Peer Score Presentation in Non-English Department Classes: Investigating Students’ Perceptions to Boost Confidence
DOI:
https://doi.org/10.31629/es891j11Keywords:
peer score presentation, perceptions, confidenceAbstract
English is a required course during the first and second semesters learning in Vocational Higher Education in Indonesia. Recognizing the importance of future career demands, presentation skills are incorporated into the Semester Learning Plans as English for Specific Purposes. This research focuses on students' perspectives regarding English learning through presentations regarding their own field particularly the implementation of peer scoring. Employing a qualitative descriptive approach, the study involved first-semester students at Politeknik Negeri Banjarmasin. One hundred and fifteen students of Banjarmasin State Polytechnic, Indonesia majoring in Mining Engineering (19 students), Civil Engineering (35 students) and Accounting (61 students) responded to a questionnaire, and ten students were interviewed, serving as voluntarily participants. Data collection method included a questionnaire administered via Google Form and interviews for triangulation. Students filled in the questionnaire after scoring their peer’s presentation. In scoring their peers, they used a presentation scoring rubric. Findings indicate a generally positive perception among students towards peer scoring presentations. Despite experiencing anxiety during preparation and delivery of presentation, students expressed high motivation and found the presentation experience rewarding as the scores not only from the lecturer but also from their peers. They worried to score at the beginning, but the scoring rubric help them guide along the process. Some students who commonly do not pay attention to the presenters in the presentation are now fully paying attention because they are in charge to score. Overall, students viewed presentation projects favorably, highlighting their potential to improve speaking performance and be a rater on their peers’ performance. The implication of this research is to highlight students’ ability to deliver a presentation as well as build their confidence in speaking activities.
References
Alharbi, A. T. (2021). Speaking anxiety during English oral presentations. Linguistics and Culture Review, 5(S2), 1548–1564. https://doi.org/10.21744/lingcure.v5ns2.2214
Alkhudiry, R. (2022). The Contribution of Vygotsky’s Sociocultural Theory in Mediating L2 Knowledge Co-Construction. Theory and Practice in Language Studies, 12(10), 2117–2123. https://doi.org/10.17507/tpls.1210.19
Amelia, R. (2016). The Effectiveness of peer and self-directed feedback on writing ability as observed from English proficiency levels [Unpublished Thesis]. PPs UM.
Amelia, R., Latief, M. A., & Irawati, E. (2018). The combination of peer and self-directed feedback on writing ability of EFL high proficient students. Jurnal Pendidikan Humaniora, 6(2), 91–98.
Amelia, R., & Rusmanayanti, A. (2017). The Combination of Peer and Self-directed Feedback on Writing Achievement of Low Proficiency EFL Students. 6(2), 91–98. https://doi.org/10.2991/seadric-17.2017.17
Asnur, S. M. (2017). The Students’ Anxiety in Delivering English Presentation. ELITE: English and Literature Journal, 5(1), 40–53.
Bada, S. O. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. IOSR Journal of Research & Method in Education, 5(6), 66–70. https://doi.org/10.9790/7388-05616670
Chan, C. T. W. (2018). Improving Peer and Self-assessment for Group Presentations from Chinese Students’ Perspective. International Journal of Information and Education Technology, 8(3), 205–212. https://doi.org/10.18178/ijiet.2018.8.3.1034
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (Fifth). Sage Publications.
De Grez, Valcke, & Berings. (2010). Peer assessment of oral presentation skills. Procedia - Social and Behavioral Sciences, 2(2), 1776–1780. https://doi.org/10.1016/j.sbspro.2010.03.983
Fajrin, N. H., Kustati, M., & Yustina, L. S. (2019). The Correlation of Teachers’ Reinforcement and Students’ Achievement in English Learning Process. Turast : Jurnal Penelitian Dan Pengabdian, 7(1), 19–28. https://doi.org/10.15548/turast.v7i1.345
Ferretti, E., Rohde, K., Moore, G. P., & Daboval, T. (2019). Catch the moment: The power of turning mistakes into “precious” learning opportunities. In Paediatrics and Child Health (Canada) (Vol. 24, Issue 3, pp. 156–159). Oxford University Press. https://doi.org/10.1093/pch/pxy102
Finch, A. E. (2004). Promoting Positive Attitude Change: Interactive Learner Journals. Https://Www.Finchpark.Com.
Fuertes, H. G., Evangelista, I. A., Jay, I., Marcellones, Y., & Bacatan, J. R. (2023). Student Engagement, Academic Motivation, and Academic Performance of Intermediate Level Students. International Journal of Novel Research in Education and Learning, 10(3), 133–149. https://doi.org/10.5281/zenodo.8037103
Grieve, R., Woodley, J., Hunt, S. E., & McKay, A. (2021). Student Fears of Oral Presentations and Public Speaking in Higher Education: A Qualitative Survey. Journal of Further and Higher Education, 45(9), 1281–1293. https://doi.org/10.1080/0309877X.2021.1948509
Hasibuan, A. R., & Irzawati, I. (2020). Students’ Speaking Anxiety on their Speaking Performance: A Study of EFL Learners. 3rd International Conference on Innovative Research Across Disciplines (ICIRAD 2019), 101–106.
