Peer assessment in public speaking class of English language education study program to help improve students` speaking skills.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PEER ASSESSMENT IN PUBLIC SPEAKING CLASS
OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
TO HELP IMPROVE STUDENTS’ SPEAKING SKILLS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Florentina Beo
Student Number: 071214147

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA

2012

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PEER ASSESSMENT IN PUBLIC SPEAKING CLASS
OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
TO HELP IMPROVE STUDENTS’ SPEAKING SKILLS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Florentina Beo
Student Number: 071214147

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work
or parts of work of other people, except those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, 11th September 2012
The Writer

Florentina Beo
071214147

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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Santa Dharma:
Nama

: Florentina Beo

Nomor Mahasiswa

: 071214147

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
PEER ASSESSMENT IN PUBLIC SPEAKING CLASS
OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM TO HELP
IMPROVE STUDENTS’ SPEAKING SKILLS
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam beentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberi royalty kepada saya selama mencantumkan nama saya sebagai
penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta
Pada tanggal: 11 September 2012

Yang menyatakan

Florentina Beo

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ABSTRACT
Beo, Florentina. 2012. Peer Assessment in Public Speaking Class of English
Language Education Study Program to Help Improve Students’ Speaking Skills.
Yogyakarta: Sanata Dharma University.
Public Speaking is a subject designed to prepare the students of the
English Language Education Study Program to be a qualified public speaker. In
preparing the students to be able to speak well, peer assessment is an important
media that could help the students to improve their speaking skills. Peer
assessment help students know their strengths and weaknesses in the public
speaking practice so the students could develop the strengths and improve the
weaknesses. Moreover, through peer assessment, students could be a teacher for
others by giving comments and suggestions on how to be a good public speaker.

The research was conducted on the students of the English Language
Education Study Program, Sanata Dharma University who took two different
classes in academic year 2011/2012. Two problems were discussed in the
research. The first is about how peer assessment is implemented. Second, it is
about how peer assessment helps the students improve their speaking skills. To
answer the questions, the researcher employed survey research. The research was
started with the observation which was done on some meetings in Public Speaking
classes. It was followed by distributing a questionnaire to the students of two
different Public Speaking Classes. The writer also interviewed four students, two
students from two different classes, to gain deeper information about peer
assessment which is implemented in Public Speaking class.
The result of the research showed that the majority of the students
perceived the implementation of peer assessment positively. Majority of the
students said that peer assessment helped them improve their public speaking
skills. By knowing the strengths and weaknesses of their public speaking skills
and receiving constructive feedback from their peers, the students were
encouraged to study and perform better.
Key words: peer assessment, public speaking, speaking skills.

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ABSTRAK
Beo, Florentina. 2012. Peer Assessment in Public Speaking Class of English
Language Education Study Program to Help Improve Students’ Speaking Skills.
Yogyakarta: Universitas Sanata Dharma.
Mata kuliah Public Speaking dirancang untuk mempersiapkan mahasiswa
program studi Pendidikan Bahasa Inggris sebagai calon pembicara yang
berkualitas. Dalam mempersiapkan mahasiswa untuk dapat berbicara dengan baik,
evaluasi kelompok merupakan salah satu sarana yang dapat menolong mahasiswa
untuk mengembangkan kemampuan mereka dalam berbicara. Evaluasi kelompok
membantu mahasiswa mengetahui kelebihan dan kekurangan mereka pada saat
praktik berbicara, sehingga mahasiswa mampu mengembangkan kelebihan dan
memperbaiki kekurangannya tersebut. Selain itu melalui evaluasi kelompok,
mahasiswa yang satu dapat menjadi guru bagi mahasiswa yang lain dengan
memberikan komentar atau usul tentang bagaimana menjadi seorang pepbicara
yang baik.
Penelitian dilakukan terhadap mahasiswa program studi Pendidikan Bahasa
Inggris yang mengambil mata kuliah di dua kelas Public Speaking yang berbeda

