teacher feedback as an evaluation for improving students

7/31/2019 Teacher Feedback as an Evaluation for Improving Students

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TEACHER FEEDBACK AS AN EVALUATION FOR IMPROVING STUDENTS

SPEECH PERFORMANCE

1


SPEECH PERFORMANCE(A case study of English Presentation Subject for Accounting Computerization Students

at Telkom Polytechnic Bandung)

Pikir Wisnu Wijayanto, M.Hum.#

#Information System Program, Department of Information and Technology,

Telkom Polytechnic

Jl. Telekomunikasi, Ters. Buah Batu, Bandung, 40257, Indonesia

Tel.: +62-22-7787- 9393, E-mail: [email protected]

Speaking English is still a common problem for non-English department students.

Most of them had some difficulties with their speech. They still have anxiety and lack ofmotivation in practicing their speech. Most of them were afraid of making mistakes, in term

of accuracy or pronunciation, accurately, fluently, appropriateness and courage as parts of

their speech practice performance. They only perform it without knowing and understandingthe content they deliver. Based on that situation, the writer formulated the research question

as how was the effectiveness of teacher feedback as an evaluation in term of speech

performance of Accounting Computerization students at Telkom Polytechnic Bandung.

This study aimed to improve the speech performance of the students by giving teacher

feedback as an evaluation. The method used in this study was participant observation that

means living with the observed the students speech performance, and learning how they see

things and experience things.Ilgen et al. (1979) defined feedback from a source to a recipient as information about

the correctness, accuracy, or appropriateness of the recipient's past performance. As sources

of feedback, teachers encode and convey verbal and nonverbal messages to students either

face-to-face or through some form of mediation, such as written comments, regardingstudents past speech performance in their first presentation. The types of feedback given in

this study were some evaluations and suggestion how to improve their performance for the

second speech performance in their presentation. The feedback was some comments given

after they performed and also the written comments. The written comments then were printed

and sent personally and into their personal email. Therefore, each student could evaluate their

own performance by reading the feedback from the teacher.

The result findings from this study proved that teacher feedback had influenced thestudents speech performance for the second opportunity of their presentation. Most of them

improved their performance in term of understanding, accuracy in speaking or pronunciation,

accurately, and fluently. They also made appropriateness in using some expressions and more

courage speaking in front of the audience by making good eye-contact, interaction to the

audience, and exploring their ideas based on the topic they delivered. Therefore, teacher

feedback could be as a progress evaluation to evaluate the speech performance of students in

order to improve their speaking proficiency to perform better in their English speech.

Keywords;Teacher feedback, learning evaluation, and speech performance


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I. INTRODUCTIONThis chapter is proposed to introduce the research and give explanation for the

necessity to conduct it. A brief description of the context where the research is conducted

related with speech performance of Accounting Computerization students in term of

English proficiency in class presentation. This chapter consists of six main parts, namelythe background of the study, problem identification, problem limitation, problem

formulation, research goals, and research benefits.

A. BackgroundEnglish speaking practice is still a common problem for non-English

department students. Most of them had some difficulties with their speech, such as

they still have anxiety and lack of motivation in practicing their speech. They were

also afraid of making mistakes, in term of accuracy or pronunciation, accurately,fluently, appropriateness and courage as parts of their speech practice performance.

They only performed it without knowing and understanding the content they

delivered. Based on that situation, to eliminate the problem, this research aimed atfinding the effect of giving teacher feedback as an evaluation to evaluate and enhance

the students achievement of their speech performance in English presentation class ofAccounting Computerization students at Telkom Polytechnic Bandung.

B. Problem IdentificationThe main issue discussed in this study was the effect of giving teacher

feedback as an evaluation in improving the speech performance of Accounting

Computerization students in English presentation class.

C. Problem LimitationIn doing limitation of the research achievement, the research only focused on

the improvements for speech performance achievement of students based on the

teacher feedback given in English Presentation Class, by comparing the mark ofstudents for their first and second speech performance.

D. Problem FormulationThe research problems are formulated as follows:

1. How was the effectiveness of teacher feedback as an evaluation in term of speechperformance of Accounting Computerization students at Telkom Polytechnic

Bandung?

E. Research ObjectivesThe research had been conducted to serve some objectives, namely:

1. to know the effectiveness of teacher feedback as an evaluation in term of speechperformance of Accounting Computerization students at Telkom Polytechnic

Bandung.

F. Research BenefitsBy conducting this research, it is hoped that by giving a feedback as an

evaluation from teacher to the students speech performance, it will help students indeveloping their proficiency and competency in English and improving their speech

performance in presentation.


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SPEECH PERFORMANCE

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II. THEORETICAL REVIEW AND FRAMEWORKThis chapter aims to review the theories underlying this study that become the

bases for the discussion. The discussion consists of two main parts, namely, theoretical

review and theoretical framework.

