




































Erniyanti Nur Fatahhela Dewi, Nidyah Hasanah  
& Muhammad Faishol Nurul Huda 

Available Online at http://journal.iaingorontalo.ac.id/index.php/al    116 

 

© 2020 Al-Lisan: Jurnal Bahasa (e-Journal) 
 

 
 

        
   Volume 5, Nomor 2, Agustus 2020 

          ISSN 2442-8965 (P) ISSN 2442-8973 (E) 

 

 

Formative Peer Feedback On Undergraduate  

Students’ Speaking Ability 

 
Erniyanti Nur Fatahhela Dewi

(1)
, Nidyah Hasanah

(2)
,  

& Muhammad Faishol Nurul Huda
(3) 

erni21yanti96@gmail.com, nindyahasanah@gmail.com, muhammadfaisalnh@gmail.com 

Syarif Hidayatullah State Islamic University Jakarta, Indonesia 

 

 

ABSTRACT 

This descriptive qualitative study investigated the undergraduate students' perception in public 

speaking class that conducted formative peer feedback, especially for undergraduate students 

who learned the subject at State Islamic University Jakarta. This study revealed the 

undergraduate students’ perception about the implementation of formative peer feedback in 

assessing their formative public speaking class. Besides, the authors provided an open-ended 

questionnaire and semi-structured interview to know how applicable the formative peer 

feedback for undergraduate students, which part that students interested in when they assess 

their friends, and identify students’ feelings when used the formative peer feedback in public 

speaking class. Concerning the results of the study, the writers discovered that formative peer 

feedback is very beneficial for the undergraduate student in the learning process of the public 

speaking class. While doing the assessment, most undergraduate students seem more interested 

in assessing their peer's body language and speech content. In addition, the result that the writers 

got from the investigation was 62.5% that claimed their peer’s feedback was very objective. 

Other than that, when using the formative peer feedback in the public speaking class, 65.6% of 

undergraduate learners were feeling satisfied. 

Keywords: Formative Peer Feedback; Undergraduate Students; Speaking Ability. 

 

 

A. INTRODUCTION 

Formative peer feedback is certainly one of the alternative formative assessments 

that students can utilize in pairs to explore, strengthen, and recognize their capability 

within the course. Formative peer feedback is assessing among students that are meant 

to strengthen their learning. Students might have the ability to feel free in expressing 

their ideas to each and every other. Moreover, Sari & Setiawan (2018) argued that 

formative feedback is defined as communicative information for novices that might be 

http://u.lipi.go.id/1421293761
mailto:erni21yanti96@gmail.com
mailto:nindyahasanah@gmail.com
mailto:muhammadfaisalnh@gmail.com


Erniyanti Nur Fatahhela Dewi, Nidyah Hasanah  
& Muhammad Faishol Nurul Huda 

Available Online at http://journal.iaingorontalo.ac.id/index.php/al    117 

 

© 2020 Al-Lisan: Jurnal Bahasa (e-Journal) 
 

purposed to modify their considering or behavior to reinforce learning. Additionally, 

formative peer feedback has been used in English language courses to grasp the 

beginner’s newbies’ language efficiency within the four abilities, reminiscent of 

listening, speaking, reading and writing (Leenknecht & Prins, 2018).  Wanner and 

Palmer (2018) asserted that peer feedback requires appropriate design form and 

implementation in order to decide an efficient instrument for formative assessment 

procedures. Furthermore, formative peer feedback also creates students’ capability to 

offer feedback, and the teacher’s intervention is crucial for formative peer feedback. 

Moreover, it seems interesting to observe formative peer feedback in enhancing the 

students' speaking ability since speaking is one of the subject matters in the Department 

of English Education. Nevertheless, many other teachers in Indonesia seem to find it 

challenging to provide a way of assessing the speaking skills of students, so they 

commonly use traditional methods. To illustrate, teachers ask each student to deliver 

individually in front of the class and provide them with the score, and it needs to spend 

more time assessing students' speaking ability as almost every class in Indonesia 

comprises even more than 30 students. According to  Flucher (2018), speaking 

assessment in any foreign language is among the most challenging assessment activities 

suffered by teachers due to the students' amount and the time for learning. 