pada tahun ajaran 2011/2012. Ada dua masalah yang dibahas dalam penelitian ini.
Yang pertama adalah bagaimana evaluasi kelompok diimplementasikan di kelas
Public Speaking. Permaslahan yang kedua adalah bagaimana evaluasi kelompok
membantu mahasiswa mengembangkan kemamapuan mereka berbicara di muka
umum. Untuk menjawab kedua permasalahan tersebut di atas, peneliti
menggunakan penelitian survei. Penelitian diawali dengan pelaksanaan observasi
pada beberapa pertemuan di kelas Public speaking. Dilanjutkan dengan
pembagian kuesioner kepada mahasiswa dari dua kelas Public Speaking yang
berbeda. Untuk mendapatkan informasi yang lebih mendalam tentang evaluasi
kelompok yang diimplementasikan di kelas Public Speaking, peneliti melakukan
wawancara terhadap empat mahasiswa Public Speaking, masing-masing dua
mahasiswa dari tiap kelas.
Hasil penelitian menunjukan bahwa sebagian besar mahasiswa menerima
evaluasi kelompok yang diimplementasikan di kelas Public Speaking secara
positif. Sebagian besar mahasiswa mengatakan bahwa evaluasi kelompok
membantu mereka mengembangkan kemampuan berbicara di depan umum.
Dengan mengetahui kelebihan dan kekurangan dari kemampuan berbicara mereka
dan mendapat evaluasi/umpan balik yang membangun, mahasiswa termotivasi
untuk belajar dan tampil lebih baik.
Kata kunci: evaluasi kelompok, public speaking, keterampilan berbicara.

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ACKNOWLEDGMENTS

First of all, I would like to thank my Almighty Jesus Christ for giving me
lots of love, blessings and strength during the completion of my thesis.
My deepest gratitude also goes to Gregorius Punto Aji, S.Pd., M.Hum.
for his guidance in the process of completing this thesis from the beginning until
the end, spending time to read, and give beneficial feedback for my thesis, and for
always giving me encouragement to finish this thesis.
I would also like to sincerely thank Cristina Laksmita Anandari, S.Pd.,
M.Pd. and Vincentius Tangguh, S.Pd. as the lecturers of Public Speaking class
for the opportunity given to me to conduct this study on their classes. I would like
to thank all of the students of Public Speaking classes of 2011/2012 for their
remarkable willingness in being my respondents and giving me valuable
information for the sake of this thesis.
I am very grateful to my beloved parents, Bapak Simon Wao and Ibu

Maria Modjo, and my brothers Arnoldus Meka, Vinsensius A. Rani,
Konstantinus Radho and my sisters, Agnes Djue, Theresia Y. Dula,
Verdinanda O. Meo, Elvin Moi for their endless care, support, and
encouragement during my study. I would also like to thank all my friends:
Manda, Galih, Disrekia, Susanti, Tomy, Rian, Lala, Brameswari, Pipin and to
those whose names cannot be mentioned one by one for giving me support from
the beginning and for giving me inspiration and confidence when I was doubtful. I

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also thank all friends in PBI 2007 especially my classmates for all the tremendous
moments, teamwork, and friendship we shared during our study.
I would like to thank my boardinghouse friends Devi, Atiec, Vivi, Linda,
Stefy, Elsa, and Sari for being so understanding and patient and for the
friendship, support they gave to me. The love and friendship we shared and gave
each other will remain forever.

Florentina Beo

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TABLE OF CONTENTS
Page
TITLE PAGE..............................................................................................

i

APPROVAL PAGES ..................................................................................

ii

STATEMENT OF WORK’S ORIGINALITY ..........................................

iv

PERNYATAAN PERSETUJUAN PUBLIKASI……………..……………..

v

ABSTRACT ................................................................................................

vi

ABSTRAK……………………………….………………………………… ...

vii

ACKNOWLEDGEMENTS………………………….………………….…... viii
TABLE OF CONTENTS………..……………………………………….…

x

LIST OF TABLES…………………………………………………………..

xiii

LIST OF APPENDECES…………….……………………………………..

xiv

CHAPTER I: INTRODUCTION

1

1.1 Research Background…...……………………………………….

1

1.2 Research Problem..……………………………………………. ...

5

1.3 Problem Limitation……………………………………………. ..

5

1.4 Research Objectives….………………………………………… .

5

1.5 Research Benefit……………………………………………… ...

6

1.6 Definition of Terms..…………………….……………………. ...

7

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CHAPTER II. REVIEW OF RELATED LITERATURE

10

2.1 Theoretical Description…………………………………………...

10

2.1.1 Assessment in General……………………………………… ..

10

2.1.2 Principles of Peer Assessment ……………………………… ...

12

2.1.3 Procedures of Peer Assessment………………………………. ..

13

2.1.4 Peer Assessment and Assessment for Learning………………...

14

2.1.5 Peer Assessment as Cooperative Learning……………………. .

18

2.1.6 Peer assessment as a Part of Formative Assessment …………..

19

2.1.7 Criteria for Evaluating Speech…………………………………..

20

2.2 Theoretical Framework………………………………………… ..

22

CHAPTER III. RESEARCH METHODOLOGY

25

3.1 Research Method…..………………………………………….. ...

25

3.2 Research Participants………………………………………….. ..

26

3.3 Research Instruments………………………………………….. ..

27

3.4 Data Gathering Technique…………………………………….. ...

29

3.5 Data Analysis Technique……..……………………………….. ...

33

3.6 Research Procedure……………………………………………. ..

37

CHAPTER IV. RESEARCH RESULTS AND FINDINGS
4.1 The Implementation of Peer Assessment………………………. ..