Huda, N. L. A., & Ma’mun, N. (2020). The Anxiety of EFL Students in Presentation. ELITE: Journal of English Linguistics, Literature, and Education, 2(1), 65–84. https://www.elitejournal.org/index.php/ELITE
Käfer, J. ;, Kuger, S. ;, Klieme, E. ;, & Kunter. (2019). The Significance of Dealing with mistakes for student achievement and motivation. Results of doubly latent multilevel analyses. European Journal of Psychology of Education, 34(4), 731–753. https://doi.org/10.25656/01:18128
Lee, W. S. (2020). An Experimental Investigation Into the Application of a Learning-From-Mistakes Approach Among Freshmen Students. SAGE Open, 10(2). https://doi.org/10.1177/2158244020931938
Liang, H. Y., & Kelsen, B. (2018). Influence of Personality and Motivation on Oral Presentation Performance. Journal of Psycholinguistic Research, 47(4), 755–776. https://doi.org/10.1007/s10936-017-9551-6
Mertens, E. C. A., Deković, M., Van Londen, M., & Reitz, E. (2021). The Role of Classmates’ Modeling and Reinforcement in Adolescents’ Perceived Classroom Peer Context. Journal of Youth and Adolescence, 50(2), 260–270. https://doi.org/10.1007/s10964-020-01325-8
Nejad, A. M., & Mahfoodh, O. H. A. (2019). Assessment of oral presentations: Effectiveness of self-, peer-, and teacher assessments. International Journal of Instruction, 12(3), 615–632. https://doi.org/10.29333/iji.2019.12337a
Ningsih, F. M., & Nurjati, N. (2022). Problems in Presentation Using English by the Students of Non-English Department. The 1st International Conference on Language and Language Teaching (InCOLLT), 314–319. http://creativecommons.org/licenses/by-nc/4.0/.
Okuda, R., & Otsu, R. (2010). Peer Assessment for Speeches as an Aid to Teacher Grading. The Language Teacher, 41–47.
Phan, T. M. U., Nguyen, T. T. H., & Phan, T. X. D. (2022). Factors Affecting Oral Presentation Skills of English Majored Sophomores at Tay Do University, Vietnam. European Journal of English Language Teaching, 7(2), 61–97. https://doi.org/10.46827/ejel.v7i2.4217
Purwati, D., Ubaidillah, M. F., & Restall, G. C. (2023). “Sorry, I Can’t Speak”: English Teachers’ Challenges of Teaching EFL Speaking in an Indonesian Vocational High School Sector. MEXTESOL Journal, 47(1), 1–9.
Radosavlevikj, N. (2023). Students’ Motivation, Challenges and Experiences in Designing Video Presentations Vs. Delivering Oral Presentations in an ESP Course for Social Sciences. Journal of Teaching English for Specific and Academic Purposes, 11(1), 255–265. https://doi.org/10.22190/JTESAP230205018R
Roslim, N., Nimehchisalem, V., Abdullah, M. H. T., & Razali, N. M. (2023). Students’ Perceptions of Personality Traits, Presentation Skills, and Audience Factors in Their Online Presentations. Studies in English Language and Education, 10(2), 777–788. https://doi.org/10.24815/siele.v10i2.25542
Setiawan, D. (2021). Improvement of Presentation Performance Through Feedback. Journal of Applied Studies in Language, 5(1), 156–164. http://ojs.pnb.ac.id/index.php/JASLhttp://ojs.pnb.ac.id/index.php/JASL
Tian, C. (2019). Anxiety in Classroom English Presentations: A Case Study in Korean Tertiary Educational Context. Higher Education Studies, 9(1), 132. https://doi.org/10.5539/hes.v9n1p132
Tsang, A. (2020). Enhancing learners’ awareness of oral presentation (delivery) skills in the context of self-regulated learning. Active Learning in Higher Education, 21(1), 39–50. https://doi.org/10.1177/1469787417731214
Waluyo, B., & Rofiah, N. L. (2021). Developing Students’ English Oral Presentation Skills: Do Self-Confidence, Teacher Feedback, and English Proficiency Matter? MEXTESOL Journal, 45(3), 1–17.
White, E. (2009). Student Perspectives of Peer Assessment for Learning in a Public Speaking Course. Asian EFL Journal-Professional Teaching Articles, 33.
Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC Journal, 37(3), 308–328. https://doi.org/10.1177/0033688206071315
Zhang, X. (2019). Foreign Language Anxiety and Foreign Language Performance: A Meta-Analysis. Modern Language Journal, 103(4), 763–781. https://doi.org/10.1111/modl.12590
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Author
This work is licensed under a Creative Commons Attribution 4.0 International License.
