CONCLUSSION AND RECOMMENDATION.. 46 Students' perception on Lecturers' positive feedback to improve their teaching performance in microteaching class.

2 Microteaching performance can be the prediction for teaching in the real class room. However the the correlation only shows that the students who have good performance in Microteaching, will have good performance too in the real class room Brown, 1975. Besides teaching in the laboratory, Microteaching students also teach the students in the lower grade. This is useful for them to increase their teaching skills. This activity will be more challenging for Microteaching students, because they should teach the students in lower grade who are the real sudents and they should implement the teaching method that they have learnt before. The teacher usually gives the feedback for the students after they do their tasks or presentations. In Microteaching class, the lecturer also gives feedback for students’ performances in the classroom. Not only the lecturer but also the students who are being the observer, they give the feedba ck for their friends’ performances. The students can give the feedback in the space available in the observation sheet. They also can give the feedback orally. Written feedback is given by writing the feedback on observation sheet or on a piece of paper, while oral feedback is given orally. Feedback needs to be given in a concerned and supportive way and the observer has to include both positive and negative side. Observer has to focus on what they have seen in the performance not only from their assumption. Giving feedback to the performer should be objective and it is not based on emotional or feeling of the observer. In giving the feedback, students have to follow the instruction on how to give the feedback for t heir friends’ performances. There are 3 specific social roles associated with providing feedback on goal pursuit. Educators provide feedback that helps individuals monitor the level and direction of their actions to ensure they meet their goals Fishbach, Eyal Finkelstein,2010. In the English Language Education Study Program in Sanata Dharma University, the lecturer gives the instruction in giving the feedback. The students have to mention the good things in the performers and the things that need to be improved. By using this kind of method in giving feedback, it can help the students to be better in the next performances. It happens because the students feel confident when they know that their friends mention the good things of their performances. They will not feel intimidated when they receive the feedback from their friend. They can improve or more confident in their next performances and they will be motivated by the feedback. At the best, the students can be encouraged and keep trying Lewis, 2002 In this study the researcher sees the important of feedback to improve students’ performances in Microteaching. Feedback is important to give some motivation for the students to perform better in their teaching performances. In this research, the researcher wants to find out the implementation of giving positive feedback in Microteaching class, how the students’ perception on positive feedback in Microteaching class, and the students’ suggestion toward the implementation of positive feedback. 4 B. Research Questions According to the background above, the researcher arraged some research question for this study. The research questions are: a. How is positive feedback given in Microteaching class? b. What is the students’ perception on using positive feedback in microteaching class to improve their teaching performances? c. What are students’ suggestions to improve the implementation of using positive feedback in Microteaching class? C. Objective of the Study The objective of the study is the researcher wants to gather some informatio n of the students’ perception on lecturers’ positive feedback in Microteaching class. The second is the researcher gets information about how positive feedback is given in Microteaching class and the last is the researcher gets suggestions from the students about how to improve the implementation of using positive feedback in Microteaching class. D. Limitation of the study The researcher wants to focu s on the students’ perception on using positive feedback in microteaching class. This study will focus on the students in microteaching class of Sanata Dharma University in the academic year of 20142015. The researcher wants to focus on how positive feedback is given in 5 Microteaching cl ass and focus on the students’ suggestions to improve the implementation of using positive feedback in Microteaching class. E. Research Benefit The finding of this study can give some benefits for: 1. For Microteaching students This research can be valuable for students in Microteaching class. Students will understand that positive feedback can support them. Students can get some motivation from the positive feedback. In the end they can improve their performances after they receive the positive feedback. 2. For Microteaching lecturer The finding of this study can help the lecturers of Microteaching in Sanata Dharma University in giving the positive feedback for the students. The lecturers will know the students’ perspectives of the positive feedback of their teaching performances. It will help the lecturers to find the way to give feedback for the students. 3. For other researchers For other researchers, the result of this study can be the reference in the next research. The researcher hopes this research can help other researcher to conduct the further research about using feedback in Microteaching class.