39
39

4.2 How Peer Assessment Helps Improve Students’
Speaking Skills……………………………………………….. ..
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CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS

58

5.1 Conclusions………………………………………………………

58

5.2 Recommendations………………………………………………..

59

REFERENCES…………………………………………………………… ...

61

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LIST OF TABLES
Table

Page

Table 2.1. 14 Points for Public Speaking……………………………………..

21

Table 3.1. The Description of Data Needed……………………………….....

30

Table 4.1. The Result of the Observation of the Implementation of Peer
Assessment……………………………………………………… .

39

Table 4.2. The Implementation of Peer Assessment (close-ended)……….. ...

40

Table 4.3. Students’ Opinion on How Peer Assessment Helps Students
Improve Their Speaking Skills.(close-ended)…………………. ...

45

Table 4.4. The Classification of the Students’ Opinion on the Implementation
of Peer Assessment (Open-ended)………………………………….. 47

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LIST OF APPENDICES

Appendix

Page

Appendix 1. Observation Sheet…………………………………………… ...

64

Appendix 2. Raw Data of the Observation……………………………….. ...

65

Appendix 3. Peer Assessment Rubric……………………………………… ..

69

Appendix 4. Questionnaire……………………………………………………

71

Appendix 5. Blue Print of Questionnaire Result (Close-ended questions)… .. .

74

Appendix 6. Students’ Responses on the Open–ended Questionnaire
Questions…………………………………………………… ...

79

Appendix 7. Interview Guide……………………………………………… ...

88

Appendix 8. Interview Results…………………………………………….. ...

89

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CHAPTER I
INTRODUCTION

This chapter discusses the introduction of the study which includes the
background of the study, problem formulation, problem limitation, research
objectives, and the definition of terms.

1.1 Research Background
Assessment is an important part in the teaching learning process. It is a
process of observing, describing, collecting, recording, scoring, and interpreting
information about a student’s learning. Assessment in a teaching learning process
is not only done by teachers but it is also done by the students in a classroom.
Assessment which is done by the students to assess their classmates’ performance
is called peer assessment.
Peer assessment has important roles to play in formative assessment by
involving students in judging the work of their friends. Besides, peer assessment
can also be used as a component in summative assessment. Peer assessment can
also be seen as the process of the students’ learning in which students learn by
assessing.
Peer assessment can be carried out on one-to-one, in a small group, and in
large group setting. On one-to-one assessment, a students’ performance is
assessed
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by a peer. In a small group, a students’ performance is assessed by the members
of the group. In large group assessment, a students’ performance is assessed by all
the members of the class. The practice of peer assessment has been recognized as
having benefits in terms of learning gain, and is increasingly used in higher
education to involve students more actively in the assessment process (Race &
Smith, 2005).
The involvement of the students in assessment process through peer
assessment has a profound impact on learning. When students assess the
performance of their peers, thus they contribute to their own learning. Doing peer
assessment, students can be motivated for learning; students take more
responsibility for their own learning. Besides, they consider mistakes not as
failure but as opportunity for re-learning.
In the English Language Education Study Program of Sanata Dharma
University, peer assessment is implemented in some courses; one of them is in
Public Speaking course. The implementation of peer assessment in Public
Speaking course aims to help students improve their public speaking skills by
assessing other students’ performances. Assessing peers’ performances help the
students of the English Language Education Study Program of Sanata Dharma
University to plan and deliver their own performances better. Through peer
assessment, students of Public Speaking course also practice to develop their
assessment ability. Peer assessment also involves a changing role for students. In
peer assessment students are brought to the heart of teaching and learning
processes and decision making.

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Besides, peer assessment is helpful for both presenter and assessor. It
helps both improve their skills. The experience of commenting on the work of
peers helps students develop some degree of objectivity in relation to assessment
criteria, which can be applied to their own work.
Peer assessment can be described as a strategy involving students’
decisions about others work that would typically occur when students come
together on a cooperative learning activities. The purpose of using peer
assessment in a teaching learning process is to increase students’ involvement in
learning process, to increase social interactions and trust in others, to focus
student in the process rather than in the product.
Therefore, in order to make the implementation of peer assessment in a
classroom especially in Public Speaking course work well, students must have a
better understanding about what peer assessment is and its purpose. The learning
environment in the classroom must be supportive. Students must feel comfortable
and trust one another in order to provide honest and constructive feedback. They
must have a clear understanding of what they look for in their peers’ work.
Peer assessment in Public Speaking class is also one of the forms of
cooperative learning. It means that students assess each other’s performance using
relevant criteria and give feedback not only for the benefits of the receiver but
also for the purpose of their own development (Falchikov 2001). According to
Johnson & Johnson (1994), cooperative learning is “a learning situation where
students work together to accomplish shared learning goals and to maximize their
own and their group-mates’ achievement” (p.276). This method needs to be

