the use of email as an alternative way

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THE USE OF EMAIL AS AN ALTERNATIVE WAY IN GIVING TEACHER

FEEDBACK EVALUATION

1

THE USE OF EMAIL AS AN ALTERNATIVE WAY

IN GIVING TEACHER FEEDBACK EVALUATION

Pikir Wisnu Wijayanto, M.Hum.

Telkom Polytechnic [email protected]

This research aimed at finding the effectiveness of using email as an alternative way

in term of giving teacher feedback evaluation in order to motivate and enhance the

achievement to the students speech performance in English Presentation Class.The research took place at Information and Technology Department at Telkom

Polytechnic Bandung. The methods used in this study were participant observation and mark

documents. The participants were 40 (forty) students from Computer Engineering StudyProgram, from the 4

th(fourth) semester who took English Presentation Class as the subject.

The students performed the presentation in a group that consists of 4 (four) members for each

with two times opportunities to perform in class presentation.The results findings indicated that after teacher gave the feedback evaluation by

email to their first performance, most of students got improvements in their second

performance of speech, 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 had courageous in their previous speech performance.

They also gave positive responds about the teacher feedback evaluation sent into their email

by giving a good reply to the teacher in a good writing and they also shared about the

problems related with their first performance. They were willing to make a betterperformance for the second chance given for presentation. Therefore, the use of email could

be as an alternative way to give teacher feedback evaluation in order to improve or enhance

the achievement of students English proficiency, in term of speech performance in theirpresentation performance.

Keywords: Email, teacher feedback, speech performance.
mailto:[email protected]:[email protected]:[email protected]


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FEEDBACK EVALUATION

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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 Computer Engineering students in term of English

proficiency in presentation class. This chapter consists of six main parts, namely thebackground of the study, problem identification, problem limitation, problem

formulation, research goals, and research benefits.

A. BackgroundThe use of online media in teaching English is a common way for teacher in

order to develop the language competency of students, especially for non-English

department students. Teacher must create an appropriate way to motivate and enhance

the achievement ofstudents language proficiency.In term of giving the feedback evaluation, teacher sometime doesnt have

enough time to evaluate students progress individually, because the time allotment

for each meeting is not enough. Teacher also has to consider his or her studentscharacteristics as adults learners that most of them felt inconvenient when teacher

was giving it directly in a verbal feedback after they performed in front of their

classmates. Therefore, to eliminate this problem, the use of email could be an

alternative way in order to give the teacher feedback evaluation for students speechperformance.

This research aimed at finding the effectiveness of using email as an

alternative way in term of giving teacher feedback evaluation to motivate and enhancethe students achievement of their speech performance in English presentation class.

B. Problem IdentificationThe main issue discussed in this study was the effectiveness of the use of

email as an alternative way in term of giving teacher feedback as the evaluation toimprove the speech performance in their English presentation class.

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

the improvements or the enhancements for their speech performance achievement in

English Presentation Class.

D. Problem FormulationThe research problems are formulated as follows:

1. How does email as a feedback evaluation used by teacher enhance the speechperformance of students?

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

1. to know the effectiveness of email as the alternative way for teacher in giving afeedback evaluation in order to enhance the speech performance of students.

F. Research BenefitsBy conducting this research, it is hoped that by focusing on the effectiveness

of using email as an alternative way in giving a feedback evaluation from teacher to

the students speech performance, it will help students in developing their proficiencyand competency in English and improving their speech performance in presentation


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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 email, teacher feedback

as an evaluation, and speech performance.

1. EmailElectronic mail or commonly called email is a method of exchanging digital

messages from an author to one or more recipients. Recently, email operates

across theinternetor othercomputer networks. Some early email systems required

that the author and the recipient both be online at the same time. Email servers

accept, forward, deliver and store messages. Neither the users nor their computers

are required to be online simultaneously; they need connect only briefly, typicallyto an email server, for as long as it takes to send or receive messages

(wikipedia.com).

2. Teacher Feedback as an EvaluationTeacher 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 information about 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 someform of mediation (i.e., teacher evaluations) regarding teachers past or previous

performance.Peddie (2000), in his evaluation of the MOE Assessment for Better Learning

professional development programmers from 1995 to 1998, claims future focus

needs to be placed on formative assessment and feedback to students and parents

(p.5). He also found teachers responses to How do teachers actually give

feedback to students? lacked detail and warranted furtherinvestigation. Feedbackis conceptually complex and a logistical challenge for classroom teachers.