In light of the formative peer feedback on students' speaking ability, it is going to 

assist students in minimizing the anxiousness of them. Formative peer feedback also is 

assumed to offer an impact on investigating the students' speaking ability. Therefore,  

Gikandi and Morrow (2016) assumed that formative peer feedback motivates students 

to participate actively within the finding out process. Regardless of increasing evidence 

that formative peer feedback forms helpful in making improvements to speaking 

abilities in students, comparable in deciding greater accountability for their learning 

process, creating a better understanding of the course, assessment requirements with 

their standards and evaluations, and creating important reflective and speaking abilities 

(Wanner and Palmer (2018). Against this, needs analysis of formative peer feedback as 

the assessment, attitudes of students to this tradition on undergraduate students' degree 

has no longer been investigated. Hence, gathering students' perceptions towards the use 

of formative peer feedback in exploring their speaking ability seems fascinating to be 

carried out in detail. 



Erniyanti Nur Fatahhela Dewi, Nidyah Hasanah  
& Muhammad Faishol Nurul Huda 

Available Online at http://journal.iaingorontalo.ac.id/index.php/al    118 

 

© 2020 Al-Lisan: Jurnal Bahasa (e-Journal) 
 

Regarding this topic, some previous related studies discussed formative peer 

feedback, as mentioned by Elizondo-Garcia, Schunn, and Gallardo (2019), who 

examined the connection between high-quality pedagogical design peer feedback. In 

this regard, the observation was once carried out amongst 230 participants from Latini, 

the United States, within the Crisis Preparedness. Each qualitative and quantitative 

approach used to be carried out within the study. The qualitative design was carried out 

first to reveal the education practitioner's views and illustrate peer feedback aspects. 

Subsequently, the quantitative design was once used to check courses in keeping with 

peer feedback comments. The measurement instruments used have been a semi-

structure interview, demographic data survey, and peer feedback comments. 

Furthermore, the study results have supported the concept that educational design 

features, basically the guide structures and center of attention, decide the type of 

feedback that participants will produce and hence receive. 

Sridaran and Boud (2019) researched the direct impact of formative efficiency and 

the interceding the results of praise and criticism in peer feedback messages on 

improving group work and self-assessment skills. This study attempts to defeat whether 

peer feedback leads to improving teamwork behavior and self-assessment abilities. 

Regarding this matter, this research pattern includes a quantitative and qualitative 

approach from 98 students. Students enrolled in the company are programmed using 

certain forms of collaborative teamwork. Besides, this study found a direct constructive 

relationship between formative efficiency scores and summative self-assessment 

abilities. Against this, the compliment negatively mediates the relationship between 

formative efficiency scores and summative group work. 

In the other study, Peters,  Körndle, and Narciss (2018) investigated a formative 

assessment script (FAS) to promote vocational high school students in producing 

feedback to their peer and their performance. The study examined producing peer 

feedback benefits the next generation vocational students from internal feedback. In this 

regard, the study was investigated concerning quantitative and qualitative peer 

characteristics and internal feedback produced by vocational students. It also conducted 

a quasi-experimental design. The study was involved 75 vocational students who 

created an individual assignment in writing a typical technical planning task as 



Erniyanti Nur Fatahhela Dewi, Nidyah Hasanah  
& Muhammad Faishol Nurul Huda 

Available Online at http://journal.iaingorontalo.ac.id/index.php/al    119 

 

© 2020 Al-Lisan: Jurnal Bahasa (e-Journal) 
 

participants. Furthermore, the result showed that FAS forced students to explore more 

critical ideas and omit fewer wrong elements in their choices. 

Overall, those studies seem to indicate that formative peer feedback could 

positively impact students' learning experience and performance. However, those 

studies did not specifically discuss how undergraduate students' perceptions of 

implementing formative peer feedback improve speaking ability. Therefore, different 

from those previous studies, this current study would focus on investigating 

undergraduate students' perceptions of formative peer feedback in improving 

undergraduate students' speaking skills. Furthermore, the present study is aimed to 

address exploring the undergraduate students' perceptions using formative peer 

feedback towards speaking skills. To regard this study, collecting data will be gathered 

through a semi-structured interviewed questionnaire and measured by the qualitative 

method. 

 

B. RESEARCH METHOD 

A descriptive qualitative study was conducted in the study. It described the 

undergraduate students' perception who had experience in speaking class that conduct 

formative peer feedback. The description included undergraduate students' perceptions 

regarding their experiences in applying the formative peer feedback such as how 

applicable the formative peer feedback for undergraduate students, which part students 

like when they assess their friends and students' feelings. In this regard, thirty-two 

undergraduate students who had experience in using formative peer feedback invited to 

be a participant in The study. Additionally, the writers selected thirty-two undergraduate 

students of Syarif Hidayatullah State Islamic University Jakarta as the participants. It 

was due to the writers' consideration since the writers graduated from Syarif 

Hidayatullah State Islamic University. The writers had proximity emotional to 

undergraduate students that were used as the participants. Therefore, the writers had 

chosen the selected undergraduate students of Syarif Hidayatullah State Islamic 

University Jakarta. 