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developed because the old method where teacher is the central of learning and
information source is considered not relevant any more with the teaching and
learning situation nowadays.
In peer assessment, students become the center of the learning itself. They
have to find the important elements that are content; organization, sentence
structure, and word choice of their peers’ performances which are assumed to be
improved so they are capable of experiencing how to assess others’ performance
from their point of view. Besides, they are also being open to others’ critiques,
suggestions or comments. That will make them experience not only being a
student but also being a teacher.
In cooperative learning, such as peer assessment in Public Speaking class,
students work together and should be responsible for their peers learning as their
own (Salvin, 1995). It means that the students are required to be independent in
the learning process and also be responsible because what they do will affect the
others. Cooperative learning which can create enchanted learning atmosphere in
the class can also create motivation to learn and help to learn among students.
This study enables the researcher to investigate a specific setting and its
participants in context. The investigation reported here focuses on Public
Speaking students’ opinion on the implementation of peer assessment in Public
Speaking class of the English Language Education Study Program of Sanata
Dharma University, and how it helps improve students speaking skills.

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1.2 Research Problem
This research would like to address two questions. They are:
1. How is peer assessment implemented in Public Speaking class of the English
Language Education Study Program of Sanata Dharma University?
2. How does peer assessment help improve students’ (both speaker and assessor)
speaking skills?

1.3 Problem Limitation
This study only focuses on the effort to investigate the Public Speaking
students’ opinion on the implementation of peer assessment in Public Speaking
class of the English Language Education Study Program of Sanata Dharma
University and how it helps improve students speaking skills. This study is also
limited to the fifth semester students of the English Language Education Study
Program in the academic year of 2011/2012. The researcher chose fifth semester
students because they are taking Public Speaking course.

1.4 Research Objectives
Through investigating the fifth semester students of the English Language
Education Study Program, this study is aimed to find how peer assessment is
implemented in Public Speaking class and how it helps improve students speaking
skills.

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1.5 Research Benefit
Students of the English Language Education Study Program are required
to have competence in speaking. There are many ways for students to improve
their speaking skills; one of them is through peer assessment in the classroom.
Assessment from peers gives biggest contribution which can provide comment on
the way students deliver a speech and suggestion or feedback to improve the way
they deliver their speech. Hopefully this study can give contribution to English
Language Education Study Program especially for the students and other
researchers.

1.5.1 For Students
Through this study, the students will be aware that assessment is not only
the job of lectures. Students will also realize that peer assessment in Public
Speaking class is aimed at helping them to do their best in delivering speech and
realize that peer assessment is not only for the benefits of the receiver but also for
the purpose of their own development. Peer assessment in Public Speaking class
helps the students to learn by assessing.

1.5.2 For Other Rresearchers
Hopefully this study can be a reference to help the future researchers who
may be interested in the related topic. This study provides some information
which can be valuable for other researcher in supporting the research.

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1.6 Definition of Terms
There are some terms used in this study. The researcher will give
explanation of each of them in order to avoid misinterpretation. Those terms are
peer, assessment, peer assessment, public speaking, and formative assessment.
The explanations of those terms are stated in the following part:

1.6.1 Peer
According Homby (1995), peer (noun) is “a person who is equal to
another rank, status or ability” (p.225). In this study peers refer to the students in a
Public Speaking class assessment.

1.6.2 Assessment
Rayment (2006) describes assessment as a method and process.
According to her, assessment is a method used in learning to measure how far the
teaching-learning process happen, also to gain and collect feedback on the
teaching-learning process. She adds, assessment is also a process of evaluating
students within an educational context and the process of documenting students’
knowledge, skill, and attitude.
However, the researcher has her own definition about assessment which is
used in this study. According to the researcher, assessment is the process of
evaluating students’ learning to measure their achievement and development in
their learning.

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1.6.3 Peer Assessment
According to Black & William (2006), peer assessment is a valuable
assessment for learning procedure because student learning is promoted as they
take on the roles of teachers and examiners of each other, and students find it
easier to make sense of assessment criteria if they examine the work of other
students alongside their own. Peer assessment is considered uniquely valuable
because it motivates students to be more careful in the work they do, involves
students’ participation in the learning process, and improves students’ learning.
Peer assessment is also a key strategy to involve students in taking more
responsibility for their own learning.
Peer assessment can be understood as a type of collaborative learning
(Falchikov, 2001), but is more limited. It simply means that students assess each
other’s work using relevant criteria, and give feedback, not only for the benefits of
the receiver but also for the purpose of their own development.