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
http://en.wikipedia.org/wiki/Digitalhttp://en.wikipedia.org/wiki/Digitalhttp://en.wikipedia.org/wiki/Internethttp://en.wikipedia.org/wiki/Internethttp://en.wikipedia.org/wiki/Internethttp://en.wikipedia.org/wiki/Computer_networkhttp://en.wikipedia.org/wiki/Computer_networkhttp://en.wikipedia.org/wiki/Computer_networkhttp://en.wikipedia.org/wiki/Online_and_offlinehttp://en.wikipedia.org/wiki/Online_and_offlinehttp://en.wikipedia.org/wiki/Computer_serverhttp://en.wikipedia.org/wiki/Computer_serverhttp://en.wikipedia.org/wiki/E-mail_serverhttp://en.wikipedia.org/wiki/E-mail_serverhttp://en.wikipedia.org/wiki/E-mail_serverhttp://en.wikipedia.org/wiki/Computer_serverhttp://en.wikipedia.org/wiki/Online_and_offlinehttp://en.wikipedia.org/wiki/Computer_networkhttp://en.wikipedia.org/wiki/Internethttp://en.wikipedia.org/wiki/Digital


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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. Next

indicator 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

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)

The parameter of mark for poor performance is 64;average performance is 65; and excellent performance is 75

B. THEORETICAL FRAMEWORKGiving feedback to the students is a hard way for teachers. Teachers must find

an appropriate way in order to enhance the students achievement in term of theirspeech performance in presentation class. Teachers must consider the characteristics

towards students when giving the feedback, because not all the students feel

convenient in getting the verbal feedback in front of their classmates. Therefore,

teacher can use an online media such as email as an alternative way to facilitate it.

Then, teacher can make a kind of personal evaluation or assessment toward studentby sending them a message to their personal email address. The main target here ishow to achieve and enhance the students English proficiency in term of speechperformance 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.

MethodsThe 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. 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.

This research was concerned the effectiveness of email usage as an alternative

way for teacher in giving the feedback as an evaluation to the students in EnglishPresentation Class, in order to enhance 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 Computer

Engineering Study Program of Information and Technology Department. The

department needs to improve their speech performance in English by joining the

language course; 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

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 and worthwhile to continue.

D. Data Setting and SourceThe research was conducted from September 2010 until January 2011 in

Computer Engineering Study Program of Information and Technology Department

at Telkom Polytechnic Bandung. It was done by conducting the participantobservation and mark documents in learning process in the classroom with students.

Source of data used in this research was the Computer Engineering Study of

Information and Technology Department students. The teacher conducted the

learning process and made the feedback evaluation of their speech performance after

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 InstrumentsThe 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 observation

and mark documents. The participants were 40 (forty) students from ComputerEngineering Study Program, from the 4th

(fourth) semester who took English


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

that consists of 4 (four) members for each, so there would be approximately 8 groupsfor each class, with two times opportunities to present.

G. Data AnalysisAccording to Hopkins (2002), there were two types in quantitative dataanalysis. 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 researchsetting. The process of data verification in this study were by comparing and

confirming the data gathered from one informant to other informant.

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 Email as The Alternative Way in Giving FeedbackEvaluation

The short description of this subject is talking about technical presentation

skills. Throughout the course, the students are going to be evaluated from their

presentation performances. The expected outcome from this subject is the ability ofstudents 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 enchance or 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. The teacher would give them a feedback evaluation as theirspeech performance in presentation class. The teacher aksed each student to write

their email address in the form and used it as a media in giving the feedback to the

students. The main consideration of using email is to give a personal assessment or

Summarizing Data

Variables

Simple statistics

Effect statistics and statistical models

Complex models


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evaluation for each student in order to enhance them in term of speech performance.

Giving feedback evaluation by email could be an alternative way in effectiveness,because if the evaluation was given in verbal or oral it would be not effective and it

needed much time to allocate it. Another reason is about understanding the

characteristic of students as adults learners. Most of them would fell inconvinientwhen their classmates knew about their weaknesses or negative point of their speechperformance given by the teacher.

The research results in complete mark of students speech performace after

the teacher gave a feedback evaluation by email could be seen in Appendix 1. The

marks progress of student performance could be illustrated in figure 4.1 bellow.

Figure 4.1 Marks of Students Performance

According to figure 4.1 above, it could be explained that most of the studentsgot enhancement or improvement in their speech performance in the second opportunity

after they got a feedback evaluation from the teacher for their first performance. In detail,

the figure 4.1 could be analyzed clearly on the table 4.1 and table 4.2 bellow.