Since the main data of the study perception, so that the authors used an online 

questionnaire (Google Form) to gather undergraduate students' perception about the 

implementation perceptions of formative peer Feedback in assessing their formative 



Erniyanti Nur Fatahhela Dewi, Nidyah Hasanah  
& Muhammad Faishol Nurul Huda 

Available Online at http://journal.iaingorontalo.ac.id/index.php/al    120 

 

© 2020 Al-Lisan: Jurnal Bahasa (e-Journal) 
 

public speaking class. An online questionnaire with open-ended questions distributed to 

students, how applicable the formative peer feedback for undergraduate students, which 

part that students like when they assess their friends' and students' feelings. The 

questionnaire adopted from  Munoz and Alvarez (2007) and the data from this recent 

study were analyzed using descriptive analysis. The writer also conducted a semi-

structured interview in order to measure participants' responses. 

 

C. FINDINGS AND DISCUSSION 

Findings 

Participants in this research conducted a questionnaire that addressed undergraduate 

students’ formative peer feedback perception in their capacity to speak in public 

speaking courses. Five open questions specifically addressed the reasons, perceptions, 

aspects of undergraduate students and their feedback on the implementation of peer 

feedback in public-speaking classrooms. It emerged after evaluating the questionnaire 

response and commonalities that are considered important and relevant to this research. 

In addition, the important topics arising from this research were that formative peer 

feedback help strengthen future performance, enhance motivation and stimulate them 

during their speaking performance, and enhance communication between undergraduate 

students and others. These topics are discussed below and arranged from the 

significance of the peer feedback questionnaire by each issue. There are five basic 

questions asked for accompanying opinions concerning the peer feedback and below the 

outcome the authors briefly explain the answer of each issue to the participants. 

First, participants were asked about their views on implementing formative peer 

feedback in teaching and learning process, especially public speaking course. The result 

was presented as follows: 

Figure 1. Views on implementing formative peer feedback 

 



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& Muhammad Faishol Nurul Huda 

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© 2020 Al-Lisan: Jurnal Bahasa (e-Journal) 
 

The result of the data in chart above of 32 participants, 26 (81.3%) asserted that 

they thought formative peer-feedback was very useful for them. There are four main 

reasons of the participant. First, through the formative peer feedback, it gave feedback 

for their peer. It  meaned they were evaluating themselves. Second, formative peer 

feedback could improve participants’ critical thinking. Their peer will stimulate to force 

them in improving their speaking performace. By their peer feedback, undergraduate 

students feel challenged to think more critically then that will produce more brilliant 

ideas than usual. Third, through the formative peer feedback, participants would be 

more confident since they know who assessed was their own friend, not the lecturer. 

Participants also stated that they were happy. They also aserted that they felt their 

confidence emerged in place of their speaking anxiety. Fourth, the participant thought 

that formative peer feedback could help them to realize their speaking ability. It could 

stimulate them to enhance their future performance so that participants could be more 

responsible for improving their speaking performance. 

However, 6 (18.8%) participants chose that formative peer feedback was somewhat 

useful for them. As participants who asserted the formative peer feedback was 

beneficial, the six participants also had some reasons to choose it. Writers categorized 

the reasons into two. First, the participant felt that their pair’ ability was lower than him. 

It resulted that theirpeer feedback was not useful enough. Second, participants stated 

that the formative peer feedback who assessed by their friends could not be objective 

since they had an unpleasant feeling in criticizing. However, participant who chose 

somewhat useful were still recommend this peer feedback as optional assessment in the 

public speaking course. 

Second, participants were asked about part that participants like most when they 

score their friends. The result was presented as follows: 

 

 

 

 

 

 

 

Figure 2. The part that participants like most when they score their friends 



Erniyanti Nur Fatahhela Dewi, Nidyah Hasanah  
& Muhammad Faishol Nurul Huda 

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© 2020 Al-Lisan: Jurnal Bahasa (e-Journal) 
 

 

The question two indicated the aspect in which students like to assess through peer 

feedback. From 32 participants, 11 of participants or 34.4% marked body language. 

There are various reasons stated by participants. Therefore, the writers categorize into 

four. First, participants said that body language showed the speaker’s self-confident. 