1.6.4 Public Speaking
Acording to Webster (1993), public speaking is “the act or proccess of
making a speech in public using oral communication with an audience” (p. 944).
A student presentation in front of a group of peers is also a public performance. It
is a showing of skill or talent before an audience. Public Speaking is one of the
compulsory courses offered in the English Language Education Study Program of
Sanata Dharma University which trains the students to be able to communicate in
the target language.

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1.6.5 Formative Assessment
Brown (2004) stated that “formative assessment evaluating students in the
process of forming the students’ competencies and skills with the goal of helping
them to continue that growth process” (p.6). In this assessment the key to such
information is delivered by the teacher and internalized by the students of
appropriate feedback on performance toward the future formation of learning..
In this study, formative assessment is seen as the process of forming the
students’ speaking competencies and skills through involving the students in
assessing their peers’ performances. Students are involved to give comments or
suggestions, or call attention to an error on their peers’ performances.

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CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter is aimed to discuss the theory underlying the study. This
chapter covers two main points they are theoretical description and theoretical
framework.

2.1 Theoretical Description
The researcher in this chapter makes an effort to gather theories related to
assessment in general, principles of peer assessment, procedure of peer
assessment, peer assessment and assessment for learning, peer assessment as
cooperative learning, peer assessment as a part of formative assessment, and
criteria for evaluating speeches to support the research. The theories were stated
by experts in language teaching.

2.1.1 Assessment in General
Assessment is the process of gathering and discussing information from
multiple and diverse sources in order to develop a deep understanding of what
students know, understand, and can do with their knowledge as a result of their
educational experiences.

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According to Brown (2004) there are four criteria of assessment. They are:
a.

Informal Assessment
Informal assessment can take a number of forms, starting with incidental,

unplanned comments and responses, along with coaching and other impromptu
feedback to the students such as saying “Nice job!” “Good work!” a good deal of
teacher’s informal assessment is also embedded in classroom task design to elicit
performance without recording results and making fixed

judgments about a

student’s competence.
b.

Formal Assessment
Formal assessment is exercises or procedures specifically designed to tap

into storehouse of skill and knowledge. They are systematic, planned sampling
techniques constructed to give teacher and student an appraisal of student
achievement.
c.

Formative Assessment
Formative assessment is often done at the beginning or during a program,

thus providing the opportunity for immediate evidence for student learning in a
particular course or at a particular point in a program. The purpose of this
technique is to improve quality of student learning and should not be evaluative or
involve grading students. Formative assessment evaluates students in the process
of forming their competencies and skills with the goal of helping them to continue
that growth process. Formative assessment intends to help students identify their
strengths and weaknesses and guide students toward the achievements of learning
goals during the learning process.

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d.

Summative Assessment
Summative assessment aims to measure, or summarizes what a student

has grasped and typically occurs at the end of a course or unit of instruction. It is
used to check the level of learning at the end of the program or unit of instruction.

2.1.2 Principles of Peer Assessment
Sommervell (1993) stated that peer assessment provides students with the
opportunity to develop their own skills of reflection critically assess their own
performance and enhance the final product. Peer assessment also provides the
opportunity for students to learn from their peers.
Peer assessment involves students providing feedback to other students on
the quality of their work. Falchikov (2007) stated that “peer assessment requires
students to provide either feedback or grades (or both) to their peers on a product
or performance, based on the criteria of exellence for that product or event which
students may have been involved in determining” ( p.132).
According to Qu &Yang in Journal of Language Teaching and Research,
Vol. 1, No. 6, pp. 776-781, November 2010 effective peer assessment needs a
reasonable assessment principles they are:
1. The learning targets which are going to be assessed must be clear.
2. The selected assessment techniques should serve the needs of the learners.
3. Be sure to use multiple indicators of achievement for each learning target.
4. Be sure that the assessmnet rubric was made in order to let students
understand and acknowledge the purpose, the importance and the usefulness

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of peer assessment, the expectations of them as members participating in
group work and how they should contribute towards group work.

