EXPLORING STUDENTS' PERCEPTIONS OF PEER FEEDBACK ON ENGLISH SPEAKING

Hasanah, Ulfatun (2025) EXPLORING STUDENTS' PERCEPTIONS OF PEER FEEDBACK ON ENGLISH SPEAKING. Other thesis, UNIVERSITAS NURUL JADID.

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Abstract

Hasanah, Ulfa. 2024. Exploring Students’ Perceptions of Peer Feedback on English Speaking. Undergraduate Thesis, English Education Department, Faculty of Humanities and Social Sciences, Nurul Jadid University. Advisor: Bradiansyah Tri Suryanto, S.S., M.Pd.

Keywords: Students’ Perception, Peer Feedback, English Speaking, EFL Context.

In communicative language teaching, peer feedback serves as a collaborative tool to enhance learner autonomy and speaking proficiency. This research aims to explore students' perceptions regarding the implementation of peer feedback in English speaking classes at the Foreign Language Development Institute (LPBA) of Nurul Jadid. The study focuses on determining how students perceive the utility of peer feedback and identifying the internal and external factors that shape these perceptions.

A qualitative descriptive approach was employed, utilizing classroom observations and semi-structured interviews with eight intermediate-level students at LPBA as the primary data collection techniques. The data were analyzed to capture the nuanced experiences of learners in a peer-mediated environment.

The results demonstrate that the majority of students hold a positive perception of peer feedback, viewing it as a constructive mechanism for identifying linguistic errors, improving pronunciation, and building communicative confidence. Furthermore, the method is perceived to foster a more interactive and less intimidating learning atmosphere. However, some students reported discomfort stemming from ambiguous or non-constructive comments provided by their peers, which highlights potential psychological barriers. The study concludes that while peer feedback possesses significant potential to bolster speaking skills, its effectiveness is highly contingent upon the quality of feedback and the manner of delivery. Therefore, structured teacher guidance and the establishment of clear feedback rubrics are essential for the optimal implementation of this collaborative strategy.

Item Type:	Thesis (Other)
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education P Language and Literature > P Philology. Linguistics P Language and Literature > PE English
Divisions:	Fakultas Sosial dan Humaniora > S1 Pendidikan Bahasa Inggris
Depositing User:	Saiful Ghazi
Date Deposited:	07 Feb 2026 08:30
Last Modified:	07 Feb 2026 08:30
URI:	https://repository.unuja.ac.id/id/eprint/2019

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