Students’ Perception Of Peer Feedback In Microteaching Class Practices

Yasmin, Yasmin (2026) Students’ Perception Of Peer Feedback In Microteaching Class Practices. Undergraduate Thesis thesis, UIN K. H. Abdurrahman Wahid Pekalongan.

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Abstract

Peer feedback has become an essential component of microteaching as it enables pre-service teachers to reflect on and improve their teaching performance. This study aimed to explore students’ perceptions of peer feedback in microteaching class practices and identify the challenges they encountered when receiving peer feedback. A qualitative case study approach was employed involving five students of the English Education Department who had completed a microteaching course. Data were collected through semi-structured interviews and documentation and analyzed. The findings revealed that students generally perceived peer feedback positively. They appreciated feedback as a valuable source of self-reflection, critically evaluated its quality before accepting it, managed emotional responses to criticism, and applied the feedback to improve their subsequent teaching practices. However, several challenges were identified, including a lack of confidence in providing feedback, dissatisfaction with unclear or subjective feedback, and reduced confidence in their teaching performance after receiving criticism. To address these challenges, students verified feedback through teaching recordings, asked peers for clarification, and used constructive suggestions to improve their teaching. The study concludes that peer feedback contributes significantly to the development of teaching competence and feedback literacy in microteaching classes. Keywords: microteaching, peer feedback, students’ perception.

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