The Time to do Peer Feedback was not Sufficient for Them The Students Found Difficulties when They Did Peer Feedback

54 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 55 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. 56

CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter consists of two parts. The first part presents conclusion from the research results and data analysis. The second part presents suggestions for the students, the lecturers, and future researchers.

A. Conclusions

The study was aimed at knowing ELESP students’ perception on peer feedback in Microteaching class. There were two research problems to be discussed in this study. They were 1 what are the stud ents’ perceptions on peer feedback in Microteaching class? and 2 what are possible suggestions toward the implementation of peer feedback in Microteaching class? To answer those questions, the researcher employed questionnaire and interview. The questionnaire was used to find out the students’ perceptions and suggestions on peer feedback in Microteaching class, while the interviews was used to clarify the information that were gained through questionnaires. From the data gathered, the researcher divided the students’ perception into two groups. The first was the perception from participants who gave feedback to their peer participants as evaluators and the second was the perception from students who received feedback from their peer. The results of the study showed that most of the students had positive perception toward peer feedback in Microteaching class. It was seen both from the 57 peer feedback receivers and from students who gave feedback to their peer students as evaluators. After obtaining the data, the researcher then tried to analyze it. The researcher found some possible reasons why most of the students had positive perception on the use of peer feedback in Microteaching class. They were 1 The students had experience on giving and receiving peer feedback and 2 Peer feedback gave the students some advantages. The advantages could not only be seen from the participants as the evaluators but it also from the participants as peer feedback receivers. From the participants as evaluators, peer feedback helped them to be more critical toward their peer performances. If they are accustomed to doing peer feedback, they will become more thorough to find what should be commented on. From their peer performances, they also could adopt something from their peer performance, such as a good teaching media or teaching technique that could help them in their own teaching. For the peer feedback receivers, peer feedback also gave them some advantages. The first, it helped them to evaluate their teaching practice. The second advantage, feedback provided the detail information about their teaching performance which more motivational than marks or grades. Through peer feedback, students could also improve their teaching performance. Although most of the participants had positive perception toward peer feedback in Microteaching class, there were some participant had negative perception towards the use of it. They had negative perception because of some reasons, namely: 1 the time to do peer feedback was not sufficient for them and