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feedback on their perfomance as a whole that included lesson plan, material matery, grammar, teaching strategies and pronunciation.
2. Students Perception on Positive Feedback in Microteaching Class
In general the reseacher concluded that the feedback helped the students to identify their teaching strengths and weaknesses. The students in Microteaching
class needed both oral and written feedback. Besides the strengths and weaknesses, the feedback helped the students to improve their teaching skills and
also they used the feedback to set the target for the next performances. Therefore the students can show the better performance in the next teaching practice. The
students also understood the feedback from the lecturer. Although the comments in the feedback were not only good comments but also negative comment, the
students felt confident after they received the feedback from the lecturer. The internal and external factors influence how the students perceive the
implementation of feedback in their classes.
3. Students’ Suggestion about the Implementation of Using Positive
Feedback in Microteaching Class
The students suggested that the lecturer should give the feedback directly after the performance. After they received the feedback both students and the
lecturer discussed the feedback. the students suggested that the lecturers should give the explanation about the feedback. the lecturer should give the feedback
both oral and written. For the written feedback the students suggested that they
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can receive the feedback after the perfomance. However for the oral feedback the students should ask the lecturer outside the class. The feedback is not only for the
performance but also for the other students who do not perform in front of the class. It helps them to learn together and to improve their teaching skills.
B. Suggestions
After concluding the data form the survey, the researcher tries to give some suggestions for the lecturers and also for the next researchers. These
suggestions are based on the result of the study in Microteaching class.
1. Suggestion for Microteaching Lecturers in Sanata Dharma
University
Based on the study the researcher tries to give some suggestion for Microteaching lecturers in Sanata Dharma University. The researcher suggests
that the lecturers should give detailed feedback and the lecturer should give the explanation about the feedback given. The lecturer should write the good side and
also some aspects that need to be improved by the students. the lecturers should use the appropiate language when give some comments about the negative sides
or the aspects that should be improved. It helps the students to keep their confidence after they receive the feedback. the lecturer should give the motivation
for the students, especially for the students who need to improve their teaching skills.
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2. Suggestion for the Next Researcher
The researcher suggests for the next reseacher to conduct the further research about the use of positive feedback. The research includes the
implementation of positive feedback and the effect of the implementation of the feedback toward the students, especially for their confidence after receive the
feedback. The researcher also suggests the next researcher to find out whether the lecturer used appropiate way to give the feedback or not. The resarcher hopes that
this research can be the reference for the next research.
3. Suggestion for the Microteaching Students
The researcher also gives some suggestions to the students in Microteaching class. The researcher suggests that the students should use the
feedback to improve their teaching skills. The students should be confident after receiving the feedback, although there are some aspects that need to be improved.
The students should ask to the lecturers if they do not understand the feedback. it helps the students to set the target for the next performances. The students also
should understand that the lecturers gave the feedback based on their perfomances.
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REFERENCES
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Brown, H. D. 2004. Language assessment principles and classroom practices. New York: Pearson Education, Inc
Brown, J. D. 2001. Using survey in language programs. Cambridge: Cambridge University Press.
Fishbach A., Eyal T., Finkelstein S.R. 2010. How positive and negative feedback motivate
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