A. Theoretical ReviewThe related theoretical review mainly discusses about teacher feedback,

learning evaluation, and speech performance.

1. Teacher FeedbackTeacher feedback is considered one of the most powerful instructional variables in

terms of enhancing student achievement (Hattie 2007). In teaching and learning

activities there are relational processes; teachers are both sources and receivers of

feedback ( Classroom StudentTeacher Interaction). Teachers have to providefeedback to their students about their learning and teachers also receive feedback

from their students about their teaching.

Ilgen et al. (1979) defined feedback from a source to a recipient as informationabout the correctness, accuracy, or appropriateness of the recipient's past

performance. As sources of feedback, teachers can encode and convey verbal and

nonverbal messages to students either face-to-face or through some form of

mediation, such as written comments, regarding students past or previous

performance. As receivers of feedback, teachers can also receive and decode

messages from students either face-to-face (i.e., students responsive behaviors) or

through some form of mediation (i.e., teacher evaluations) regarding teacherspast or previous performance.

Feedback messages have a number of common characteristics: valence,

timeliness, specificity, frequency, and sensitivity (Cusella 1987). Feedback

valence refers to perceived attractiveness or value of the information conveyed.Positively valences feedback consists of messages implying that the recipient's

behavior or performance was satisfactory.

2. Learning EvaluationKirkpatrick (2000) described learning evaluation is the measurement of the

increase in knowledge or intellectual capability from before to after the learning

experience. The examples of methods and tools in learning evaluation are;

a. typically assessments or tests before and after the training.b. interview or observation can be used before and after although this is time-

consuming and can be inconsistent.

c. methods of assessment need to be closely related to the aims of the learning.d. measurement and analysis is possible and easy on a group scale.e. reliable, clear scoring and measurements need to be established, so as to limit

the risk of inconsistent assessment.

f. hard-copy, electronic, online or interview style assessments are all possible.Kirkpatrick (2000) in his model of evaluation also stated that there are some

relevance and practicability in learning evaluation such as can be doneimmediately the training ends, very easy to obtain reaction feedback, feedback is

not expensive to gather or to analyze for groups, important to know that people

were not upset or disappointed, important that people give a positive impression

when relating their experience to others who might be deciding whether toexperience same.


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3. Speech PerformanceMany students and professionals are required to hold some sort of speech

performance either regularly or at some point in their educational span or career.

In learning English proficiency process, for the example, speech performancefrom students is the essential part in learning process, beside the material or topic

delivered, especially in English presentation class.

The purpose of speech performance itself is how to deliver the information of the

multi-faceted arts of verbal communication effectively. Therefore, in English

presentation class, the students have to practice of showing and explaining the

content of a topic to an audience or other learners.

In evaluating the speech performance, there are some indicators could be used,

such as content which includes organizational, vocabulary, and ideas. Nextindicator is about speech production such as voice intonation, pronunciation,

fluency, and accuracy. Then, is form which includes grammar. The last indicator

is about performance which includes confidence, interaction to the audience,manner and gestures.

Table 2.1 The Blue Print Indicators Used for Evaluating a Speech Performance

No IndicatorsSpeech Performance Level

Poor Average Excellent

1 Organizational (steps in presentation)

2 Vocabulary Building (words choice)

3 Exploring ideas (words, statements, and opinions)

4 Speech production (voice intonation of pronunciation,

fluency, and accuracy)

5 Form (Grammar)6 Performance (confidence, interaction to the audience,

manner and gestures)

Note:The parameter of mark for poor performance is 64 / C; average performance is 65 / B; and

excellent performance is 75 / A

B. Theoretical FrameworkGiving evaluation in a learning process is common way especially for teacher

to the students in term of learning achievement. In giving evaluation of studentsspeech performance, teacher can give it into some types of evaluation. The form of

evaluation generally divided into two types; verbal and non-verbal evaluation.Teacher feedback is considered as a verbal or non-verbal evaluation, and it is a hard

way to implement. Teacher must concern each student progress and performance in

learning process, the feedback also has to answer the problem of students in term of

how to improve their speech performance, and so on. The main consideration here is

about the main target in English presentation class that the students are able to achieve

and enhance the English proficiency in term of speech performance in presentation.


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III.METHODOLOGYThis chapter discusses the methodology used to conduct the research. This

chapter consists of method, the nature of data, pilot study, data setting and source, data

gathering instruments, data collection, data analysis, and data validation.

A.

MethodsThis research was quantitative method.The quantitative method is a research

technique that is used to gather quantitative data and information dealing with

numbers and anything that is measurable. Therefore, quantitative research involves

analysis of numerical data. Statistics, tables and graphs, are often used to present the

results of these methods. Quantitative Research focuses in counting and classifying

features and constructing statistical models and figures to explain what is observed

(wikipedia.org).

