Students' Perception of Peer Evaluation in Oral Presentation at the University of Indonesia

Abstract

This study aims at examining students’ perception of peer evaluation in a group oral presentation by English for Academic Purposes (EAP) students at the University of Indonesia. Questionnaires were administered after the peer evaluation process to 65 students studying EAP taught at the University of Indonesia. The peer assessment was incorporated into the course to seek out whether and to what extent their speaking skills may enhance and to investigate students’ attitudes towards this form of evaluation in oral presentations. Data were obtained through a Likert scale questionnaire of peer evaluation. Data were analyzed using SPSS Software. The results specified a statistically significant result of the use of peer evaluation in oral presentation. The findings of the present study suggest that, when assessment criteria are definitely established, peer assessment empowers students to evaluate the performance of their peers in a manner comparable to those of the teachers. The responses from the questionnaires show that the evaluation and comments given by students were considered fair, useful and sufficient. Results also suggest that students strongly agree to the use of this methodology because comments and evaluations given are useful for making improvements. Nevertheless, the students preferred teachers to peers to evaluate their performance in the discussion and they wanted to get more instructive comments from the teachers. As for its limitations, students highlight the responsibility that comes with it and a certain amount of distrust in fellow students’ abilities to peer-assess. The teacher’s possible roles in peer evaluation are presented at the conclusion of this study.