2.1.3 Procedure of Peer Assessment
Another promising area in speaking assessment is peer assessment. Peer
assessment

helps learners become more aware of their learning goals, learn

throuh evaluation, and learn from each other. Peer assessment is useful because it
allows teachers to share some of the rating responsibility with their students, and
it is especially useful in speaking assessment, which is time consuming if rated by
one person only. According to Ballantyne, Hughes & Mylonas (2002) there are
some procedures of doing peer assessment.
1. Teacher helps students learn to do the assessmnet task by giving detail
instructions.
2. Teacher engages and encourages students to do assessment tasks.
3. Teacher define the criteria of peer assessment so that the learners can use them.
4. It is a good idea for teacher to inform that the performance will be assessed
depending on content of speech, organization, language used, voice, timing
and pacing, attitude, appearance and integrity.
5. Teacher functions as the monitor of the peer assessment activity.
6. Without being asked the teacher also gives directions how to do effective and
do cooperative work in assessing each other .

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According to Spiller (2011), there are some reasons for using peer
assessment in Public Speaking.
1. Peer assessment can encourage collaborative learning through interchange
about what constitutes good performance.
2. Students can help each other to make sense of their learning and understanding
and to get a more sophisticated grasp of the learning procces
3. Peer assessment can be used effectively in the development of students’
performance.
4. Students engaged in commentary on the work of others can heighten their own
capacity for judgment and making intellectual choices
5.

Students receiving feedback from their peers can get a wider range of ideas
about their work to promote development and improvement.

6.

The focus of peer assessment can be on process, encouraging students to
clarify their ideas.

7.

Peer assessment process can help students learn how to receive and give
feedback which is an important part of most work contexts.

2.1.4 Peer Assessmnet and Assessment for Learning
It might be monotonous if the assessment only comes from the lecturer in
every public speaking class. The sutdents need another greater variety of
suggestions, comments or feedback. Assessing others performances prepares the
students for their own performance. The students may also practice to be teachers
for their friends. Therefore, they will probably feel secure since they are in their

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own friend is circle and they will promote their own active learning. Brew (1999)
states that,
Assessment and learning must increasingly be viewed as one and the same
activity; assessment must become an integral part of the learning process. .
. . When teachers share with their students the process of assessment giving up control, sharing power and leading students to take on the
authority to assess themselves - the professional judgment of both is
enhanced. Assessment becomes not something done to students. It
becomes an activity done with students (p.169).
From the statement above, it can be seen that peer assessment is the
strategy to involve students in taking more repnsibility for their own learning.
This assessment offers a means of enhancing the learning experience and
developing key capabilities in students. In peer assessment, students need to see
the value for themselves rather than the gains for their teacher. It is important to
introduce peer assessment to the students to improve learning and and to develop
new skills.
Stiggins (2008) states that in peer assessment students are involved in
monitoring and making judgements about aspects of their peer ’s learning or
performance, students can develope lifelong evaluation skills both about their own
work and thinking as well as others, they can take their first steps towards
independent and autonomous learning by developing learning strategies based on
their evaluation, they can learn directly by constructively critiqueing their own
and others’ work in parallel. Peer assessment is also designed to increase, student
learning, motivation and confidence.
Peer assessment keeps the students focussing on improvement rather than
judgement alone for personal development. The key benefit of peer assessment is

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the oportunity it provides for students to help each other with multiple perspective
and constructive suggestions. Morris (2001) suggests that involving students in
the process facilitates assessment becoming an integral part of the learning
process. This form of assessment has a valuable role in formative assessment
processes with the key focus on students providing feedback on each other to
inform further development of knowledge and skills (Race 2001).
There are some capabilities which can be developed in students by
peer assessment :
a.

Increased understanding of their own learning style

b.

Critical evaluation skills through commenting on other students’ work or
performance

c.

Increased awareness of personal sensitive when receiving feedback

d.

Open mindedness through offering criticisms, suggestions, predictions
According to RMIT University (2008), examples of when to use peer

assessment includes:
a.

Commenting on others’ performance

b.

Publicly grading colleagues’ presentations

c.

Discussing and suggesting improvements of others’ work.
The potential for peer assessment to promote students’ learning has a key

place in the ideas associated with assessment for learning or assessment used for
formative purposes. In the classroom assessment for student learning, the
assessment process and its result turn into instructional interventions which are
designed to increase, not just monitor student learning, motivation and

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17

confidence. Peer assessment is also a valuable assessment for learning procedure
because student learning is promoted as they take on the roles of teachers and
examiners of each other, and students find it easier to make sense of assessment
criteria if they examine the work of other students alongside their own (Black &
William, 2006).
James & Pedder (2006) explained that “peer assessment and assessment
for learning in general involves a changing role for students in which they are
brought into the heart of teaching and learning proccess and decision making”
(p.28). From the explanation above, it is clear that in peer assessment, students
play important roles as teacher for others and decision maker.
According to White (2009), peer assessment which involves students in
the process of assessment has some potential advantages and disadvantages. The
advantages and disadvantages of peer assessment are mention in the following
part:
A. The advantages of peer assessmnet
1. Assessment is a part of learning
2. Helps students to become more autonomous, responsible and involved
3. Students not only monitor the studies of others but also make some critical
analysis.
4. Helps clarify assessment criteria
5. Gives students a wider range of feedback
6. Students’ motivation for learning increases