This research was concerned the effectiveness of giving the feedback fromteacher as an evaluation to the students in English Presentation Class, in order to

enhance or improve their speech performance in presentation.

B. Nature of DataThe nature of the research data of this research was quantitative data. The

data were quantitative inquiries used numerical of students mark and statistical

processes to answer specific questions. Therefore, the obtained data described the

improvement in term of speech performance of the students in AccountingComputerization Study Program of Information and Technology Department. The

department needs to improve their speech performance by joining English

presentation class; therefore, the students are able to successfully perform their

proficiency and competencies activity in order to communicate in global era. The datawere investigated and generated from the result of observation activity and the mark

of students as the documents.

C. The Pilot StudyA pilot study was previously conducted before conducting the research. Pilot

study was defined as a trial run with a few subjects to assess the appropriateness of

the data instruments and procedures (Ary et.al. 2002: 565). In other words, pilot study

was conducted to know whether the study was feasible, sufficient and worthwhile tocontinue.

D. Data Setting and SourceThe research was conducted from October 16

th, 2010 until January 7

th, 2011

in Accounting Computerization Study Program of Information and Technology

Department at Telkom Polytechnic Bandung. It was done by conducting the

participant observation and mark documents in learning process in the classroom with

students.

Source of data used in this research was the Accounting Computerization

Study of Information and Technology Department students. The teacher conducted

the learning process and made the feedback evaluation of their speech performanceafter they were giving the presentation for the first and second opportunities. The data

was the progress and a kind of note of students speech performance which could be

analyzed clearly.

E.

Data Gathering Instruments


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The current research implemented three data gathering instruments; they

were participant observation and mark documents.

F. Data CollectionThe research took place at Information and Technology Department at Telkom

Polytechnic Bandung. The methods used in this study were participant observationand mark documents. The participants were 26 (twenty six) students from Accounting

Computerization Study Program, from the 5th

(fifth) semester who took English

Presentation Class as the subject. The students performed the presentation in a group

that consists of maximum 4 (four) members for each, so there would be

approximately 7 or 8 groups for each class, with two times opportunities to perform.

G. Data AnalysisAccording to Hopkins (2002), there were two types in quantitative data

analysis. They were summarizing data and generalizing from sample to population.Data analysis used in this research was quantitative data analysis with the type of

summarizing data analysis.

The type of summarizing data analysis is drawn in schema as follows:

Figure 3.1 Type of Summarizing Data Analysis Scheme (Source: Hopkins WG (2002).

H. Data ValidationIn order to ensure the internal validity and reliability, this research used data

verification to check the validity of data that used other source(s) for checking or

comparing data. The purpose of data verification was to check the data validation,therefore the research findings are real based on the reality and condition in research

setting. The process of data verification in this study were by comparing andconfirming the data from the marks of students gathered from first and second

performance.

Summarizing Data

Variables

Simple statistics

Effect statistics and statistical models

Complex models


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IV.RESEARCH RESULTSThis chapter presents the results of the research instruments in gathering data

as well as data analysis in order to answer the research problems.

A. The Effectiveness of Teacher Feedback as an EvaluationThe short description of this subject is talking about technical presentationskills. Throughout the course, the students are going to be evaluated from their

presentation performances. The expected outcome from this subject is the ability of

students to make their presentation in good English.There are two general objectives from this subject; the first, the students are

able to understand and implement the principles in presentation, and second, the

students are able to perform in a good way in presenting the topic or material.

Therefore, the main purpose of this subject is that to improve the speech perfromance

in presentation activity with the knowledge of the principles of presentation.

In English presentation class, the teacher gave 2 (two) opportunities to the

students to perform their preentation. The teacher would give them a feedback as anevaluation for their speech performance in presentation class. Ilgen et al. (1979)

defined feedback from a source to a recipient as information about the correctness,

accuracy, or appropriateness of the recipient's past performance. As sources offeedback, teachers encode and convey verbal and nonverbal messages to students

either face-to-face or through some form of mediation, such as written comments,

regarding students past speech performance in their first presentation. The types of

feedback given in this study were some evaluations and suggestion in verbal and non-

verbal message about how to improve their performance for the second speech

performance in their presentation. The feedback was some comments given after they

performed and also the written comments. The written comments then were printed

and sent personally and into their personal email. Therefore, each student couldevaluate their own performance by reading the feedback from the teacher.

Below is the comparison between the results of marks of first performance and

second performance of students that could be seen in Table 4.1 and 4.2.

