Formative Peer Feedback On Undergraduate Students’ Speaking Ability

Main Article Content

Erniyanti Nur Fatahhela Dewi
Nidyah Hasanah
Muhammad Faishol Nurul Huda

Abstract

This descriptive qualitative study investigated the undergraduate students' perception in public speaking class that conducted formative peer feedback, especially for undergraduate students who learned the subject at State Islamic University Jakarta. This study revealed the undergraduate students’ perception about the implementation of formative peer feedback in assessing their formative public speaking class. Besides, the authors provided an open-ended questionnaire and semi-structured interview to know how applicable the formative peer feedback for undergraduate students, which part that students interested in when they assess their friends, and identify students’ feelings when used the formative peer feedback in public speaking class. Concerning the results of the study, the writers discovered that formative peer feedback is very beneficial for the undergraduate student in the learning process of the public speaking class. While doing the assessment, most undergraduate students seem more interested in assessing their peer's body language and speech content. In addition, the result that the writers got from the investigation was 62.5% that claimed their peer’s feedback was very objective. Other than that, when using the formative peer feedback in the public speaking class, 65.6% of undergraduate learners were feeling satisfied.

Downloads

Download data is not yet available.

Article Details

How to Cite
Fatahhela Dewi, E. N., Hasanah, N., & Nurul Huda, M. F. (2020). Formative Peer Feedback On Undergraduate Students’ Speaking Ability. Al-Lisan: Jurnal Bahasa (e-Journal), 5(2), 116–129. https://doi.org/10.30603/al.v6i2.1327
Section
Articles

References

Comer, D. K., Clark, C. R., & Canelas, D. A. (2014). Writing to learn and learning to write across the disciplines: Peer-to-peer writing in introductory-level MOOCs. International Review of Research in Open and Distributed Learning, 15(5), 26-82.

Cook, A. (2019). Using Interactive Learning Activities to Address Challenges of Peer Feedback Systems (Doctoral dissertation, Carnegie Mellon University).

Elizondo-Garcia, J., Schunn, C., & Gallardo, K. (2019). Quality of Peer Feedback in Relation to Instructional Design: A Comparative Study in Energy and Sustainability MOOCs. International Journal of Instruction, 12(1), 1025-1040.

Farias, C., Hastie, P. A., & Mesquita, I. (2018). Scaffolding student–coaches’ instructional leadership toward student-centred peer interactions: A yearlong action-research intervention in sport education. European Physical Education Review, 24(3), 269-291.

Fulcher, G. (2018). Assessing Spoken Production. The TESOL Encyclopedia of English Language Teaching, 1-6.

Gikandi, J. W., & Morrow, D. (2016). Designing and implementing peer formative feedback within online learning environments. Technology, Pedagogy and Education, 25(2), 153-170.

Joo, S. H. (2016). Self-and peer-assessment of speaking. Studies in Applied Linguistics and TESOL, 16(2).

Leenknecht, M. J., & Prins, F. J. (2018). Formative peer assessment in primary school: the effects of involving pupils in setting assessment criteria on their appraisal and feedback style. European Journal of Psychology of Education, 33(1), 101-116.

Munoz, A., & Álvarez, M. E. (2007). Students’ objectivity and perception of self assessment in an EFL classroom. The Journal of Asia TEFL, 4(2), 1-25.

Nicolini, K. M., & Cole, A. W. (2019). Measuring peer feedback in face-to-face and online public-speaking workshops. Communication Teacher, 33(1), 80-93.

Ortoleva, G., & Bétrancourt, M. (2016). Supporting productive collaboration in a computer-supported instructional activity: peer-feedback on critical incidents in health care education. Journal of Vocational Education & Training, 68(2), 178-197.

Peters, O., Körndle, H., & Narciss, S. (2018). Effects of a formative assessment script on how vocational students generate formative feedback to a peer’s or their own performance. European Journal of Psychology of Education, 33(1), 117-143.

Shute, V. J. (2008). Focus on formative feedback. Review of educational research, 78(1), 153-189.

Sridharan, B., & Boud, D. (2019). The effects of peer judgements on teamwork and self-assessment ability in collaborative group work. Assessment & Evaluation in Higher Education, 44(6), 894-909.

Usher, M., & Barak, M. (2018). Peer assessment in a project-based engineering course: comparing between on-campus and online learning environments. Assessment & Evaluation in Higher Education, 43(5), 745-759.

Wanner, T., & Palmer, E. (2018). Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback. Assessment & Evaluation in Higher Education, 43(7), 1032-1047.

Yeh, H. C., Tseng, S. S., & Chen, Y. S. (2019). Using online peer feedback through Blogs to promote speaking performance. Journal of Educational Technology & Society, 22(1), 1-14.