Second, participants stated that using body language, the message would be easily 

delivered and understood by the audiences. In other words, body language helped the 

speakers’ explanation. Third, participants mentioned that when the content which 

delivered was less attractive, the body language will support the speech. So, it will 

attract the audiences’ attention. Fourth, the participant argued that since English was a 

foreign language, so, body language was very beneficial. 

Moreover, 2 participants which is 6.3% from all participants chose eye contact. 

Participants reasoned that they like to see their peer’s eyes. Through eye contact 

emission, they can see someone confidence clearly. On the other hand, introduction also 

chose by 3 participants and it was about 9.4%, the participants argued that a good 

beginning significantly influenced the readiness of the audiences. It will stimulate the 

audiences continue listening to the presenter’s talk. Participants also asserted that the 

introduction section is an "eye-catching" or something distinctive in general. Therefore, 

it can capture someone’s interest in listening to that person’s public speaking. The 

presentation which they presented was interesting if used the body language 

appropriately. 

Another aspect that chose by 4 participants (12.5%) is presenter added variety. 

Participants asserted that they chose this aspect since they felt when someone spoke 

would not even feel monotonous and could broaden their horizons. They knew whether 

or not the presenter mastered the content interestingly by combining other data. Another 

reason was because it could make viewers not easily bored in seeing the presentation 

delivered. In addition, demonstrated planning chose by 9.4% participants or about 3 

persons. They mentioned that because the participants are visual learners, they chose 

this aspect. Moreover, it because they were more understanding when someone 

described visualization, and they can remember well the information provided than just 

describing it. Another reason is the way the presenter demonstrates it will be essential 

for the audience to understand the content presented. 



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© 2020 Al-Lisan: Jurnal Bahasa (e-Journal) 
 

The last aspect is content that chose by 9 participants (28.1%). As other aspect 

before, undergraduate students who chose this aspect have several reasons. First, 

participants argued that Content aspect was an essential thing in carrying out the 

communication process. The communication process could be successful and well-

received if the audience captured the meaning of the content which conveyed by the 

speaker. Second, the way to deliver the content of each person was different, so that the 

part was made participants interested in listening to the content, was what information 

conveyed while conducting an assessment in public speaking. Third, in assessing the 

content part, the evaluator would give the feedback that the presenter will know how 

much the influence of the speech and what part that should be more increased. 

Third, participants were asked about whether they are objective or not when they 

score their friends. The result was presented as follows: 

 

 

 

 

 

 

 

Figure 3. When I score my friend using the rubric, I am 

 

In response to question three, 20 (62.5%) of the participants responded very 

objective. Morever, 12 (37.5%) participants responded somewhat objective, and no 

participants responded, not objective. Almost every undergraduate student indicated that 

they were very objective to assess their friends’ performance using the peer feedback 

rubric. They realized that the result of the assessment did not only turn into a pile of 

garbage. It would become good suggestions so that they would undoubtedly have 

assigned the recommendations for improving their speaking ability. In other words, it 

used for knowing their weaknesses and making them better in speaking performance for 

the future chance. However, 12 participants chose somewhat objective because they felt 

inadequate to their friends to say honestly. Besides, if the friend who had not good 

performance enough, it was hard to comment on bad words. 



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Fourth, participants were asked about their assumptions about whether their 

friends score their performance objectively or not. The result was presented as follows: 

 

Figure 4. My friend’s feedback 

 

From the 32 participants who responded from the questionnaire that we provided, 

we have examined it and obtained outcomes of 19 (59.4%) participants who chose 

friend’s feedback is somewhat objective. When we gave direct interviews after 

collecting a questionnaire that we have shared, the friend’s feedback was between 

objective and not objective, so most of them chose somewhat objective. They felt 

inadequate to their friends to say honestly and comment on bad words. Furthermore, 13 

(40.6%) of undergraduate students chose that students' feedback is not objective, 

because they believe that their abilities with each other were same, so that when their 

friends assess them, they felt doubtful to their friends, or sometimes they feel not 

objective because their friends assessed not from what they produced, but assessed them 

because just a friend. 