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7. Several groups can be run at once as not all groups require the lecturer’s
presence
B. The disadvantages of peer assessment
1. Students may lack the ability to evaluate each other
2. Students may not take it seriously
3. Students may not like peer marking because of the possibility of being
discriminated against, being misunderstood.
4. Without lecturer intervention, students may misinform each other

2.1.5 Peer Assessment as Cooperative Learning
According to Johnson & Johnson (1994), cooperative learning can be
defined as “a learning where students working together to accomplish shared
learning goals and to maximize their own and their group-mates achievements
(p.227). According to Salvin (1995), the idea of Cooperative Learning is that “the
students work together to learn and are responsible for their teammates’ as their
own” (p.5). The goal of Cooperative Learning itself, according to Slavin, is that
the students are able to improve their knowledge, concept and understanding they
need, feel comfortable and contribute information to the society.
Peer assessment is included as one Cooperative Learning form by some
experts because it involves cooperation among the students. The students are
assigned to work in small groups. In those groups, the students are responsible to
give comment on their peers’ performance. Freeman (2000) stated that

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“cooperative learning involves students learning from each other in groups”
(p.164).
From the statement above it is clear that peer assessment is one form of
cooperative learning in which students learn from each other in groups. They help
each other by giving comments or sugestions. Here, both the assessee and the
assessor can be aware of som e important issues in Public Speaking such as
content, body language, eye contact, word chosing so they are able to improve
their speaking skill to be better.

2.1.6

Peer Assessment as a Part of Formative Assessment
Peer assessments are usually intended as formative assessment early in the

learning process (Johnson, 2004). Peer assessment activities should be scheduled
as soon as students begin learning a concept or skill and preferably before any
skill errors are habituated. Teachers use peer and self-assessment to enhance
learning: (1) to increase student involvement in the learning process (e.g. students
assume teaching responsibilities), (2) to increase social interactions and trust in
others, (3) to facilitate individual feedback, and (4) to focus students on the
process rather than the product. Peer assessments used as formative evaluations
are especially useful with group instruction and can both enhance the learning
experience and positively influence student achievement .

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2.1.7 Criteria for Evaluating Speeches
Speakers need to know the criteria for evaluating speeches so that they can
improve the quality of their speech by establishing all the criteria required in
speech. According to Hasling (1988:13) there are eight criteria needed for
evaluating speeches:
1.

Content
The substance of the speech must have some significance and relevance. It
must appeal to the needs and interests of the audience.

2.

Organization
The information must be presented in some sort of logical sequence. The
speech should contain a statement of purpose, clear main contentions,
supporting information. And a conclusion.

3.

Language
The speaker should choose word effectively, pronounce words correctly,
clearly, and use proper and appropriate grammar.

4.

Voice
The speaker must have sufficient volume to make sure that all audience can
hear.

5.

Timing and Pacing
The speech should be delivered at a rate which permits everyone to clearly
understand the message, and it should conform to the time limits of the
occasion.

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6.

Attitude
The speaker should have positive attitude toward the subject matter and
toward the audience.

7.

Appearance
The speaker should be dressed appropriately for the occasion. The speaker
should project an air of confidence to the audience. Posture, gesture, facial
exprssion, and movement should reinforce the message.

8.

Integrity
The speaker should project qualities of integrity in order to assure the
audience that he or she is trustworthy, credible, and resposible.
Besides the eight criteria above, students, in doing peer assessment also

need assessment rubrics so they can easily assess their friend’s performance.
Accroding to Yamashiro & Johnson (1997), there are fourteen points for public
speaking that used in peer assessment rubric criterion.

