The Time to do Peer Feedback was not Sufficient for Them The Students Found Difficulties when They Did Peer Feedback
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they should see it as positive suggestions, not as criticism that could destroy the relationship between them.
The second category was the suggestion about the procedure in implementing peer feedback in Microteaching class. There were five suggestions
related to it. The first suggestion was that the lecturers should explain the procedure of how to do peer feedback and what aspects should be commented on
before students did the peer feedback. The guidelines from lecturer would help students to set their mind. At least they would have clear background knowledge
about what they should do during observation and what aspects that students could use as guidelines to give comments to their peer. The second was the
suggestions for the lecturers to provide longer time so that students could do peer feedback maximally. Sufficient time would create positive atmosphere for
students so that they could organize their thoughts properly. It means that they could process what they saw into meaningful information that they could deliver
to their peer as constructed suggestions. The third suggestion was about combining written and spoken feedback.
Written feedback might cause confusion for students when they found unclear statements or comments. Through spoken feedback, they could make clarification
to crosscheck what was unclear for peer feedback receiver. However, it brought other problem; it was the appropriate time to do oral feedback. For the solution,
the lecturers and the students may discuss the appropriate time to do oral feedback. From the interview, there was a participant who suggested watching the
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video of their peer performance so that they could give clear feedback and they had more time to do peer feedback.
The fourth suggestion, the students also gave suggestion to lecturers to
give the feedback directly or as soon as possible after the students had finished their teaching practice. It was aimed at helping students to make direct evaluation.
Eison and Ray 1983: 261 state that “the sooner the feedback is forthcoming, the
more rapidly the learning will be verified ”. If the students receive the feedback
directly after they have done the teaching practice, they will know what aspects that should be improved and what aspects that has gone well. If the feedback
given to students the next day or a week after, students ’ memory about their
teaching performance will not be as good as if the feedback given to them in the same day. Borg et al. 1970: 25 has the same opinion with Eison and Ray
1983. Borg et al., state that feedback will be more effective if the feedback given to students is specific and immediate. Direct or immediate feedback will help the
students to make correction to their performances immediately so that they could improve their performance.
The last suggestion, the students suggested that not only the observer who gave feedback but also the whole class. By the end of the teaching, the students
are asked to write some comments to the student who has done the teaching. The more feedback is given to students the better because different points of view
from different students will give more suggestions for students so that they can improve their teaching based on the feedback they received.
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