Penilaian Teman Sebaya Formatif dalam Kemampuan Presentasi Lisan : Persepsi Peserta Didik Sekolah Menengah dan Tantangannya

Formative Peer-Assessment in Oral Presentation Skill: EFL Secondary School Students’ Perception and Its Challenges

Penilaian teman sebaya formatif memiliki peran penting dalam memonitor performa belajar peserta didik di kelas. Penelitian ini bertujuan untuk menelusuri persepsi dan tantangan yang dihadapi peserta didik sekolah mengah dalam menerapkan penilaian teman sebaya formatif selama kegiatan presentasi lisan. Penelitian ini menggunakan metode kualitatif dan dilakukan dengan melibatkan 5 peserta didik kelas VII di salah satu sekolah menengah di Sidoarjo. Data penelitian ini dikumpulkan dengan menggunakan kuesioner terbuka dan sesi wawancara. Sumber data penelitian diambil dari jawaban peserta didik yang ada di kuesioner dan wawancara. Analisis data digunakan sebagai evaluasi dari implementasi penilaian teman sebaya formatif dalam presentasi lisan di tingkat sekolah menengah. Penelitian ini menunjukkan bahwa penilaian teman sebaya formatif membantu peserta didik sekolah menengah dalam mempersiapkan tugas, fokus selama sesi kegiatan presentasi lisan, meningkatkan kemampuan berpikir kritis dan evaluatif, mengembangkan kepercayaan diri, dan mengenali kelebihan dan kelemahan teman mereka secara mendalam. Di sisi lain, beberapa peserta didik justru mendapatkan keluhan, menemukan kesulitan dalam menentukan nilai, ulasan, dan pertanyaan yang sesuai serta menemukan adanya tindakan kecurangan selama kegiatan penilaian teman sebaya formatif. 

Formative peer-assessment has an important role in monitoring EFL students’ learning performance in the classroom. This research aims to investigate the EFL secondary school students’ perceptions and challenges in implementing formative peer-assessment during oral presentation activity. This research uses qualitative method and is conducted with 5 seventh-grade students in one of the secondary schools in Sidoarjo. The research’s data were collected by using open-ended questionnaire and interview session. The sources of the data were taken from the students’ responses in the questionnaire and interview. The data analysis is used as the evaluation of the formative peer-assessment implementation in oral presentation skill at the secondary school level. This research shows that formative peer-assessment helps the secondary school students in preparing the upcoming tasks, making them focus during the oral presentation session, improving their critical thinking and evaluative skills, developing students’ self-confidence, and knowing their peers’ strengths and weaknesses deeply. On the other hand, some students got complaints, found difficulties in deciding the appropriate score, feedback, question, and discovered cheating activity during formative peer-assessment implementation.