STUDENTS' PERCEPTIONS OF PEER FEEDBACK IN PUBLIC SPEAKING CLASS

SURYANI, RISA (2026) STUDENTS' PERCEPTIONS OF PEER FEEDBACK IN PUBLIC SPEAKING CLASS. Sarjana thesis, Universitas Pasir Pengaraian.

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Abstract

This study investigates how fourth-semester students in the English Education Study Program at FKIP University of Pasir Pengaraian perceive the implementation of peer feedback in a Public Speaking course, as well as the benefits and challenges they encounter during the feedback process. Public speaking skills are essential in higher education; however, many English as a Foreign Language (EFL) learners face barriers such as speaking anxiety, low confidence, and difficulty articulating ideas. While lecturer feedback is often limited by class size and time constraints, peer feedback serves as an alternative interactive strategy grounded in Vygotsky's Sociocultural Theory. Employing a descriptive quantitative design, this study involved 23 fourth-semester EFL students. Primary data were collected using a 50-item closed-ended questionnaire measured on a 5-point Likert scale, supported by semi-structured interviews and document analysis to enrich data interpretation. Quantitative data were analyzed using descriptive statistics to calculate response frequencies and percentages. The results consistently demonstrated a strong positive response across all indicators. Under the Perceived Value sub-indicator, 83% of respondents agreed that peer feedback is an essential part of learning, and 96% agreed that it enhances active engagement. Regarding Understanding, 78% understood its definition, and 74% recognized its purpose in improving peer performance. For Learning Functions, 74% agreed that peer feedback promotes critical thinking and helps identify strengths and weaknesses, while 78% noted it creates an active learning atmosphere. Furthermore, for Effective Characteristics, 65% emphasized the necessity of clarity and politeness. Overall, students perceived the Public Speaking class favorably, with 87% agreeing that it supports them in becoming better speakers. The findings suggest that structured and polite peer feedback significantly fosters active learning and confidence in EFL public speaking instruction.

Item Type:	Thesis (Sarjana)
Uncontrolled Keywords:	Peer Feedback, Public Speaking, Students' Perceptions, EFL Learners, Social Interaction
Subjects:	Dewey decimal Classification Subject Areas > 400 Bahasa > 420 - 429 Bahasa Inggris, Anglo-Saxon > 420 English/Bahasa Inggris
Divisions:	Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Bahasa Inggris
Depositing User:	Pustaka - -
Date Deposited:	16 Sep 2026 03:35
Last Modified:	16 Sep 2026 03:35
URI:	http://repository.upp.ac.id/id/eprint/4777

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