Table 4.1 The Results of First Speech Performance of Students

No IndicatorsSpeech Performance



12/40

or 30%

16/40

or 40%

12/40

or 30%


3 Exploring ideas (words, statements, and opinions


fluency, and accuracy)5 Form (Grammar)

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

0

20

40

60

80

100

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39

Mark

Students

Marks of Students' Performances

1st Performance 2nd Performance


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According to table 4.1, in the first performance, there were 12 (twelve)

students who performed in a poor speech performance or 30% from the total numbers

of students. In average speech performance, there were 16 (sixteen) students or 40%.There were only 12 (twelve) students who performed in an excellent speech

performance or 30% from the total numbers of students.

Table 4.2 The Results of Second Speech Performance of Students

No IndicatorsPerformance



0/40 or

0%

5/40 or

12,5%

35/40 or

87,5%


3 Exploring ideas (words, statements, and opinions


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 no students who

performed in a poor speech performance or 0%. In average performance there were still 5(five) students or 12,5% from the total numbers of students. The improvement for

students who performed in an excellent performance increased significantly from 12

(twelve) students or 30% became 35 (thirty five) students or 87,5% of the total numbers

of students.

The students also gave a good respond in giving a reply to the teachersfeedback. They could make a consultation and suggestion by asking their progress or

weaknesses of their first performance in presentation.


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V. CONCLUSIONS AND RECOMMENDATIONSThis chapter deals with two parts, namely conclusions and recommendations.The first part deals with the presentation of the conclusions of the study. The second part

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

A. Conclusion1. Email as an Alternative Way in Giving Teacher Feedback Evaluation

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 evaluation into their personal email. The

enhancement of their speech performance 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 had courageous

in their previous speech performance.They also gave positive responds about the teacher feedback evaluation sent

into their email by giving a good reply to the teacher in a good writing and they also

shared about the problems related with their first performance. They were willing to

make a better performance for the second chance given for presentation. Therefore,

the use of email could be as an alternative way for teacher in giving feedback

evaluation in order to improve or enhance the achievement of students English

proficiency, in term of speech performance in their presentation performance.

B. RecommendationTeaching English as a foreign language need some strategies and varieties

in giving the students feel comfort or convenient to learn, especially for no-English

department students. Teacher must create a good atmosphere in learning process to

the students, especially when giving them a feedback evaluation to their

performance. Teacher may use some online media such as email, social networks,

blogs, and so on to facilitate them in order to get an improvement or progress ofstudents English proficiency and competency. Using email could be as an alternative

way to interact with the students personally, by sending them the message related to

the progress of students, therefore it could maintain the privacy of them. Teachers

also have to know the characteristics of students as adult learners such as they need

privacy for getting some evaluation about their learning progress from their teacher

especially for teaching English as a foreign language.


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Bibliography

Hattie, J., & Timperly, H. (2007). The power of feedback. Review of Educational Research,

77(1), 81-112.

Holliday, A. 2002.Doing and writing qualitative research. London: Sage Publications.

Hopkins WG (2002). Quantitative data analysis (Slideshow).

Sportscience 6, sportsci.org/jour/0201/Quantitative_analysis.ppt (2046 words)

Ilgen, D. R., Fisher, C. D., & Taylor, S. M. (1979). Consequences of individual feedback on

behavior in organizations. Journal of Applied Psychology, 64, 349-371.

Peddie, R. (2000). Evaluation of the assessment for better learning professional development

programmers. Auckland Uniservices Limited: University of Auckland.

See at Wikipedia, Email. accessed on March 29, 2011

Waschull, S.B. (2001). The online delivery of psychology courses: attrition, performance,

and evaluation. Teaching of Psychology, 28, 143147.
http://en.wikipedia.org/wiki/Email%3e%20accessed%20on%20March%2029http://en.wikipedia.org/wiki/Email%3e%20accessed%20on%20March%2029http://en.wikipedia.org/wiki/Email%3e%20accessed%20on%20March%2029


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Wholey, J., Hatry, H., & Newcomer, K. (eds). (2004). Handbook of practical program

evaluation. San Francisco, CA. Jossey-Bass.

Appendix 1 The Mark Report of Students Speech Performance

No NIM Email Address of Students P1 P2 Range Mark

Letter

1 30208014 [email protected] 70 80 10 75 A

2 30208018 [email protected] 60 75 15 67.5 B

3 30208030 [email protected] 75 80 5 77.5 A



6 30208061 [email protected] 63 85 22 74 B












18 30208169 [email protected] 55 75 20 65 B19 30208172 [email protected] 70 75 5 72.5 B
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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25 30208257 [email protected] 70 75 5 72.5 B26 30208262 [email protected] 55 85 30 70 B











37 30208326 [email protected] 63 68 5 65.5 B38 30208343 [email protected] 65 75 10 70 B



Mark Range:

A 75 B 65 C 55 D 40 E 0
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]

the use of email as an alternative way

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