Table 2.1. 14 Points for Public Speaking (from Yamashiro & Johnson, 1997)
Speaking Area
Voice Control

Points

for
Public
Speaking

1. Projection
2. Pace
3. Intonation
4. Diction

Body Language

5. Posture
6. Eye Contact

Comments
Speaking loud enough (not too
loud or too soft
Speaking at a good rate (not too
fast or too slow)
Speaking using proper pitch
patterns and pauses
Speaking clearly (no mumbling or
interfering accent)
Standing with back straight and
looking relaxed
Looking audience members in the
eye

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22

Speaking Area

Points

for
Public
Speaking

7. Gesture
Content
of
Presentation

Oral 8. Introduction
9. Body
10. conclusion

Effectiveness

11. Topic
12. Language Use
13. Vocabulary
14. Purpose

Comments
Using few, well-timed gestures,
nothing distracting
Including attention-getting device,
thesis statement
Using academic writing structure
and transitions
Including restatement/summation
and closing statement
Choice picking a topic that is
interesting to the audience
Varying types of clear and correct
sentence forms
Using vocabulary appropriate to
the audience
Fulfilling the purpose of the
speaking task

2.1 Theoretical Framework
Peer assessment means that students assess each other ’s work using
relevant criteria, and give feedback, not only for the benefits of the receiver but
also for the purpose of their own development. Considering the idea above the
researcher attempted to find the answer to two research questions that have been
stated in Chapter One. In answering the first question, the researcher referred to
two theories of peer assessment.
1. Theory of peer assessment by Qu and Yang in Journal of Language Teaching
and Research, Vol. 1, No. 6, pp. 776-781, November 2010 which explained
the principles of effective peer assessment. Using the theories, the researcher
attempted to see the way the lecturer implemented peer assessment in Public
Speaking class.

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2. Theory of peer assessment by Ballantyne, Hughes & Mylonas (2002). The
theory explained that there are some procedures that should be considered in
implementing peer assessment in Public Speaking class.
For the second question, the researcher focused on some theories of peer
assessment.
1. The first was the theory of peer assessment by Stiggins (2008) which stated
that in peer assessment students are involved in monitoring and making
judgements about aspect of their peer ’s performance. Peer assessment is also
designed to increase, student learning, motivation and confidence. This theory
was used to observe the involvement of the students in peer assessment.
2. The second theory was theory of peer assessment by Race (2001) about how
peer assessment can facilitate behavioral changed and the result of peer
assessment facilitates improvements. It was to see how peer assessment
contributed to students’ performance in Public Speaking class.
3. White (2009) stated that peer assessment which involves students in the
process of assessment, has some potential advantages. This theory was used to
observe the students view on the implementation of peer assessment in Public
Speaking class.
4. The forth theory used in this research was the theory of peer assessment as
cooperative learning. Peer assessment is included as one of the cooperative
learning form by some experts because it involves cooperation among the
students. This Theory was used to see how the students do peer assessment and
how they help each other in improving their speaking skills.

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5. The fifth theory used in this research was a theory of peer assessment as a part
of formative assessment. This theory was used to know the purpose of peer
assessment in Public Speaking class.
6. Another theory which is used in this research is the theory about the criteria of
evaluating speech. This theory was used to know wheter the students are easily
or not to assess their friend’s performance.
Those theories were to discover how the students’ respond to the
implementation of peer assessment in Public Speaking class of English Language
Education study Program of Sanata Dharma University. Based on these
significances of the theories on the research problem, the writer will analyze the
data resulted from the research and synthesize the answer of the research problem.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER III
METHODOLOGY

This part presents information about the method used in this study. The
discussion involves: research method, research participants, research instruments,
data gathering techniques, and data analysis technique.

3.1 Research Method
In order to answer the problems which are stated in the problem
formulation, the writer employed a survey study. According to Ary at al (2002),
“survey is a research technique in which data are gathered by asking questions of
group of individuals called respondents“ (p.374). Survey, in this study, was
needed to find Public Speaking students’ opinion about the implementation of
peer assessment in Public Speaking class of the English Language Education
Study Program of Sanata Dharma University. In this study the researcher used
questionnaires in gathering data to answer the problems formulated in the problem
formulation. The writer also conducted observation and interview in this research.
The observation was to observe how and when peer assessment was done in
Public Speaking class while interview was conducted to gain more information
about the implementation of peer assessment in Public Sepaking class.

25

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26

3.2 Research Participants
The participants of the study were the students of the English Language
Education Study Program of Sanata Dharma University who were taking Public
Speaking course. They were fifth semester students of academic year of
2011/2012. The participants were chosen since the writer attempted to find out
Public Speaking students’ opinions on the implementation of peer assessment and
how it helps improve students’ speaking skills. Researcher chose those
participants because they were taking Public Speaking course.
There were five Public Speaking classes in academic year of 2011/2012. In
order to get the data for the study, the researcher did the study on two of five
classes of Public Speaking which were class B and C with two different lecturers.
The other students in the classes which were class A, D and E were not chosen as
participants because they were taught by the same lecturer as class B. The classes
to be observed were representive enough to represent the fith semester students
who were taking the Public Speaking course. Researching the students taught by
different lecturers, the writer would get the students’ opninion in relation to the
way the lecturers implement peer assessment in Public Speaking class.
Those two classes consisted of 55 stude