Table 4.1 The Results of First Speech Performance of Students in Percentage

No IndicatorsSpeech Performance Level



11/26or

42,3%

11/26or

42,3%

4/26or

15,4%


3 Exploring ideas (words, statements, and opinions

4 Speech production (voice intonation of pronunciation,fluency, and accuracy)

5 Form (Grammar)

6 Performance (confidence, interaction to the audience,manner and gestures)

According to table 4.1, in the first performance, there were 11 students who

performed in a poor speech and average performance or 42,3% from the total numbers

of students. There were only 4 students who performed in an excellent speech

performance or 15,4% from 26 students.


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Table 4.2 The Results of Second Speech Performance of Students in Percentage

No IndicatorsPerformance Level



8/26

or

30,76%

10/26

or

38,46%

8/26

or

30,78%


3 Exploring ideas (words, statements, and opinions

4 Speech production (voice intonation of pronunciation,fluency, and accuracy)

5 Form (Grammar)

6 Performance (confidence, interaction to the audience,manner and gestures)

According to table 4.2, in the second performance, there were only 8 students

who performed in a poor speech performance level or 30,76%. In average

performance level there were 10 students or 38,46%.. The great improvement for

students who performed in an excellent performance level increased significantlyfrom only 4 students became 8 students or increased from 15,4% to 30,78% of the

total numbers of students.

The research of progress markof students in thier speech performace after theteacher gave a feedback evaluation could be seen figure 4.1 bellow.

Figure 4.1 Marks of Students Progress Performance

According to figure 4.1 above, it could be explained that most of the students

got improvement in their speech performance in the second opportunity after the teacher

had given the feedback as an evaluation of their first performance.

Below is the range of progress average of students speech performance couldbe analyzed clearly on the table 4.3.

0

20

40

60

80100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

M

a

r

k

s

List of Students

Marks of Students' Progress Performance

1st Performance 2nd Performance


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Figure 4.2 The Progress Average of Speech Performance of Students

According to table 4.3, more than 96% of the students have increased in their

range performance in term of mark progress, and only 1 student who didnt improve in

speech performance. Talking about the range progress of performance, the highest range

could be achieved is 13, and most of the students could achieved in range of 5 of their

progress, there were 11 students or 42,3%.

V. CONCLUSIONS AND RECOMMENDATIONSThis chapter deals with two parts, namely conclusions and recommendations.

The first part deals with giving conclusions of the study. The second part deals with the

recommendations for the teachers, the students, and further research.

A. Conclusion1. The effectiveness in Giving Teacher Feedback Evaluation to The Students

According to the research results, most of students could enhance or

improve their speech performance in their second opportunity in class presentation

after teacher gave them a feedback as an evaluation. The improvement of their speechperformance was in terms of organizational presentation, vocabulary building, and

speech production in fluency, accuracy, pronunciation, and form. They could also

explore the ideas with their own sentences and courage perform better than in their

previous speech performance. Therefore, the implementation in giving teacher

feedback as the evaluation was effective enough in order to improve the achievement

of students English proficiency, in term of speech performance in their presentationperformance.

B. RecommendationTeaching English as a foreign language needs some strategies and ways in

giving evaluation to the students and keeping they feel comfort or convenient tolearn, especially for non-English department students. In English presentation class,

teachers must give more attention to students speech performance. It is important for

teacher knows each students speech performance well. Teachers have to make akind of feedback that could be implemented as an evaluation to students, and give

some suggestions or solutions if students have some problems with their previous

performance. The feedback could be as a written note and verbal evaluation, and thengive it to students so that they could know the weaknesses and the solution to

0

2

4

6

8

10

12

0 1 2 3 4 5 6 7 8 9 10 11 12 13

S

t

u

d

e

n

t

s

Progress Average


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improve their speech performance. For teachers, they could know well the progress

of their students and also evaluate their teaching performance to be better.

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Appendix 1

No NIM P1 P2 Range

Progress

1 30308014 78 83 52 30308019 65 78 13

3 30308025 70 80 10

4 30308034 63 68 5

5 30308037 70 75 5

6 30308039 70 75 5

7 30308041 60 60 0

8 30308042 65 67 2

9 30308049 80 85 5

10 30308052 50 60 10

11 30308058 75 80 5

12 30308060 78 83 5

13 30308061 65 70 5

14 30308078 63 65 2

15 30308094 58 64 616 30308097 63 68 5

17 30308098 65 68 3

18 30308111 68 70 2

19 30308115 55 63 8

20 30308119 58 64 6

21 30308123 60 63 3

22 30308132 55 64 9

23 30308141 65 70 5

24 30308149 60 64 4

25 30308153 68 72 4

26 30308157 65 70 5

Note:1. The parameter of mark for poor performance is 64 / C; average performance is 65 / B; and excellent

performance is 75 / A2. P1: First performance; P2: Second performance

teacher feedback as an evaluation for improving students

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