Fifth, participants were asked about their feeling when using formative peer 

feedback in teaching and learning process, especially public speaking course. The result 

was presented as follows: 

 

 

 

 

 

Figure 5. Paticipants’ feeling when using formative peer feedback 



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& Muhammad Faishol Nurul Huda 

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© 2020 Al-Lisan: Jurnal Bahasa (e-Journal) 
 

From 32 participants’ responses that writers have already given the questionnaire, 

34.4% undergraduate students chose somewhat happy to give the score to their friends 

using peer feedback instruments, they reasoned that they were happier and felt more 

comfortable when the teacher who gave them the formative assessment. Besides, we 

also had the results of 65.6% of responses who chose very happy because they gave the 

reason that using formative peer feedback was a new thing that they occasionally used 

to assess each other’s friends, and they felt that if their friend gave an assessment, they 

feel freer to respond to each other’s friends. 

Discussion 

The present study highlighted the obtained data on how the perception of 

undergraduate students in evaluating their speaking ability towards the enactment of 

formative peer feedback. The ideas among all the respondents showed that the 

formative peer feedback was very helpful to them because most of them figured that the 

peer feedback stimulated them to recognize how far their ability in oral performance. 

When students propose and give the feedback, Students interact with their pairs. 

Therefore, it influenced the independent learning. It is also evidenced by Yeh,  Tseng 

and Chen (2019) who asserted that peer feedback effects discussion between students, 

their own taks reflection, and setting the approriate strategy to improve their abilities. It 

all resulted independent learning. Participants also believe that using peer feedback 

makes them expand their understanding so they can assess their friends. As stated by 

Comer,  Clark and Canelas (2014) that peer feedback is information that allow students 

to exploretheir intention to modify their reflections or habits. In other case, it enhances 

student knowledge and expertise. Additionally, typical sequence of actions in peer 

feedback are efficiency and task completion, learn from one another, write and send 

feedback, receive feedback from others, and revise tasks. 

Moreover, the study results also demonstrated that formative peer feedback could 

improve communication between undergraduate students with their peers since the peer-

assessment process that allowed students to have clarification and feedback from their 

friends. Through this process, undergraduate students may ask or discuss with their 

friend about some standards that they are still low at. For instance, when students assess 

the oral performance of their friend, some of them found that they were still low in 

pronouncing the words. Thus, students discuss it with their friend to have some 



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& Muhammad Faishol Nurul Huda 

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feedback on whether they should have electives to exercise or ask their friend to 

practice together in order to rehearse their pronunciation. This is significant since it is 

supported by  Usher and Barak (2017), who found that engaging in peer assessment 

typically entails essential pondering and the implementation of high-level cognitive 

skills in producing thoughts and ideas. 

In addition, the formative peer feedback also improves the students’ incentive to 

achieve better performance, particularly oral performance. Through formative peer 

feedback, students can freely assess each other to know how far they accomplish or 

obtain the requirements. Therefore, it may increase their motivation to become a better 

for another performance chances. It is supported by Joo (2016), who said that Peer 

feedback motivate students to show the better oral performances. By students’ 

motivation, it influenced students to be more active in participating discussion. They 

will truly encourage the discussion by giving quention and answer. In accordance,  

Ortoleva and Brètancourt (2016),  Farias, Hastie, and Mesquita (2018),  Nicolini and 

Cole (2019), and  Cook (2019) agreed that students are able to generate new options in 

peer feedback actions that allow students to have questions and discussion. 

D. CONCLUSIONS 

Based on research finding, formative assessment is taken into account one of the 

vital necessary ways to enhance instructing and learning processes. It is performed to 

evaluate undergraduate students’ understanding, learning wants, and learning progress 

regarding a selected unit of learning materials. Giving feedback in formative assessment 

is not only come and conducted by the lecturers, but also it may come from the students. 

Formative peer feedback is an alternative assessment that can be done by undergraduate 

students in evaluating, exploring, developing, and knowing their capability and 

knowledge. Since the implementation of formative peer feedback in Indonesia is still 

substitutive, it seems to indicate outstanding knowing undergraduate students’ 

perception toward the implementation of formative peer feedback. Hence, in the present 

study, writers distributed the questionnaire and did a semi-structured interview to 

measure participants’ responses. 

Concerning the results of the study, the writers discovered that formative peer 

feedback could be very useful for the undergraduate students within the learning 

technique of public speaking class. While doing the assessment, most undergraduate 



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& Muhammad Faishol Nurul Huda 

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students like assessing the peer’s body language and the content of the speech. What is 

more, 62.5% of the participants also assessed very objective. However, they felt their 

friend’s feedback was somewhat objective. In addition, 65.6% undergraduate students 

felt pleased when using the formative peer feedback in public speaking class. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



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© 2020 Al-Lisan: Jurnal Bahasa (e-Journal) 
 

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