degree in 1996 and started to work as a temporary
lecturer in 2002. Her passion in teaching began when she was in her third semester in her bachelor
’s degree as she worked part time as an English tutor in some institutions. After graduating from her master
’s degree in 2010, she was challenged to teach Public Speaking. She has taught Public Speaking for almost
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every year then. She thought that PS was important for everyone. It prepares someone’s mentality and flexibility in speaking. She aimed to teach the language
elements such as language, content, and organization and delivery elements which are expression, eye contact, body language, and costume.
It has been six years since she first taught Public Speaking and there was not any discouraging experience that she had. However, she mentioned that some
students had not responded very well to her feedback. “They were resisting the information that I gave since no one else had said something about it to them.
Th ey were surprised,” she said. 2:1,3-4 On the other hand, she was excited when
her feedback made the students acknowledge their abilities and be willing to improve themselves. It meant that she had successfully given them insight about
their performances 2:19-20, 23-24. She mentioned that feedback in Public Speaking course was important since
performing Public Speaking skills produced neither document nor record, unlike writing courses. Therefore, the students’ opinion about their performances could
be different from how they really performed. It was the feedback of their friends and lecturer which could bridge the information gap 2:24-28, 31-32. However,
peer feedback was limited due to their understanding level. In this case, the lecturers were required to give more detailed feedback. 2: 33-35
Feedback had some disadvantages and advantages. One of its disadvantages was time consuming because giving feedback in Public Speaking required face-to-
face meeting and real time assessment. She had tried to have the performance recorded which saved a lot of time. Unfortunately, she found it difficult to feel the
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class atmosphere. Another problem was the importance to highly concentrate during the 100 minute performances so she could analyze it well and write her
notes down. “It was so tiring.” 2:65-74 The students’ enthusiasm to take the
feedback was also one of her problems. However, she overcame it by asking the students to share their experience, so she could give some meaningful input 2:89-
90, 95-98. She gained her working satisfaction by giving her best to do her duty of
giving detailed feedback. Thus, giving feedback in Public Speaking was tiring, but not burdensome 2:101-102, 106-107. She expected that the students would
remember her feedback and apply it in their learning process, even though those expectations depended on their personal choices. She also hoped that the students
had the willingness to do personal reflection. “Overall, Public Speaking was a long process,” she said 2:107-110, 115.
3. Participant 3
’s story
The third participant was Participant 3. She is 30 years old. She was born in Jakarta but moved to Yogyakarta in 1999. She had learned English language since
kindergarten and took the ELESP in Sanata Dharma in 2004. She did not enjoy her teaching practice program. However, after she graduated, she enjoyed working
as temporary lecturer in the ELESP. She took her master ’s degree in Kajian
Bahasa Inggris in Sanata Dharma in 2010 and became a permanent lecturer in the ELESP in 2015. During her teaching period in the ELESP, she has taught Public
Speaking for about several times. She thought that Public Speaking was fundamental since first impression is usually judged by the way people speak.
